西方视域中的教师反思:内涵、价值与实践路径

Teacher Reflection in the Western Perspective: Connotation,Value and Practical Path

教师反思是有效改进教学实践、促进教师专业发展的重要手段。因此,反思型教师的培养不仅受到教育实践工作者的重视,也引起了学界的广泛讨论。尽管如此,对教师反思的理解尚缺乏系统性和批判性的研究。在西方学者看来,教师反思的内涵特征体现为目的性、连续性和实践性三个方面,且兼具了应对社会变革与促进自身发展的双重价值。虽然教师反思呈现为不同的表现类型,但其培养离不开教师的实践,同时也需要对教师反思的真实性、支持方式的有效性与伦理性进行考量。

Teacher reflection is an important means to effectively improve teaching practice and promote teachers ’ professional development. Therefore, the cultivation of reflective teachers is not only valued by educational practitioners, but has also aroused extensive discussion among researchers. Despite this,there is a lack of systematic and critical discussion about the understanding of teacher reflection. According to scholars in the west,the connotation characteristics of teacher reflection are embodied in three aspects ： purpose, continuity and practicality. In addition, it has the dual value of coping with social transformation and promoting self-development. Although teacher reflection is presented in different forms, the cultivation is inseparable from teachers’ practice. Meanwhile, it is necessary to take into consideration the authenticity of teachers’ reflection, the effectiveness of support and the ethical dimensions.