【作者】 杜文军；

【导师】 王鉴；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2009， 博士

【摘要】 课堂人种志是教学论与人种志联姻的一种研究范式,属于微观的人种志研究。在西方,课堂人种志已发展成为一种操作化很强的技术体系,在我国,这一方法的研究仍处于萌芽阶段。作为一种方法论价值体系,课堂人种志既不是一门学科,也不是一个研究领域,而是对课堂现象、事件和行为详细的、动态的、情境化描绘的基础上,探究特定课堂文化背景下师生教育信念、价值观、行为模式和职业特征的一种方法论,具有自身独特的特点、原则、标准、理论基础。一般而言,课堂人种志的研究过程主要包括选点、走进现场、在现场中研究、资料的整理和分析以及文本的写作等四个阶段。为了确保研究的真实性和客观性。课堂人种志对时间有极其严格的要求,要求研究者在课堂场域停留一定时间。作为一种操作化很强的技术体系,课堂人种志在职业道德、业务素质、专业技能和伦理道德等四个维度对研究者提出了要求。同时,为了避免课堂人种志由于自身的原因而产生的局限性,它要求研究者在研究中要采取一定的策略和方法以提高自身的信度。课堂人种志包括三个彼此有机联系的基本方法:参与观察法、深度访谈法和深描法。通过参与观察课堂呈现的现象、事件和行为,衍生问题。通过深度访谈,发现它们产生的社会文化意蕴。通过深描,对这些现象、事件和行为进行分析和解释,最终形成文本。课堂人种志的写作不仅是研究者对资料整理、遴选、分析的过程,也是研究者对自身研究活动重新审视和反思,最终建构教学理论的过程。尽管不是每次研究都需要理论构建,但最终理论的建构都必须仰仗每次资料的支持。它的最终目的就在于将材料置于更广阔的视野之中,形成具有较高理论水准和富有解释力的佳作。回访是课堂研究者对自己或他人已有的研究点进行再次访问,进而展开研究的过程,它是课堂人种志研究的一个有机组成部分。回访的意义表现在四个方面:订正、促进知识的发展,加强学术的可信度;具有文化变迁研究的重要视角;表明课堂研究不仅是动态的、有生命的,而且是有意义的;有助于研究者在对已有研究点审视的基础上,展开多点的课堂人种志研究,通过不同研究点时空组合的相互联系,解决教学理论和实践中具有广泛性、代表性的问题。随着课堂人种志在我国的发展,一些学者也在逐步运用这种方法对课堂进行研究,并形成了一些经典的案例。通过对这些案例的分析,可以了解这一方法是如何在实践中被加以具体运用,并从中吸取经验。作为对一种方法的研究,仅仅停留在文字的表述层次上显然是不够的。为了更好的说明这一方法在课堂研究如何运用,笔者利用带学生去新疆沙雅实习支教整整一学期的机会,在对所带学员课堂教学参与观察中衍生的问题基础之上,通过深度访谈,探讨了产生这些问题的深层原因,最终以文本的形式加以呈现。更多还原

【Abstract】 Class ethnography is a kind of research paradigm combining teaching theory with ethnography, fallinging into microcosmic ethnographic research. In the West, class ethnography has been developed into a technological system with strong operationalization, but in China it has been in its infancy.As a value system of methodology, class ethnography is not a course or research area, but a method of probing into educational belief, values, behavioral model and job characteristics of teachers and students in the specific context of class culture based on describing class phenomenon, incidents and behaviors in a dynamic, detailed and contextualized way, which owes unique traits, principles,standards and theoretical principles. Generally speaking, the process of class ethnography mainly includes four stages such as picking a site, entering into the spot, studying at the spot,sorting out and analyzing datas as well as writing a text. Class ethnography is extremely strict to time and requires researchers to stay for a time in the class site in order to ensure the authenticity and objectivity of the research. Class ethnography claims the researchers in the dimensions of professional ethics, professional quality, professional skills and ethics. Meanwhile, it demands the researchers to apply certain strategies and ways to prevent limitations caused by itself.Class ethnography consists of three closely connected and basic methods: participant observation, depth interview and thick description. The problem are breeded by observing phenomenons, incidents and behaviors presented in class, social and cultural implication is be unveiled through depth interview and a text is finally formed through thick description based on the analysis and explanation of them.The writing of class ethnography is a process not only of the arrangement, selection and analysis, but also of the review and rethink on his own research activity, finally of the construction of teaching theory. Although each study doesn’t require the construction of teaching theory, still the construction of teaching is finally formed based on the materials collected by each study. Its ultimate purpose is to put the materials in a broad vision and form an excellent work with comparatively high theoretical level and explanatory power.Return visit is a repeated visit of informed research site of the researcher or other’s, at which he conducts a research;and it is an organic part of class ethnography. The significance of return visit displays in four respects: correcting, promoting knowledge development of, strengthening learning reliability; owning a perspective of cultural change; indicating that class research is not only dynamic and living, but also meaningful; helping the researcher do the research at different spots on the basis of the survey one his own informed research site so as to find intensive and representative problems in teaching theory and practice.With the development of class ethnography in China, some scholars apply this method to classroom research and classic cases take shapes. One can understand how this method is used in practice and draw s some experiences through these cases.As a research on method, it is not enough to remain in words. The author has snatched the chance of taking the students to Shaya County of Xinjiang Uygur Autonomous Region for aid-the-poor practice for one term of school, based on the problems derived from participant observation on classroom teaching given by Intern students, investigated the underlying reasons to these problems through depth interview, and showed all with a text in order to illustrate how to apply this method to classroom research.更多还原