反思型教师思维态度培养的探讨——杜威“反思性思维”理论的启示

教师"反思"是教师专业发展的重要方式,同时,在教师教育、课堂教学等领域也扮演着重要角色。近年来的相关研究及改革,把培养"反思型教师"推向了前所未有的高潮,但教师"反思"首先要在思维态度上有所改观,才会有实质性的突破。依据杜威的"反思性思维"理论,尝试论述培养反思型教师的思维态度的重要性及方法。     

教师教学反思的价值探讨

关于教师反思的研究已经成为教学改革的焦点。反思性思维有利于教师自我修养的提高,有利于教师经验品质的提高,有利于培养和发展学生的创新思维。发展教师的反思性思维,能够推动和促进教师由经验型向反思型转变。     

“教师是反思性实践者”在教育日常中的缺席

"教师是反思性实践者"在中国语境中以制度、研究、日常教育生活的形式在场。"教师是反思性实践者"在教育日常中的缺席体现为:教师反思的主观性掩盖了反思的科学性、教师反思的功利性掩盖了反思的人文性、教师反思的霸权性掩盖了反思的民主性。"教师是反思性实践者"缺席的原因是教学"对话"中教师身份的焦虑、教师教育原创力的匮乏和教育习俗的矛盾表达。"教师是反思性实践者"应该以人性本真的诗意、对教育日常行为的审美观照、对真实的教学现实的创造性反应的意义存在。     

浅谈教学实践的自我批判

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.     

实施反思性教学的策略研究

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。     

初中数学教学中培养学生反思能力的策略

探讨了初中数学教学中学生反思能力培养的策略。在学生方面,通过新授课强化学生的反思意识,传授反思技能,培养学生形成反思性学习习惯和良好的数学思维品质;教师方面,主要是提高教师的反思性教学水平。     

文化带入：反思型教师成长思维支架

反思型教师是教师形象演变的新趋向,其核心在于"反思性思维"的培养。以幼儿园文化生态系统构建为框架,探讨"文化带入"在教师思维塑造中的作用,并结合园本教师团队培养现状,提出反思型幼儿教师支架式成长的一种新模式与思考。     

师范生反思能力培养:价值取向与路径探析

反思型教师的培养是一个连续的过程,应前移至职前教育阶段。加强对师范生反思能力的培养,不仅是培养反思型教师的需要,也是优化师范生思维品质、实现现代教育目标的需要。职前教师教育者应充分利用教育类课程、反思性教学、教育实习、指导撰写反思日志等途径培养师范生的反思能力。     

关于物理反思性学习的思考

反思性学习包含两个层面:一是教师的"反思性教",二是学生的"反思性学".教师是反思性学习的促进者.物理反思性学习就是学习者对自身物理学习活动的过程,以及活动过程中涉及的有关事物(材料、信息、思维、结果等)的学习特征的反向思考.它以提高物理知识的掌握和理解程度为根本,以培养学生的学习能力和科学素养为目标.     

教师如何应用技术开展反思?--论思维可视化技术支持下的反思性思维影响因素模型

反思性思维是决定教师专业发展水平的关键,国内外已有的研究仅对反思性思维的外在表现形式,即教学反思,进行了研究,内容主要集中在教学反思的影响因素和促进策略方面,所得出的影响因素缺乏理论性和系统性,所提出的促进策略无理论根基且可操作性不强。思维可视化技术可帮助教师表征头脑中的思考过程,它与反思性思维的运作机制具有较好的契合点。据此,针对已有研究的不足,采用文献研究法、德尔菲法、理论分析法和结构方程模型法,构建了思维可视化技术支持下的教师反思性思维影响因素模型。该模型建立在影响因素的关系结构基础之上,具有较强的可操作性,它体现了非智力因素和思维可视化技术工具,对问题解决导向的反思过程发挥作用的具体方式。之后,对模型进行两轮行动研究:第一轮从反思日记、反思动机影响因子和教师的反思动机类型等方面搜集相关数据;第二轮从反思日记中统计教师在反思的各环节,运用思维可视化技术工具各功能的频次,从而完善思维可视化技术工具所发挥的具体作用。最终,经过行动研究完善后的影响因素模型,为教师提供了可操作性的程序。     

课堂教学视野下的反思性数学学习

数学课程标准对学生的反思性数学学习给予了很高的关注,但当前数学课堂教学中学生反思性学习的现实状况却不容乐观。这主要表现为：教师的课堂权威挤占了学生进行自我反思的空间;学生在数学学习中的自我反思能力水平普遍偏低。通过分析课堂教学视野下反思性数学学习的具体内涵,可以发现数学课堂教学中学生进行反思性学习的重要意义主要在于发展学生的数学思维能力、促成个体化的数学学习方式和促进学生自主性的发展。     

