敘事探究對敘事教學的啟示－理念與實例

The Inspiration of Narrative Inquiries on Narrative Teaching-Viewpoints and Cases

曾肇文

《新竹教育大學學報》 21期 (2005/12) Pp. 75-109

https://doi.org/10.7044/NHCUE.200512.0075

摘要

我們每個人都需要故事，它讓我們在時、空脈絡中得以定位，它賦與我們意義。故事是敘事探究的核心，敘事探究有兩種意義，一種是將敘事當作一種研究方法，一種是將敘事當作一種研究內容來處理。「敘事探究」一詞，係強調敘事具有的認知功能和轉化功能，也就是運用敘說各類故事的方式，來達到探究世界、理解個人生活意義的目的，這也是本文對「敘事探究」所持有的觀點。若將敘事運用於教學為例，看待敘事的方式可以是，我們選取一個故事或說一個故事，並把這個故事當作是課堂學習的主要課程內容、教學探索的主要來源，這種方式就是敘事教學的方式之一。另外，我們也可以將我們的課程或教學內容編排成一個故事，讓學生經歷這個故事時就完成了課程的學習過程，這也是另外一種的敘事教學方式。當我們要進行敘事教學時，首要之務就是要先建構敘事課程，這也是本文的一個主要任務。筆者試著引介國外二位學者的敘事課程建構模式，並提供一個實例以作為對此議題有興趣者的一個參考，目的則在鼓勵教師善用敘事課程以進行敘事教學，寓教學於故事中。

關鍵字

故事 ； 敘事探究 ； 敘事課程 ； 敘事教學

並列摘要

Everyone needs story, includes students and teachers. Story let us get relations with others, get positions in the context of time and space, get meanings of us. The center of narrative inquiries is story that has the essential of acknowledging inquiries and can develop the functions of education, epistemology, and transformation. Narrative inquires have two meanings. First, they regard narrative (storytelling) as the methods of inquires; second, they regard narrative (storytelling) as the contents of inquires. When we use narrative teaching, we must build narrative curriculum. We can choose a story to act as the root of the curriculum and spread our teaching. We can also design the curriculum into the form of a story. So, teachers must properly employ narrative teaching, narrative curriculum and put teaching in the stories.

並列關鍵字

narrative curriculum ； narrative inquiries ； narrative teaching ； story

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