Miller-Day Michelle, Hecht Michael L, Krieger Janice L, Pettigrew Jonathan, Shin YoungJu, Graham John
Chapman University, California, United States.
Pennsylvania State University, Pennsylvania, United States.
J Lang Soc Psychol. 2015 Dec 1;34(6):604-620. doi: 10.1177/0261927X15586429. Epub 2015 May 14.
Testing narrative engagement theory, this study examines student engagement and teachers' spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed.
本研究通过检验叙事参与理论，考察了基于叙事的毒品预防课程中学生的参与度以及教师讲述的自发叙事。该研究描述了教师在基于叙事的课程中分享自身叙事的程度，确定了主要的叙事元素、形式和功能，并评估了教师叙事、整体课程叙事质量与学生参与度之间的关系。对100节毒品预防课程的录像进行了编码，结果支持了这样的观点：预防课程叙事质量的提高与学生参与度的提高相关。然而，叙事性的质量差异很大。文中讨论了这些结果对基于叙事的预防干预措施和叙事教学法的启示。
