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題名:課程想像的自我民族誌:課程研究與實踐的自我經驗反思
作者:何粵東 引用關係
作者(外文):Yueh-tung Ho
校院名稱:國立中正大學
系所名稱:課程研究所
指導教授:高敬文
蔡清田
學位類別:博士
出版日期:2010
主題關鍵詞:課程實踐課程研究自我民族誌實踐智慧phronesisautoethnographycurriculum practicescurriculum studies
原始連結:連回原系統網址new window
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摘要
本研究以自我民族誌進行課程研究與實踐的自我經驗反思,反省與檢討自己,身為老師在教育場域的作為,以及如何安身立命成為良善之人。
首先,我說明以自我民族誌作為探究課程研究與實踐的原因。其次,我以自己的教師學校生活經驗、課程實踐故事、課程研究經驗、對孩子與教育的關懷為切入點,完成課程想像的自我民族誌。然後,我分別從「關於研究」、「課程研究與實踐經驗的再反思」、「多層次的自我民族誌」、與「超越課程想像的後設自我民族誌」,再次觀看課程想像的自我民族誌。最後,我以「告別無言的時刻」,真實面對自己的問題與困境。
研究結果略述如下:(一)自我民族誌的課程研究,從研究者個人經驗、自傳、生命史中出發,連結社會、歷史、與文化的意義,可為當前的課程研究另闢蹊徑,找到新的可能性。(二)自我民族誌從書寫、實踐、創造、評鑑、到欣賞的多層次,形成一種循環的探究模式,能使我們的生活與工作更趨完善。(三)課程研究與實踐必須有所交集,不能是斷裂的關係,要能知行合一,透過反思、研究、與行動,追求兩者的融合。(四)課程是超越界線與分類的。在師生互為主體性的前提下,我以「課程即對話、協商、變化、漫步、與關係」來開展我的課程理解與課程想像。在「課程即人生」的「跑」的過程中,面對問題與困境,我們需要更多的實踐智慧,以追求真善美的人生境界。
Abstract
An autoethnography approach was used to reflect on my experience of curriculum studies and practices. Through critical examination and introspection on my experience as a primary school teacher, I looked for the way to settle down and become a man of virtue.
My autoethnography of curricular imagination started by tracing back my 20-years experience as a primary school teacher. The stories of my curriculum practices and studies followed. The autoethnography ended by calling attention to my concern about children and education.
This autoethnography was further analyzed and discussed in 4 parts, a) problems encountered in research; b) second reflection on curriculum practices and studies; c) multiple layers of autoethnography; and d) meta-autoethnography beyond curricular imagination.
The research findings were summarized as follows: a) Since autoethnography combines the researcher’s personal experience, autobiography, and life history, and connects the social, historical, and cultural meanings embedded in those stories, it is a promising approach to curriculum studies. b) The multiple layers of autoethnographies, i.e., writing, doing, creating, evaluating, and appreciating autoethnographies, make the research process a circular and endless pursuit for the improvement of our life. c) Curriculum studies and practices are closely related. We have to unite knowledge and action, and try to combine them through reflection, research and action. d) Curriculum goes beyond boundaries and classifications. In the premise of inter-subjectivity, I unfold my curriculum understandings and imaginations through “Curriculum as dialogue, negotiation, change, meandering, and relationship”. I also see curriculum as life. In the process of “running the course”, we need phronesis to overcome our obstacles to lead a life of truth, beauty and virtue.
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