来源：https://csotl.sjtu.edu.cn/2019/Data/View/294
2019年7月4-5日，中国高校第一届教学学术年会暨上海交通大学第四届教学学术年会在上海交通大学闵行校区召开，会议主题为“教学学术视野下的教学故事”。来自全国70多所高校的450余名高等教育学者、一线教师及教学发展人员齐聚一堂，深入交流，共话教学学术。上海交通大学校长林忠钦、常务副校长丁奎岭出席开幕式并发表讲话。点此浏览全文
年会主题：教学学术：引领教与学的变革
大会报告（1）A story of writing to learn: How writing is changing the way students learn science at the University of Michigan
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Ginger V. Shultz（Univerity of Michigan)
报告简介：Stories are the means by which we make sense of our experiences. One pedagogical approach that builds from our natural storytelling instincts is writing to learn. Writing engages students in solidifying tacit and unformed ideas and in connecting these ideas together. Writing also draws on story telling as students translate science ideas and engage with a particular audience. Despite the advantages of writing-to-learn pedagogies, writing to learn is not often used in introductory science courses. In this session, I will tell the story of an effort to increase the use of writing to learn at the University of Michigan and other U.S Institutions. As part of this effort, we conducted a national survey aimed at understanding our audience, science instructors, and what motivates their classroom decisions so that we could better support faculty in the use of writing. We also partnered with faculty to develop writing-to-learn assignments that were tailored for their learning goals and classroom contexts.
大会报告(2)：《教育叙事行动研究的缘起和路径》
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陈向明 (北京大学)
报告简介：本报告首先介绍“叙事探究”的定义、基本类型及主要特征。然后，通过三个案例呈现三种做叙事探究的思路：1）三步法：拓展背景，讲故事/重述故事，深挖意义；2）三维生活空间：场所、时间性、社会性；3）内容（经历、概念和主题）加形式（时空情境、事件的开始和发展、矛盾冲突时各方人员的意图和行动、高潮或反高潮、结尾等）。在此基础上，报告人将介绍如何将上述三种思路整合起来，并将其改造为“教育叙事行动研究”。最后，报告人将讨论做教育叙事行动研究的意义，如认识自我和世界，自我表达和自我重构，集体意识的形成和发展，使用探究结果改进工作和生存状况等。