摘要
教师反思运动起源于上世纪80年代,教师教学反思的主动性与行动能力成为其专业发展中重要的组成部分。本研究选择了三位幼儿园教师作为研究对象,使用访谈、实物收集、观察等方法从教师教学反思的对象、情境、内容、时间四个纬度收集资料,对幼儿教师如何进行教学反思进行了深入探讨。研究发现:幼儿教师的教学反思是"知行共生"的过程,尽管文化、制度等因素不直接作用于教师教学反思的过程,但却对该过程中的"人的情感和意志"产生影响,进而对教学反思产生作用和反作用;教学反思在幼儿教师专业发展过程中具有很大的价值与实践意义。
The reflection movement of the teacher was originated in the 1980s, then the teacher＇ s initiative and action abil- ity of the reflection has become an important part of their professional development. The study selected three kindergarten teachers as the research participants, using interview, materials collection, and observation methods to collect data about the teachers＇ reflection on the daily teaching in the kindergarten. Based on the data analysis and dialoguing with the literature, it is found that the process of teaching reflection is originally ＂symbiosis. ＂ Although the factors of culture and system do not directly impact the process of teachers＇ teaching reflection, they play the role in the process of the ＂people＇ s emotion aud will,＂ which further affect the teaching reflection. Finally this paper also discusses the significance of teaching reflection in the preschool teachers＇ professional development.
出处
《教师教育研究》
CSSCI
北大核心
2016年第3期94-101,共8页
Teacher Education Research
关键词
教学反思
教师专业发展
知行共生
teaching reflection
teacher professional development
unity of knowing and doing
