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1.
郑丹丹 《浙江教育学院学报》2007,(3):9-13,18
反思性教学作为当前倡导的一种重要教学思想,在落实到行动时产生了不少的困惑,究其根本就是对反思性教学的整体把握还有偏差,因此需要对反思性教学与教学反思、反思性教学与反思实践、反思性教学与行动研究、反思性教学与教师专业发展这样几对基本关系作一个梳理,从而为反思性教学的持续有效开展奠定基础。 相似文献
2.
教研活动呼唤反思性实践。在教研活动中 ,唤醒教师的反思意识 ,培养反思能力 ,既有利于完善教研活动的组织与管理 ,提高教研活动质量 ,又有利于加快教师队伍由“经验型”、“依赖型”向“反思型”和“学习型”转变的进程 ,并通过让教师成为“研究者” ,让教研组成为“研究共同体”来达到提高教师队伍综合素质的目的。教研活动强化反思性实践的策略有 :加强教研组思想和制度建设 ,充分发挥其机制优势 ;实行教研活动“系列化” ;拓展教研活动的时空范围。 相似文献
3.
反思性教学:教师继续教育的新途径 总被引：2，自引：0，他引：2
通过对教师反思和反思性教学的含义以及反思性教学与教师继续教育的关系的阐述，系统分析了反思性教学理论的出现对于现代教师继续教育和岗位培训的重要启发和借鉴意义。 相似文献
4.
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs. Students stated that they felt they had grown as teachers, were more reflective, and more confident about teaching in general, and teaching ELLs in particular. 相似文献
5.
李华 《广东教育学院学报》2008,28(2):81-84
对广东省6所学校的24位不同职称的高中英语教师78篇教学反思日记进行整理、归纳、分析,结果表明：高中英语教师的反思意识不强,反思内容多样、反思水平主要在第一层次‘回顾’和第二层次理性水平上。针对教师在反思日记中进行反思所存在的问题,应该从提高反思意识、营造反思氛围、丰富反思内容、加强反思实践等方面提高英语教师反思能力,以促进教师的专业发展。 相似文献
6.
近年来,反思性教学已成为教育理论和教学实践的热点问题之一。它是大学外语教师研究解决教学问题的重要手段,也是促进外语教师专业发展的有效途径。通过分析我院课题组两年来实施的反思性教学模式及其成果,证明了反思性教学模式对促进大学英语教师专业发展的有效性。 相似文献
7.
俞志芳 《扬州大学学报(高教研究版)》2008,12(6)
教师反思能力是使教师"能够反思"的内在素质,包含责任意识、理论知识和反思技能。在实践中,既要注重教师反思能力的培养,使教师能够反思;也要培育教师反思的外在文化氛围,使教师反思成为自觉的行为。 相似文献
8.
反思性教师培训由于其能够使教师获得新的教学观念及持续的专业发展而被国际教育界广为推崇。对由于教师反思视野狭隘、反思深度不够与意志不坚等原因，教师在参与反思性教师培训的过程中出现的“反思虽行，观念不改”、“视野封闭，观念难新”、“观念虽新，能力不变”等问题进行了分析，并针对以上问题提出了若干相应的策略。 相似文献
9.
论反思型教师的教学智慧生成 总被引：1，自引：0，他引：1
郑丹丹 《浙江教育学院学报》2010,(5):12-15,22
在教师专业发展中,教学智慧是教师一种高水平的教学综合能力,需要在教学实践中生成,而且这样的生成是动态无止境的。对于当前所倡导的反思型教师来说,反思型教师要以反思为关键切入点,以反思性实践为载体,通过教学反思这一基本途径来促进教学智慧的生成。 相似文献
10.
反思:教师专业发展的应有之举 总被引：2，自引：0，他引：2
宋明钧 《课程.教材.教法》2006,26(7)
教师要适应发展和变革,必须不断提高自身的专业素质。反思被认为是一种促进教师专业发展、提高教师素质的重要途径,对教师的专业成长起着举足轻重的作用。教师的专业成长应以反思实践为基本路径。教师应该提高专业发展意识,探寻反思策略,努力提升有效反思的能力;学校应该建立反思的长效机制,创设反思的文化氛围,积极鼓励教师反思,从而促进教师和学校的持续发展。 相似文献
11.
在教师教育中应用元认知理论进行反思性教学 总被引：1，自引：0，他引：1
贲爱玲 《南京晓庄学院学报》2004,20(2):65-68
Swanson研究认为学生元认知能力的高低与学习成绩直接相关。反思性教学正成为我国教师教育研究的一个热点问题。本文在教师教育实践中探讨元认知理论与反思性教学的关系 ,认为教师对教学的自觉的反思过程就是一种内隐的元认知过程。教师自身的反思可采用自我反问、记录工作日志、集体会诊、对比验证等方法 相似文献
12.
