从教学反思的水平看教师专业成长——基于新课程实施中四位教师的个案研究

Seeing Teachers’ Professional Development from the Level of Teaching Reflection——Based on the Case Study of Four Teachers in the Implementation of the New Curriculum

以哈贝马斯认识兴趣理论为理论原型，将教学反思分为技术的、实践的和解放的三个水平。依此为分析框架对四位教师的教学反思分析后发现，教学水平高的教师进行的全部是实践性和解放性反思，而教学水平一般的教师的反思中，技术性反思占有很大比例。进一步分析发现，教师在技术性反思中进行的是外在控制型的专业成长，在实践性反思中进行的是保守的内在生成型专业成长，在解放性反思中进行的是超越的内在生成型专业成长。实践性和解放性反思是促进教师专业发展的有力措施。

Based on the theory of recognition interests of Habermas, the teaching reflection of teachers can be divided into three levels, that is, technological level, practical level and liberated level. By analyzing the teaching reflections of four teachers with this theory, we find that teachers with high level of teaching all use practical and liberated reflection, however, teachers with mediocre level tend to use technological reflection. It is found in further analysis that teachers＇ professional development presents outer-controlled model in the technological reflection while the inner-generating model in the practical reflection and the surpass inner-generating model in liberated level. Practical reflection and liberated reflection are the effective measures for teachers＇ professional development.