共查询到20条相似文献，搜索用时 328 毫秒
1.
2.
3.
教学的反思性是教师将＂学会教学＂与＂学会学习＂结合起来,努力提升教学实践合理性,使自己成为学者型教师的过程。而教师的反思意识和反思能力,只有在反思性教学中才能得到改善和发展。 相似文献
4.
反思性教学是近几年来各国教育界备受关注的一种教育理论,是指教学主体借助行动研究,不断探究与解决自身和教学目的、教学工具等方面的问题,将"学会教学"与"学会学习"结合起来,努力提升教学实践的合理性,使自己成为学者型教师的过程。教学反思的形式很多,例如纵向反思、横向反思、个体反思、集体反思等。这些反思形式都蕴含着一定的哲学思想,运用哲学思想深入反思研究教学,是提升教师自我教育、自我完善、自我发展的水平的有效途径。如: 相似文献
5.
反思性思维理论是杜威教育思想的一个重要组成部分。“如何通过反思”来提高教育实践的合理性也受到了当今教育界的普遍关注。反思性教育实践是以教学反思为落脚点。而反思性教学则是将教师的“学会教学”与要求学生“如何学习”统一起来的教学。 相似文献
6.
<正>数学反思性教学是指数学教师借助数学课程标准与理念、数学教材等来反思自己的教育教学过程,不断探究与解决自身教学观念、教学过程以及教学方法等方面存在的问题,将"学会教学""学会学习"结合起来,努力提升实践合理性,使自己成为学者型教师的过程.下面笔者谈谈数学反思性教学的一些作用.一、数学反思性教学能促进数学教师的专业发展教师的专业发展主要指教师在整个专业生涯中,在专业思想、专业知识、专业能力等方面不断完善的过程. 相似文献
7.
8.
著名的美国教育心理学家波斯纳曾经提出了一个教师成长公式：成长=经验＋反思。所谓反思性教学，就是教学丰体（教师）“借助行动研究，不断探究与解决自身和教学目的以及教学工具等方面问题，将‘学会教学’与‘学会学习’统一起来，努力提升教学实践合理性，使自己成为学者型教师的过程”（熊川武《论反思性教学》）。教师在实践中感悟教学合理性，并为新的教学实践提供计划和行动的依据，是反思性教学的主要特征。[第一段] 相似文献
9.
反思教学,作为教学实践的自我反思的主要体现,实质上是教师的反思性思维及其"内隐理论"的外化.反思教学的具体过程也就是教师的反思性思维的具体展开,没有反思性思维过程,反思教学将无所作为.反思型教师应从不同的视角审视自己的教学实践,从而获得对教学实践的真实解释和真正理解. 相似文献
10.
中小学音乐教师实现专业自主发展,必须学会反思,掌握反思的技巧和方法,提升反思的能力,以促进自身的专业发展.本文从中小学音乐教师教育教学实践的角度出发,阐述反思性教学的类型和方法,分析反思性教学对中小学音乐教师自主专业发展的意义.从而得出结论,反思性教学是中小学音乐教师专业自主发展的有效途径. 相似文献
11.
深度学习能够促进高一级思维的发展并提升幼儿的自主学习意识。但是目前传统的生命教育活动无法促进幼儿的深度学习,需要幼儿教师注重在生命教育活动中的偶发性探索,使幼儿产生深度学习需求;正确做好"鹰架",帮助幼儿延续深度学习兴趣;重视幼儿反思,深化幼儿深度学习的思维;优化评价方式,关注过程与关注结果并重。 相似文献
12.
服务学习是美国当前最具影响力的教学实践活动之一。反思是服务学习中最关键的环节,它既为服务活动与课堂学习搭建了相互联结的桥梁,也是实现服务学习目标的重要保障。杜威与库伯对经验与教育的思想,为反思提供了重要的理论基础。高质量的反思活动应当遵循五大基本原则,包括定期举行、确保实践与学习的联系、提供指导、进行评估与反馈以及引导正确的价值观。在具体实践中,教育者可以根据具体情况选择多样化的反思活动形式,如DEAL模式、学生日记、研究报告、小组讨论以及课堂展示等。通过对反思的研究,文章试图弥补当前我国对反思研究的不足,为我国大学生社会实践活动提供有益借鉴。 相似文献
13.
