| 教师在批判性教学反思中成长 |
| |
| 引用本文： | 赵昌木.教师在批判性教学反思中成长[J].教育理论与实践,2004(9). |
| |
| 作者姓名： | 赵昌木 |
| |
| 作者单位： | 山东师范大学教育科学学院 山东济南邮编250014 |
| |
| 摘 要： | 教学反思主要是教师从自己的经历、学生的反馈、同事的评价和理论文献的解读中对自己的信念、知识、教学实践及其背景进行审视。然而,并非所有的反思都是批判性的,只有当反思关注教育权利的分配并从更广泛的视角审视各种教学假定、实践及其背景时才成为批判性反思。教师反思的方法和手段主要有撰写教学日志、建立档案袋、对话和阅读。教学反思的目的在于增加教师的理性自主,使教师对其实践信念和实践的因果决定因素有更多的自我意识,从而使教师处于更多的理性自我控制之下,摆脱外在无形有形的束缚,使教师的成长始终保持一种动态、开放、持续发展的状态。
|
| 关 键 词： | 教学反思 批判性教学反思 教师成长 |
Teacher Grows in the Critical Teaching Reflection |
| |
| ZHAO Chang-mu.Teacher Grows in the Critical Teaching Reflection[J].Theory and Practice of Education,2004(9). |
| |
| Authors: | ZHAO Chang-mu |
| |
| Abstract: | Teaching reflection mainly refers to the fact that teachers examine their beliefs, knowledge, teaching practice as well as its background from their own experience, students' feedback, colleagues' evaluation and theoretical literature. However, not all the reflections are critical. And only those which concern the distribution of educational right and examine various teaching hypotheses, practice as well its background can be regarded as critical. When teachers reflect their work, they usually adopt the ways of writing teaching log, establish files, make a dialogue and read books. The aim of teaching reflection is to enhance the teachers' rational autonomy and make them more aware of their own practice beliefs and the factors determining the cause and effect of practice, thus under more rational self-control and free of visible and invisible trammels, so that teachers can grow in the state of dynamic, open and continuous development. |
| |
| Keywords: | teaching reflection critical teaching reflection teacher's growth |
| 本文献已被 CNKI 等数据库收录！ |
|
