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反思性教学是教师专业发展的重要途径.本文简要回顾了反思性教学的发展,介绍了反思性教学对教师专业发展的作用,并就网络环境下如何利用现代教育技术开展教师的反思性教学这一问题进行了探讨. 相似文献
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蒙跃平 《中国校外教育(理论)》2014,(31):127
随着技术的迅猛发展和反思性学习研究的深入,技术环境下反思性学习也成为了当今一种重要的学习方式,本文从反思性学习和学习环境的相关定义角度深入分析,探讨了技术环境下反思性学习的内涵及其特征,为基于技术的反思性学习环境设计提供建议指导。 相似文献
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张聪 《徐特立研究(长沙师范专科学校学报)》2009,(2)
反思性教学是近年来兴起的新型教学理论,对高校英美文学教学具有重要的指导作用。英美文学教学的两种认知观点和不同的教学方法,为反思性教学策略的实施提供了基础。在反思性教学模式下,英美文学课堂教学的策略应该是：文学史学习与作品阅读相结合,培养学生的个性化研究能力,以及发挥网络优势等。 相似文献
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本文简要概括反思性教学的内涵及理论依据,分析反思性教学在新课程改革背景下的行为特征,指出了新课程改革背景下的反思性教学的一些策略,它应该成为教师行为研究的一种方式,更应该成为教师职业的一种生活方式。 相似文献
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运用有效的教学方法培养大学生的英语听说、英语交际能力及综合运用能力成为高校教师培养新一代人才的艰巨任务。反思性教学法是近些年来诸多学者研究并运用的一种有效教学方法。经过调查了解国内反思性教学法和大学英语听力教学研究现状的分析,我们找出现阶段大学英语听力教学存在的诸多问题,进而提出如何在网络信息技术环境下,有效利用反,E-性教学法进行大学英语听力教学,从而实现二者地有效整合,这对高校英语听力教学具有宦萼的蜊．实指导意义． 相似文献
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反思性教学实现的条件系统初探 总被引：3，自引：0，他引：3
反思性教学是影响当今世界各国教育实践的强劲教学思潮,也是适应我国当前新课程改革的一种教学模式。反思性教学不同于有反思的教学,有反思的教学仅仅是反思性教学实现的必然过渡状态。反思性教学的实现必须具备环境的培育、实现途径的探索、评价体系的建立等一系列必要条件。这些条件紧密联系、彼此互动,共同构建了反思性教学实现的条件系统。 相似文献
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基于网络的对话教学：一项实证研究 总被引：1，自引：0，他引：1
教学本身是一种充满活力的时话实践活动,通过这种活动,可以促使学习者进行建构性、合作性、反思性学习.在网络学习环境中并不会因为师生分离而改变教学的对话本质,相反,网络教学中不仅需要对话,而跨越时空的高质量的深层次对话正是网络教学质量提升的根本.因此,研究网络教学中的对话特征,探求促进对话的有效方法和策略,对提高网络教育质量具有重要意义. 相似文献
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英语写作教学长期以来注重成果教学,在很大程度上忽略了学生写作过程。调查研究发现,成果教学法与过程教学法的实际效果存在统计学意义上的显著性差异。教改实验表明,网络环境下大学英语写作的过程教学法对提高学生写作能力非常有效,而计算机和网络教学平台的广泛使用为实现写作过程教学提供了环境支持。写作过程教学能够促进学生的反思性学习,增强学生自主学习的意识,故课堂教学与网络辅助教学有机结合有利于提高学生写作水平。 相似文献
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随着网络和信息技术的飞速发展,Blackboard网络教学平台作为一种现代教育重要的辅助手段,以其开放性和互动性得到了广泛的应用。因此基于网络教学平台环境下学生学习和教师教学的分析与研究也日趋成为热点,英语教学更是被多所高等院校当做实验课程用于平台教学的典范,同时网络平台的广泛使用对培养反思型英语教师起到重大作用。 相似文献
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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
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苏慧慧 《宁波教育学院学报》2010,12(5):66-69
提高大学生语用能力是大学英语教学的主要目标之一。随着计算机与网络的普及,利用网络辅助大学英语教学成为可能与必要。网络不仅能丰富学生的语言材料及文化知识、促进学生识别语境能力的提高,而且能有效激发学生英语学习的兴趣,对大学生英语语用能力的提高具有较大的作用。 相似文献
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Reflection is considered crucial and widely used in educational setting to help teachers to question their teaching practice and promote their professional development.Be a reflective practitioner is very important both for inservice and preservice teachers.Through reflecting on routine teaching practices,teachers can identify the strengths and weaknesses of each session and make improvements upon the inadequacies so that to promote and enhance professional development and practice.In this article,a reflective teacher presents her developing process as a reflective practitioner which is encouraging and inspiring to provide other practitioners in the similar context with a different perspective and reference. 相似文献
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Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context. 相似文献
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《British Journal of Educational Studies》2012,60(3):273-285
Abstract The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model of ‘reflective practice’ can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the danger of claiming too much for a ‘reflective practitioner’ model is set beside clear benefits gained from promoting it. 相似文献
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This is a preliminary study that examines prospective teachers’ reflective thinking as it is exhibited in their action research during the teaching practice experience. Different systems of analyzing reflective thinking are reviewed and criticized for their suitability for analyzing written journals rather than other forms of expressing and developing reflection. An inventory for analyzing student teachers’ reflective thinking during action research is constructed and validated (IRTAR). It is then used for analyzing action research reports of hundred prospective teachers. The results of the analysis are discussed within the context of teacher education programs in Egypt. 相似文献
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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
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武海燕 《内蒙古师范大学学报(哲学社会科学版)》2006,(Z1)
国内外教育界诸多研究表明,教师的反思能力是实现教师自身发展的关键。师范教育中如何培养学生的教学反思能力已经为越来越多的人所关注。本文提出职前教育应该以培养反思型教师为目标,并在此基础上提出了不同形式的旨在培养学生的反思能力的培训活动。 相似文献
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This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on pedagogy for facilitating teacher learning and learning teaching with the PTE as context. The participants in this study were 21 students enrolled in an education doctorate program at a Research I university in the Western United States. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness. Further, it was found that the combined processes of documenting practice, writing a reflective paper, and engaging in focused dialog with peers based on a shared set of readings, and incorporating the PTE as context enabled participants to think critically and co-construct deep knowledge and understanding of the role of the teacher educator and practices for facilitating teacher learning and learning teaching. 相似文献