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題 名 | 蛻變:一位國小教師與行動研究的相遇情事=Metamorphosis: The Narrative about an Elementary School Teacher and Her First Action Research Experience |
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作 者 | 許巧靜; | 書刊名 | 中正教育研究 |
卷 期 | 6:1 2007.05[民96.05] |
頁 次 | 頁1-35 |
分類號 | 520.31 |
關鍵詞 | 行動研究; 方法論; 知識論; 本體論; 批判性的反思; Action research; Methodology; Epistemology; Ontology; Critical reflection; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究是一項行動研究後的自我省思,其主要目的在於從實際的體驗中,更深入地認識行動研究。論文採取敘事的體例,藉由對筆者首次研究經驗的詮釋與反思,來探索下列幾項行動研究的哲學議題:一、行動研究與實踐的關係,二、行動研究之知識的本質,三、行動研究的知識形成途徑;四、研究者的角色;五、研究者與行動參與者的關係。除對行動研究的知識重構外,本研究也具有解放的旨趣,批判的對象包括藉由行動研究來宰制教師的結構因素、教師與研究之間的疏離,及研究者的自我異化。而批判這些現象的最終目的,則在追尋研究者的自我認同,並擴大研究者的生命視野。 |
英文摘要 | This is a self-reflection after an action research, its main purpose is to know deeply about action research through practice experience. Adopting a narrative approach, this article tries to explores some philosophic issues about action research by interpreting and reflecting on writer's first action research experience. These issues include: 1. The relations between action research and praxis. 2. The nature of knowledge which action research generates. 3. The constructive knowledge channels of the action research. 4. The roles of the researcher in the educational action research. 5. The relations between the researcher and the action participants. In addition to reconstructing the knowledge of action research, this research has an emancipatory interest. This research attempts to criticize the structural factors which control teachers by action research, the alienation of the researcher from her research, and the researcher's self-alienation. The ultimate goals of criticizing the above-mentioned phenomenon are the quest of the researcher's self-identity and the enlargement of the horizon of the researcher's life. |
本系統中英文摘要資訊取自各篇刊載內容。