在課程研究的多元典範存在中，敘事探究與生活經驗、身分認同及行動實踐等議題緊密連結，日漸受到課程研究的重視。考察臺灣敘事探究發展初期的相關碩士論文，發現其中運用了行動研究、傳記、自傳、個案研究和生活史等方法，然而，如何在敘事探究裡將「敘事」與「探究」做好適切結合，仍是需要持續努力的課題。於此，本文自我敘說了研究過程中的數則故事，探討敘事探究中「社會學想像」的可能技藝，包括在方法上更趨近於「知識技藝」的精神，在內涵上更需體認「個體的即社會的」、「社會的即個體的」，而在「個體經驗」和「社會脈絡」二者之間進行緊密交織，以掌握經驗的整體意義。透過敘事及探究二者「若即若離」知識技藝實做，敘事探究更可能提供一種理解個體經驗與感悟社會脈絡的途徑，並映照出作者個人生命的面貌，裨益教育工作者洞視習以為常的事物，進而審視自我及社會的在世存有。

In the multiple paradigms of curriculum research, narrative inquiry has drawn increasing attention. It serves as an approach to exploring educators’ life experience, identity and practice. Among numerous studies done in Taiwan on narrative inquiry, research methods commonly used included action research, biography, autobiography, case studies and life history. However, what needs to explore is exactly how "narrative" and "inquiry" integrate appropriately with each. As such, the author of the present study told some stories that occurred in his research journey to explore how sociological imagination and the engaging story can develop the narrative inquiry craftsmanship. During the intertwining between “individual experience" and "social context", the integration of "narrative" and "inquiry" provides educators a deep understanding, which will further facilitate them to transform their being-in-world of self and society.