| 论历史教学反思能力及其培养 |
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| 引用本文： | 朱煜.论历史教学反思能力及其培养[J].课程.教材.教法,2004(8). |
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| 作者姓名： | 朱煜 |
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| 作者单位： | 扬州大学师范学院 江苏扬州 |
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| 摘 要： | 新课程的推行,要求教师迅速从单纯的知识传递者走向研究者、反思者。作为提高教学质量和促进教师专业发展的有效途径,教学反思能力近年备受国内外教育界的重视。教学反思能力的主要特征有:追求教学实践的合理性;具有较强的教学研究性质;贯穿于教学活动的各个环节、各个层面。教学反思能力对促进教师专业发展的意义主要是:有助于教学研究的深入、实践智慧的生成等。发展教师的教学反思能力,需要以一定的教学理论和专业学识为基础,其基本策略包括:案例研究、课堂观察、课后小结与反思札记等。
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| 关 键 词： | 中学教师 教学反思能力 培养 基本策略 |
On the Reflection Abilities and Training in History Teaching |
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| ZHU Yu.On the Reflection Abilities and Training in History Teaching[J].Curriculum; Teaching Material and Method,2004(8). |
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| Authors: | ZHU Yu |
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| Abstract: | The implementation of new curriculum requires the roles of teachers to transfer from simple knowledge transmission to the researcher and reflector. As an effective way to improve teaching quality and promote teacher's professional development, in recent years the teaching reflective competence gains more and more of the attention from the domestic and international education circle. The main characteristics of teaching reflective competence include: pursuing the teaching rationality, having stronger teaching research functions and running through all the teaching aspects and levels . Teaching reflective competence which promotes teacher's professional development helps to deepen teaching research and produce practical intelligence. To develop teaching reflective competence must be based on certain teaching theory and professional knowledge. The basic strategies include case studies, classroom observation, the summary after class and reflection log. |
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| Keywords: | secondary school teachers teaching reflective competence development basic strategies |
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