方法对比
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| 教育研究中的现象学× | 叙事探究× | |
|---|---|---|
| 领域≠ | 质性 | 质性研究 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1990 (van Manen's systematic educational application); philosophical roots ~1900–1913 | 2000 |
| 提出者≠ | Max van Manen (education application); Edmund Husserl (philosophical foundation) | D. Jean Clandinin and F. Michael Connelly |
| 类型≠ | Qualitative research approach | Method |
| 开创性文献≠ | van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press. ISBN: 978-0791404645 | Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass. link ↗ |
| 别名≠ | educational phenomenology, phenomenology of education, lived-experience research in education, pedagogical phenomenology | Narrative Analysis, Narrative Research, Life Story Method |
| 相关≠ | 5 | 3 |
| 摘要≠ | Phenomenology in education research is a qualitative approach that investigates how students, teachers, and educational actors experience pedagogical phenomena — learning, teaching, assessment, transition, or identity — from the inside. Drawing on van Manen's human science framework and Husserlian and Heideggerian traditions, it seeks to reveal the essential lived structures of educational experience rather than measure outcomes or test hypotheses. | Narrative inquiry is a qualitative research methodology that treats stories and life narratives as primary data, analyzing how individuals construct meaning and identity through storytelling. Developed by D. Jean Clandinin and F. Michael Connelly (2000), narrative inquiry examines the narratives people tell about their lives, experiences, and transitions, understanding that people make sense of experience through narrative. |
| ScholarGate数据集 ↗ |
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