高校外语教师反思教学观念与行为研究被引量：73

A study of university EFL teachers’ perceptions and practices of reflective teaching

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摘要本研究调查了全国24所高校402名外语教师的反思教学观念与行为。调查研究发现：大多数教师对反思教学的理解停留在“经验总结”层面，课堂教学是教师反思的主要内容，和同事谈论则是教师普遍使用的反思方式；教师的自然特征、心理状态与工作环境等部分变量对其反思教学观念与行为有显著影响；教师反思教学观念与其反思方式相关，与反思内容不相关。重新认识反思教学的内涵与作用、反思教学观念与行为之间的差距有助于教师更好地践行反思教学，从而有效地改进教学实践与促进自身专业发展。 This study examines the reflective teaching perceptions and practices of 402 EFL teachers from 24 universities across China. It finds that most teachers perceive reflective teaching as the accumulation of teaching experience, reflective focus is mainly concerned with classroom teaching, and the widely adopted reflective way is to discuss with other colleagues. The study indicates that some variables of EFL teachers, such as natural background, mental state and working environment, have a significant influence on their perceptions and practices of reflective teaching. In addition, it reveals a significant correlation between teachers＇ perceptions and reflective ways rather than reflective focus. Reconsidering the nature and significance of reflective teaching and the discrepancy between teachers, perceptions and practices helps teachers engage in reflective teaching, improve teaching practices, and promote their professional development.

作者孟春国

机构地区金陵科技学院外国语学院

出处《外语界》 CSSCI 北大核心 2011年第4期44-54,共11页 Foreign Language World

基金教育部人文社会科学研究项目“我国高校英语教师专业自主发展现状与策略研究”(编号09YJA740036)的研究成果

关键词外语教师反思教学反思观念反思行为 EFL teacher reflective teaching perception of reflection reflective practice

分类号 H319 [语言文字—英语]

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