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教育叙事对教师发展的积极作用已毋庸置疑,许多学者的相关研究成果已经客观地证明了这一点。但要充分发挥教育叙事对教师发展的积极作用,其前提就是要保证教师进行教育叙事的主动性与积极性。在现实状况中,由于教师自身理念存在的局限性等各种主客观因素的影响,严重挫伤了教师教育叙事的主动性。结合实践提高教师教育叙事的主动性,是教育叙事普及与发展的前提,也是教育叙事发挥其对教师发展的积极作用的基础。
The positive effect of educational narrative on teacher development has no doubt that the relevant research results of many scholars have objectively proved this point. However, to give full play to the positive role of educational narrative in the development of teachers, the precondition is to ensure the teachers’ initiative and enthusiasm for educational narration. In reality, due to the limitations of teachers’ own ideas and other subjective and objective factors, they seriously dampen the initiative of teacher education narration. The initiative to improve the narrative of teacher education by combining practice is the prerequisite for the popularization and development of educational narrative, and also the basis for the educational narrative to play its positive role in teacher development.