Journal of Curriculum Studies (Mar 2008)
從方法論出發：理解一所郊區小型學校課程革新的敘事探究Beginning with Methodology: A Narrative Inquiry for Understanding An Urban Elementary School’s Curriculum Innovation
Abstract
本敘事探究從方法論出發，研究者於2005～2006年間參與一所位於臺北市大屯山區小型郊區學校的教師課程革新歷程，根據敘事探究方法論視野，並針對學校在課程革新脈絡中教師的實踐經驗加以詮釋分析，最後嘗試寫成敘事文本並提出研究發現。探究方法以在山上學校（化名）脈絡的參與觀察與深入訪談，來理解教師如何將學校課程創新的敘事再概念化。在此學校課程革新敘事探究過程中，探究者和參與者共創學校課程創新敘說的意義與價值；並企圖引導閱聽者進入此敘事文本中去理解課程研究領域的敘事探究方法論與一所學校課程革新的故事。此外，本研究中仍一併探究課程領域敘事探究中有關敘事探究的有效性與敘事風格撰寫等議題，並分析本土敘事探究社群在知識論與方法論的不同而逐漸展現的多元面貌。 Narrative inquiry is a dynamic process and telling stories, and reliving and retelling stories, not only those of participants but those of inquirers as well. This inquiry, as a two year inquiries, is designed to lead audience to an understanding of the narrative inquiry approach to curriculum studies since 2005 to 2006. I attempted to know what it was and how it worked in an urban elementary school (Mountain School) curriculum innovation settings. Inquiry into on the Mountain School’s teachers and school curriculum leaders understanding of their school curriculum innovation affected by what social and cultural effects? and how they interrupted their narratives of school curriculum innovation. Finally, drawing on a narrative reconceptualization of school curriculum innovation, I used two narrative accounts from two school settings in this two-year inquiry. I offered an understanding of interruptions to Mountain School stories. Further, the methodology issues such as ethics, validity, and writing style of narrative inquiry have been explored on an ongoing basis during the course of this teachers’ curriculum praxis of narrative inquiry.