Reflective practice is widely taught within higher education and is regarded as beneficial to developing graduates' ability to practise effectively within professional environments. In spite of widespread acceptance of the merits of reflective practice, a comprehensive understanding of teaching reflective practice remains incomplete and contested. This paper reports on a study undertaken to explore physiotherapy students' experiences and perceptions of learning reflective practice in order to critically and meaningfully inform current teaching practice. The findings identified that students and graduates conceptualised reflective practice in terms of the challenges they faced in the concrete tasks of daily novice practice. They used methods of reflection that were embedded in the context of their daily practice with particular emphasis on using social and collective opportunities for reflection. The preferred methods of reflective practice used by students and graduates contrasted with traditional approaches to teaching reflective practice. This study supports rethinking approaches for teaching reflective practice to incorporate approaches that are embedded within real and daily practice experiences. 相似文献
13.
《Educational Philosophy and Theory》2013,45(3):245-258
This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview of how reflective practice can contradict its own aims and become non‐reflective, shutting off possibilities for transformations and educational differences that it has set out to achieve. Keeping up the deconstructive mood, the paper draws on Irigaray's re‐reading of Plato's parable of the cave to argue that reflective teaching that merely reflects phallogocentric educational systems and that attempts to universally reproduce standardized forms of reflective practice can never be conducive to the diversification of educational spaces. The paper seeks to re‐think Plato's idea of reflection as mere copying and takes up Irigaray's strategic mimesis to explore ways through which reflective practice can regain its critical edge and reactivate teachers' reflective voices. It argues for the repetition of the practice of reflection by drawing on a feminist critique that challenges phallogocentric reflective tendencies in education and for mimetic strategies that engender difference. 相似文献
14.
论教师从实践性反思到反思性实践的条件 总被引：1，自引：0，他引：1
教师反思的最终目的在于提高教育教学质量,促进学生的发展,这决定了教师的实践性反思的成果应向实践转化,应时后继的教育教学行为起监控、调整和改造作用。实现这种转化的条件是教师对教育教学的"有问题"部分的反思应成为内含建设性方案的完整的反思;教师不仅应反思教况,更应反思学况;应减少对教师教育教学的不合理的干预,增强教师的教育教学行为的自主性;教师应具有强烈的改革意识,积极投身教改;应克服职业取向的物化倾向,努力追求自我实现。 相似文献
15.
Tiffany M. Winchester Maxwell K. Winchester 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):112-124
Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK‐based university‐college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection. 相似文献
16.
The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study carried out over a seven-year period with students/graduates from a master's in social work (MSW) professional qualification programme in Ireland. The research involved gathering data on participants’ experiences of reflective teaching and learning while on the course and in the initial years of their work as practitioners. In the early phases of the data collection, participants referred to developing epistemological awareness through the reflective process while on the course. This was in the context of a scaffold for reflection through journal writing and mentored portfolio inquiry. The outcomes of the study offer considerable insight into the challenges and value of developing a reflective teaching and learning environment in professional education. In particular, the work highlights how it impacts positively on professional practice. 相似文献
17.
陈书奇 《河北职业技术学院学报》2007,7(6):19-20,23
教师职业的情景性、创造性、情感性特征,决定了教育教学活动无固定的模式和技能技巧可以套用,因而,在长期的实践中积累起来的反思性教学模式是教师专业发展的基础。 相似文献
18.
教师成长不可缺失的特质:反思性分析 总被引：1，自引：0，他引：1
张定强 《课程.教材.教法》2011,(5)
反思是教师成长不可缺少的品质,具有实践性、批判性、内在性、持续性的特点。在当前新课改背景下,尤其需要教师在专业成长中细细品味反思性分析的真谛,掌握有效的反思性分析方法,追寻教学生命的本真意义。反思性分析作为推动教育有效运转的核心动力,不仅是教师教学生命力的基本保障,而且是教师专业成长不可或缺的特质。 相似文献
19.
李春华 《大连教育学院学报》2010,26(2):20-21
课堂观察工具能够明确观察对象与课堂记录点,促进反思理性化,增强教师对学科属性及所教课程的理解力,提高教师群体的互助效果,彰显教学目标在教学评价中的地位,培养反思型教师。校本研修中要重视运用课堂观察工具。 相似文献
20.
李海艳 《安徽广播电视大学学报》2009,(2):51-54
教学反思是教师以自己实践的教学活动过程为思考对象的一种研究活动,贯穿于整个教学过程的始终。现代远程开放教育中,为保证一定的教学效果和教学质量,教学前的反思是前提和基础,教学中的反思是保证和关键,教学后的反思是调节和反馈。 相似文献