知识经验获取的心理机制与反思型教学

知识经验的获取源于问题解决。元认知是问题解决的心智操作与监控系统,非认知是问题解决的心力定向与激活系统。两大系统均是问题解决中知识经验获取的心理保障机制,由此,两大系统触发了反思型教学机制的有效生成。     

论高校反思性实验教学

反思性教学是当今世界各国教育实践的强劲理念,在教育界倍受重视,被广大教师所践行.从反思性教学理论出发,结合教学研究,以电子实验教学为载体,提出了反思性电子实验教学价值意义,构建了反思性电子实验教学策略.在大学生教育中运用该策略,激励师生双方更好地完成自己的任务,使师生得到知识技能和态度情感的双重提高.     

也谈反思性教学特征

20世纪80年代反思性教学理论和实践在西方发达国家兴起,它一出现便引起教育界的广泛关注。反思性教学因具有将＂学会教学＂与＂学会学习＂结合起来的实践合理性而迅速影响到世界各国成为一股强劲的教学思潮。反思性教学是科学、合理的教学模式,它以解决问题为基点,以增强教师的责任感为突破口。从而为我国培养反思型教师,促进师生的共同发展,提高教师的教学能力提供一定的基础。     

教师的缄默知识对师生互动的影响探析

师生互动中存在着各种各样的缄默知识。由于教师在师生互动中的主导地位,教师的缄默知识成为了影响师生互动的一个重要因素。由于缄默知识的内隐性及其对人类实践活动的"向导"作用,教师的缄默知识在师生互动中可能充当一种基础性的内部动力,推进师生互动,并影响师生互动中师生的角色定位、互动的目标指向、互动的具体情境、互动的行为方式等不同方面。     

Theorising a model for teaching and assessing reflective learning in higher education

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.     

波兰尼"个人知识"学说对计算机教学的启示

针对计算机教学中存在的问题,根据波兰尼"个人知识"学说展开讨论,叙述了波兰尼"个人知识"学说对计算机教学的重要性,由波兰尼学说提出了教学建议培养学生对计算机知识的审美感;增加学生的实践机会,提高实践质量;外显化他人隐性知识,从而促进学生个人知识的形成,提高学生的能力.     

Promoting higher levels of reflective writing in student journals

This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.     

教师的反思性教学与学生的反思主体地位

反思性教学是现代教育改革中迅速兴起的一种教学理论思潮。它一方面通过反思活动使教师逐步成熟获得全面发展，另一方面要求学生也成为反思实践。在反思活动中，学生的元学习能力得到发展，从而主动进入深层学习并取得高效的学习结果。培养学生成为反思主体是教学过程中教师的一项重要职责。     

反思型教师教学行为特点研究

反思型教师在教学行为上具有以下特点 :在教学过程中 ,不仅与教材对话、与学生对话 ,而且特别强调与自己对话 ;既重视教学的科学层面 ,更关注教学的艺术层面 ;自觉地把教学过程中形成的隐性知识显性化 ,使其成为一种明确的知识 ;主张人人都是研究者。     

论高中化学教师教学反思能力的提升

教学反思能力是新时期高中教师的必备能力.建议通过以下方式提升高中化学教师的教学反思能力:变革培训方式,增强化学培训的学科针对性;增强教师对问题的敏感意识,提升教师捕捉关键问题的能力;做好文本叙事,促进教师对教学实践的深度反思;开展课例研修,以集体反思帮助教师改进教学行为.     

建构主义视野中的教学过程

建构主义教学理论强调知识的不可传递性，认为学习的实质是主体对外部信息的意义建构，与传统教学理论相比较，建构主义赋予了教师、学生、教材及教学媒体等组成教学过程的四要素以新的含义。     

An investigation into excellent tertiary teaching: Emphasising reflective practice

This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level.     

Conceptual,pedagogical, cultural,and political dilemmas of implementing a constructivist workshop approach to teaching literacy

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work.     

The serendipity of principalship: meaning-making of a filipino secondary school principal

Meaning-making is vital in the realm of principalship. It serves as the fulcrum of one’s practice which eventually leads to seeing the light and appreciating the serendipity of principalship. While explicit knowledge abounds in the literature and is communicated in professional development programs, the role of the principals’ tacit knowledge derived from their experiences, day-to-day dealings with the school’s stakeholders, observations, insights, and reflections are vital inputs in understanding the dynamics of school principalship. This narrative inquiry is an attempt to capture the tacit knowledge of a Filipino secondary school principal whose experiences were limited by the absence of a formal academic preparation in school management but illumined by herleadership reflective space (LRS) which enabled her to surface the serendipitous language of principalship.     

The reflective institution: Assuring and enhancing the quality of teaching and learning

Three definitions of ``quality' have entered the qualityassurance (QA) debate: quality as value for money, quality as fitfor the purpose of the institution, quality as transforming. The firstis pivotal for retrospective QA, which sees QA in terms ofaccountability, and conforming to externally imposed standards. The lasttwo are pivotal for prospective QA, which sees QA asmaintaining and enhancing the quality of teaching and learning in theinstitution. In this paper, the reflective practitioner is taken as themodel for prospective QA. Three stages are involved in institutionalreflective practice: articulating an espoused theory of teaching, thequality model (QM); continually improving on current practicethrough quality enhancement (QE), in which staff development should playan important role; and making quality feasible (QF), by removingimpediments to good teaching, which often arise through distortedpriorities in institutional policy and procedures. These three stages,QM, QE, and QF, are essential ingredients in prospective QA.     

Multimodal approaches to reflective teaching and assessment in higher education

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.     

多媒体教学中的知识建构

多媒体教学中的知识建构观,主要采纳了建构主义的主动加工信息理论,而主动加工信息的认知机制则是认知的反思或监控。在有效的多媒体教学中,学习者的认知的机制涉及五种基本的认知活动,对教材的直观、概括、具体化以及工作记忆和长时记忆。皮亚杰的建构思想、维果斯基的社会文化理论、布鲁纳的建构观念和激进建构主义等等,都为多媒体教学中知识建构的设计提供了理论依据。     

The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues

The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the reflective teaching process.     

The influence of ICT on the interactivity of teaching

There has been much concern with the ideas of interactive and dialogic teaching during recent years in the UK, ideas which have emerged from international comparisons. This paper concerns a research project in Wales which sought to explore how the interactive features of information and communication technology (ICT) support interactivity in teaching. The project found that much use of ICT by good teachers was at a relatively superficial level of interaction, yet when teachers used a deeper, more dialogic, level of interactivity in teaching, they achieved improvements in learning whether they used ICT or not. The potential of ICT to support more dialogic teaching was not being fully exploited. The paper reports the findings of the classroom observation dimension of the project, and examines the implications for pedagogical practices and the development/dissemination of ICT resources which can support more dialogic interactivity.