职前外语教师的反思性实践研究文献述评

文章借鉴国外反思性实践理论和研究的成果,讨论反思性实践对职前外语教师专业发展的重要意义,通过对国内、外职前外语教师教育中对反思性实践展开的各种定性实证研究的讨论,揭示了反思在职前外语教师专业发展中的重要作用,作者提出了如何为我国职前外语教师创造有利的专业发展环境,促进其在反思中理解教学、在学习教学中发展反思能力的建议。     

Cognitive Style and Learner Strategy Interaction in the Performance of Primary and Related Maze Tasks

Abstract

The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Twenty-four female subjects were randomly assigned to a strategy or control group. The strategies group was provided with three potentially effective strategies (imagery, rhythm, and feedback) as identified by an information processing task analysis procedure. The Matching Familiar Figures test further classified subjects within the two groups according to their preferred styles of responding. Eleven primary task trials were administered with direct view of maze and four related task trials were completed with an indirect view of it. Traversal speed and time in the incorrect pathways were analyzed with a 2 × 2 × 7 (Strategies × Cognitive Styles × Trial Blocks) repeated measures ANOVA. A significant three-way interaction was found for both dependent measures. As hypothesized, during the primary task the control reflective subjects traversed the maze more slowly than the control impulsive subjects. However, the strategies reflective subjects completed the maze with the same speed as strategies impulsives. The incorrect pathways × time interaction revealed that the control reflective subjects spent less time in the incorrect pathways during the related task than the control impulsives. No significant differences were found for strategies reflectives or impulsives. These findings indicate that, for this maze task that emphasized speed, the performance of reflective and impulsive subjects was facilitated by appropriate learning strategies.     

论初中英语教师专业发展的有效策略：反思性教学

本文首先介绍了初中英语教师专业发展的必要性,并引出了反射性教学在初中英语教师专业发展中的重要性;其次,本文介绍了反思性教学的定义及特征,为实施反思性教学提供理论支持;最后,本文重点论述了反思性教学的实施过程和途径,为初中英语教师适应新时代的变化,解决实际教学中遇到的问题提供了建设性的意见。     

Creation of new routines in physical education: second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning

ABSTRACT

The time we live in is characterised by social and cultural changes, but teaching in physical education (PE) does not necessary match these changes. Consequently, the present project explored how second-order reflection (SoR) as a tradition-challenging and developing form of reflection can be stimulated by an inquiry-based learning (IBL) approach in physical education teacher education to transform current pedagogy to align with social and cultural changes. SoR fosters development and learning by inter-professional collaboration and inter-professional dialogue and is an extended form of higher-order thinking (HoT) including critical thinking and problem-solving. The project explored how an IBL approach stimulated a group of pre-service teachers (n?=?32) developing their professional practice by using SoR. Data were generated through video observations and audio recordings of the pre-service teachers’ discussions, reflections and actions during the IBL unit. Furthermore, written reflections regarding the challenges were collected. All data were inductively analysed in order to identify and extract common themes and patterns in relation to SoR. The analyses of the data revealed that during the IBL approach the pre-service teachers used both reflection at first and second-order level. Reflections in the form of technical and practical considerations were common, while examples of SoR were seen especially in the phases of IBL where the pre-service teachers used new theoretical knowledge and experiences from other contexts than PE. Consequently, the findings supported that IBL enhanced the second-order reflective skills of some of the pre-service teachers. However, with further use of guiding and facilitation of the IBL process or keeping the pre-service teachers to their challenges, hypotheses and plans, the methodology has even more potential to enhance the second-order critical reflection of the participants; thereby developing their coming practice to be more reflective, engaging and probably motivational.     

‘I’m just not that comfortable with technology’: student perceptions of and preferences for Web 2.0 technologies in reflective journals

Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made.     

中学教师反思性教学的调查和分析

本文以中学教师为调查对象 ,自编反思性教学调查问卷作为调查工具 ,探讨分析了南京和南昌两地中学教师对反思性教学的认识特点。通过调查发现 :(1 )对于通过学生和同事进行反思性教学的认识上 ,重点中学教师和非重点中学教师之间存在显著的差异 ,其中对于通过学生进行反思性教学的认识上存在极其显著的差异。 (2 )中学教师对于通过学生和同事进行反思性教学的认识有显著的性别差异 ,其中对于通过学生进行反思性教学的认识上存在极其显著的差异     

"反思实践"思想及其在教师教育中的争议--来自舍恩、舒尔曼和范斯特马切尔的争论

本文在陈述舍恩的以"反思实践"为根基的教师教育思想的基础上,展示了西方教师教育领域围绕这一概念所展开的争议,指出这种争论有利于深化教师教育的学理探讨,有助于教师教育实践的健康发展.     

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。     

论教师的缄默性个人教育观念及其对学生的影响

论述了教师的缄默性个人教育观念的内涵及其对学生的影响,指出反思学习是改进教师缄默性个人教育观念的钥匙。为教师更清楚的认识自身的教学提供了一些新的思路。