促进教学反思实践:校长的策略与启示

Promoting Teaching Reflection:Strategies and Enlightenment for School Principals

教学反思是教师积累教学经验和提高教学质量的必要活动。为了有效地提高教学质量及推行教学改革,校长应将教师教学反思活动有效地融入学校的职业培训项目中。通过系统地介绍教学反思活动的理论背景,包括约翰·杜威的经验学习理论、大卫·库伯的学习周期理论,以及唐纳德·舍恩的专业实践理论,深入地探讨校长在教学反思中起到的作用,以及影响校长促进和支持教学反思进而影响反思活动成效的因素,包括校长的个人素养、专业技能、领导能力以及学校的文化和氛围等。又通过对个人、小组以及学校等不同层面的教学反思,建设性地提出了学校管理层如何采取一系列具体措施来支持和推动教学反思的施行。

Critical reflection over teaching practice has long been lauded as an indispensable activity for teachers to generate practical knowledge and improve teaching quality.Therefore,school principals must integrate teacher reflection into job-embedded professional development programs.Starting with an overview of three theoretical frameworks on experiential learning—Dewey＇s experiential theory,Kolb＇s theory on learning cycle,and Schn＇s theory on professional practice,this paper tries to systematically introduce the theoretical background of teaching reflection.After discussed myriad factors that could influence principals＇support of teacher reflection,including their personal attributes,skills,and leadership competency as well as creating supportive school culture and norm,this paper presents an in-depth discussion of specific strategies that principals can adopt to facilitate teacher reflection at the individual,group,and school level.