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教师反思时认知冲突的生成途径 被引量:15

Generative Approach to Cognitive Conflict in Teacher Reflection
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摘要 教师反思是自我认同与认知冲突的统一。相对于自我认同而言,教师反思时产生的认知冲突是提高教师专业素养、教师专业化的更为活跃、更为重要的思维因素。要促进教师反思时的认知冲突的生成,学校应促进教师间的互动、交流以使教师超越反思的个体性,应实施有所侧重的教学评价和加强师德建设;教师应加强理论学习以掌握原则性的教育知识,应围绕全面提高学生的素质来开展教育教学活动。 Teacher reflection, as a way of unifying the two thinking factors, self-identity and cognitive conflict, makes the latter to be a more vibrant and significant one for improving teachers' professional attainment and for enhancing teacher professionalization, compared with the former one. To generate the cognitive conflict, schools should help expedite the interaction and communication among teachers to assist them to surpass the individuality in reflection. Simultaneously, teaching appraisal emphasizing some certain points should be implemented and teachers' morals should be constructed. As for teachers themselves, they should acquire more theoretical competence to master the fundamental pedagogical knowledge and organize teaching activities aiming at the whole accomplishment of students' quality.
作者 吴全华
出处 《教师教育研究》 CSSCI 北大核心 2006年第4期35-39,共5页 Teacher Education Research
基金 广东省教育科学"十五"规划课题(JYA02086)阶段性研究成果
关键词 教师反思 认知冲突 教师专业化 原则性知识 生成途径 师德建设 teacher reflection cognitive conflict teacher professionalization fundamental knowledge
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