The Reflection On The Problems Of Teachers, Narrative Inquiry

Teachers'narrative inquiry is a kind of educational action study, which takes teachers as its main subject and applies narrative style in reflecting and exploring the puzzles in the educational practice. Since this kind of study is closely related to teachers'educational lives, it makes the educational study genuinely influence teachers'educational life. Therefore, as soon as teachers'narrative study emerges, it gains a large number of teachers'attention and quickly becomes an effective and important approach used by the primary and middle school teachers in doing school-based educational research and promoting their professional development. However, it is necessary to make calm and objective reflection on the study of teachers'narrative inquiry at the time when it gradually expands and obtains abundant accomplishmentsThis study makes amount of reading analysis and comparison on the narrative text, which can best reflect the accomplishments of the current situation of teachers' narrative inquiry, and combines the present status and contention of educational narrative inquiry with teachers'narrative inquiry revealing three main problems in applying teachers'narrative inquiry in practice:first, teachers who works in the forefront do not have clear comprehension of the related concepts of teachers'narrative and lack reflection and control from the perspective of methodology, second, the phenomenon of "making stories" proliferate and lack of objective truthfulness and third, there are surplus narrative but inadequate theory which implies it is no necessary to do research on it. These problems make it hard to promote research taste of teachers' narrative inquiry, to help teachers upgrade their professional level from reflection and research, and to transform their educational attitudes and behaviors.In view of the existing problems, this study conducts reflection and demonstration from three perspectives:the traditional Chinese mode of thinking, utilitarianism and the alienation of teachers'thoughts. First of all, it points out that traditional Chinese mode of thinking lacks of full respect to the individuals, the logical analysis, and rational demonstration and has obvious doctrine of mean and then reflects the restriction of these defects on the teachers'research attitudes, the narrative style and the writing techniques. Secondly, it summarizes the influence of Chinese utilitarianism on teachers'research perception and reflects the reason why the phenomenon of "making stories" exists in teachers'narrative inquiry. Finally, it makes an in-depth investigation on the reason that teachers'narrative inquiry lacks question awareness and deep interpretation from the perspective of the alienation of teachers'thinking.In the process of reflecting teachers'narrative inquiry, the author realizes that thing of top priority in promoting teachers'narrative inquiry to be scientific and rational is to arouse teachers'cultural and reflective consciousness, which means that teachers need to constantly improve their reflective ability, focus on theoretical training and the consolidation of educational concepts, upgrade and skillfully control the methodology so as to transform teachers mode of existence and realize the transcendence of teachers'thinking.