摘要
课程教学领域的反思与哈贝马斯的三种认识兴趣相连,被区分为技术性反思、实践性反思和解放性反思。本研究结合舍恩所论述的反思性实践者的行动中反思过程,对专家教师与普通教师进行课堂观察并访谈,发现在教学中三种反思层次都存在,且相互角力又相互支撑与融通。专家教师在行动中反思的核心是对问题"重新框定"的能力,其卓越的行动艺术与其所拥有的三种反思层次之间的贯通力有关。
Teachers' reflection related to curriculum and teaching is usually distinguished into three levels-tech- nical,practical and emancipatory-eorresponding to Habermas' three cognitive interests.This re- search studies and compares the process of an expert teacher's reflection-in-action with that of an or- dinary teacher.Through case analyses and interviews,the researcher finds that the three levels of reflection are all important in teaching.The expert teacher's reflection-in-action is similar to what D.A.Schon describes as the reflective practitioner's knowing-in-action,in which the ability to're- frame'the situation is of vital importance.The expert teacher's art of action has a lot to do with his/ her capacities to reframe and make critical decisions among the three levels of reflection.
出处
《北京大学教育评论》
CSSCI
北大核心
2008年第1期92-105,共14页
Peking University Education Review
基金
北京市教育科学"十一五"规划重点课题"教师实践性知识研究"(AIA06135)。