马凤超 《齐齐哈尔师范高等专科学校学报》2012,(4):37-38,43
对教师笔记进行研究可以从中汲取教师自身内化的教育观念、了解教师真实的教育观念和行为,对学前教育实践研究具有非常重要的价值。本文通过对某幼儿园教师笔记的整理与分析,发现生活活动是教师非常重要的关注点。笔者通过对生活活动笔记进一步分析,力图真实的呈现教师对生活活动的认识以及存在的问题,并提出一些生活活动价值以及相关教师反思的建议。 相似文献
14.
Jessica Hoffmann Davis 《Educational Psychology Review》2000,12(3):339-359
This article proposes (1) that educational theories usually reserved for behind-the-scenes curriculum design should be considered as the open content of metacognitive activities in the classroom; and (2) that works of art are particularly rich sources for the invitation and validation of multiple perspectives. The author provides examples of reflection on evolving theories of education that may help students' metacognition with regard to their own learning and the learning of others. As specific examples of this claim, Gardner's theories of multiple intelligences and entry points are explored as authentic topics for classroom learning. Suggesting and reviewing art-related metacognitive activities that engage inquiry, access, and reflection, the paper draws from research led by the author in Project Museums Uniting with Schools in Education (MUSE). 相似文献
15.
The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. Despite the rhetoric around the importance of reflection for ongoing learning, there is scant literature on any systematic, developmental approach to teaching reflective learning across higher education programmes/courses. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a programme/course-wide approach is essential. This paper draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education. 相似文献
16.
高龄学习是指55岁以上学习者的学习活动,伴随着提升智能、改变知识经验和态度,以实现自我发展和完善。开展和促进高龄学习是完善国民教育体系的重要环节,也是一个社会文明进步的客观反映。为促进我国高龄学习,应从政府、学校、家庭三方面着手采取相应策略。 相似文献
17.
申宣成 《课程.教材.教法》2021,41(5):67-73
语文综合性学习有助于实现学科统整逻辑和经验统整逻辑的统一,义务教育统编语文教材和普通高中统编语文教材均高度重视语文综合性学习设计。针对语文综合性学习实践中存在的问题,其设计需要遵循两种理路。一是“逻辑理路”,包括四个步骤:基于课程标准确定学习目标;围绕学习目标设计活动任务;依据活动任务开发评价工具;运用评价工具引领学习活动。二是“要素理路”,包括六个要素:情境、任务、过程、支架、评价、反思。 相似文献
18.
公艳艳 《广播电视大学学报》2011,(1):121-125
在终身学习社会的构架下,远程教育成为一种重要的学习方式,而远程教育教师的教学质量、教师的专业化发展成为决定远程教育教学质量的重要因素.本文从教师反思入手,针对远程教育的特点,探究了远程教育教师反思的现状、存在的问题,并提出了适合远程教育教师的独特反思方式,通过提高远程教育教师的反思能力和反思水平来促进教师的专业化发展,... 相似文献
19.
Reflective learning in distance education 总被引：1，自引：0，他引：1
Mary Thorpe 《European Journal of Psychology of Education - EJPE》1995,10(2):153-167
This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills. 相似文献
20.
谢俊毓 《贵州教育学院学报》2009,25(10):12-14
“生态体验教育”通过体验而非说教的形式,把知识学习与体验者的生命意义关联起来,从感性生命个体的生存实践出发,凸显教育的实践性、享用性和反思性表达。教学本身也是一种体验,有效的教学策略应该是师生共同的体验。因此,教师必须要用自身情感、渊博的知识征服学生,必须结合生态体验的体验研究教学的策略和艺术,从而提高幼师学生的学习能力。 相似文献