论反省思维及其对教师专业成长的价值

20世纪80年代以来,以注重教师反思性发展的教师教育理论新思潮逐渐形成,反思型教师成为教师专业成长的必然。作为反思型教师重要品质的反省思维,其理论内涵、发展水平及对教师专业成长的价值也成为学界值得思考的问题。     

Using a video annotation tool to enhance student-teachers’ reflective practices and communication competence in consultation practices through a collaborative learning community

This study investigated how peer comments made using a video annotation tool (VAT) through an online learning community improved student-teachers’ level of reflective thinking and communication competence throughout the simulated (i.e., role-play) context of consultation practice. Eighty student-teachers from two classes of the course “Comprehensive School Guidance” participated in this study, and all recorded two videos for their tripartite practice on parent consultation for self-evaluation and peer comment. Forty student-teachers were in the comparison class and provided general comments to their peers on the learning platform, while those in the experimental class used the VAT on the learning platform to provide specific comments to their peers. Two post-practice online questionnaires and reflective journal entries, which aimed to measure communication competence and reflective thinking ability, were administered to the student-teachers after the first and second consultation practice. The reflective journal entries were segmented into units of analysis that were scored using a 4-level model of reflective thinking (from 1 to 4), with a higher score indicating demonstration of a higher level of reflective thinking for that particular segment. Both the number of reflective notes made and the average level of reflective thinking in student-teachers’ journal entries were indicators of reflective thinking ability. Two mixed ANOVAs were conducted to examine whether student-teachers in the experimental (VAT) class improved their reflective thinking ability and communication competence more significantly than those in the comparison (non-VAT) class. The results showed that student-teachers in both the VAT and non-VAT classes had statistically higher scores for communication competence and reflective thinking in the second role-play practice. Student-teachers with the support of VAT, in comparison to those without, significantly improved their average reflective thinking ability. Focus group interviews were also conducted to investigate how VAT could support student-teachers’ learning process and to learn their perceptions of the strengths and limitations of the VAT. The results indicated that the VAT could enhance student-teachers’ learning by reducing communication barriers created by the tendency to avoid direct observations of peers’ weaknesses, enhancing reflection-in-action during practice, and contextualizing written comments by referring to specific video segments. However, student-teachers felt that the VAT should also allow users to draw on the video screens.

     

杜威的反思性思维与教学理论浅析

反思性思维与教学理论是现代美国教育家杜威教育思想体系的一个重要的组成部分。“如何思维”是他所论述的一个重要命题。本文从思维和反思性思维的涵义及价值、“思维五步”和“教学五步”以及思维训练与教学活动的关系等方面分析论述了杜威的反思性思维与教学理论。教学成功的关键就是要能激发儿童的思维。反思性思维是最好的思维方式。因此，无论对教育来说，还是对儿童来说，通过反思性思维训练，培养优良思维的习惯都是十分重要的。     

Understanding and assessing preservice teachers’ reflective thinking

This study reviews the criteria for assessing reflective thinking, and investigates how the process of reflective thinking develops in preservice teachers. Reflections of preservice teachers are assessed from two perspectives: content and depth. The findings include variations in the content, and that the pace at which reflective thinking deepens depends on personal background, field experience contexts, and the mode of communication. The study includes insights into how to measure the quality of reflective thinking and how to enhance reflective thinking and cultivate reflective practitioners, including the kinds of experiences that could be incorporated in a teacher education program.     

Using action research in middle level teacher education to evaluate and deepen reflective practice

The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research.     

Critical action learning – rituals and reflective spaces

This paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun to develop new action learning techniques which we believe help to make the action learning we teach and practise, more critical. In describing these concepts of criticality we consider the tripartite elements of each of the three concepts we call Critical Leadership. That is ‘knowing, being, doing’; ‘space, place and pace’ and ‘thinking, feeling, willing’. We then go on to demonstrate how these three concepts helped us to shape our new action learning technique entitled ‘The Coliseum’. We believe that this new action learning technique enhances the likelihood of critical action learning taking place by underscoring key elements such as encouraging feedback, initiating deep listening, promoting challenge and, perhaps, in the end, precipitating enlightenment.     

反思性教学在高职思想政治理论课教学中的运用

本文论述了思想政治理论课反思性教学反思的内容和实施策略,以便高职思想政治理论课教师在教学过程中能不断提高教学效果,提高自我理论与实践水平。     

The effect of peer feedback for blogging on college students' reflective learning processes

Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future.