于是我选择了叙事研究的方法研究教师在一定的教学情境中过建构起来的个人实践知识。
Therefore I chose narrative study to conduct my research on the teacher's personal practical knowledge in a certain teaching situation.
教师的案例研究，是教师以叙事为主要方式来反思和改进自身教育教学实践的行动研究。
Teacher's case study is the action research conducted mainly by teacher's narration about teaching in order to help them reflect and improve their teaching.
在信息技术促进有效教学方面，教育叙事研究为我们提供了一种良好的研究思路与方法。
Promoted the effective teaching aspect in the information technology, the education to narrate the research to provide one kind of good research mentality and the method for us.
第四介绍了叙事功能和叙事逻辑的内涵，探讨了它们在叙事作文教学中运用。
The fourth introduced the content of narrative function and narrative logic, inquired them into application in the narrative composition teaching.
此外，附录中的教育叙事通过对比实验，进一步说明了“假错——逆向”教学的可行性。
In addition, the education narrative in the appendix through opposite experiment's way, further explained feasibility of the teaching model.
利用信息技术促进小学数学有效教学的叙事研究。
Narrates the research using the information technology promotion elementary school mathematics effective teaching.
教育叙事研究报告通常包含四个要素：教学思想、教学主题、教学情节、教学反思。
Generally, report of teaching narrative study consists of four elements: teaching thought, teaching theme, teaching plot and teaching reflection.
写作目的在于将拉波夫叙事分析模式运用在大学英语听说课程教学中并提出教学建议。
This paper aims at applying Labov narration analysis theory to college English spoken and listening course and making some suggestions.
本文采取理论联系实际和叙事研究的方法，从多个方面对中学语文课堂教学的亮点进行了分析研究。
This thesis, which has combined theories with practice and used narration research, analyzes thoroughly the shiny points in the subject of Chinese in middle school from different angles.
目的探讨同辈叙事教学对缓解和消除大学生心理问题的实效，为大学生健康教育提供参考。
Objective To discuss the effect of narratire teaching in the peer group on easing or removing the mental problems, so as a reference made by psychology education.
研究发现教师的叙事不仅是在简单地反思教学，更是构建信念的过程。
The findings reveal that narrating is actually the process of these teachers' identity construction, the process of meaning making.
研究发现教师的叙事不仅是在简单地反思教学，更是构建信念的过程。
The findings reveal that narrating is actually the process of these teachers' identity construction, the process of meaning making.
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