教师教学反思的溯源性追问与深化路径——基于前反思的视角

Tracing and Deepening the Path of Teaching Reflection of teacher--From the Perspective of Pre-reflection

当前,“反思性实践”“反思性教学”等话语深入人心,同时“教学反思”对助力教师专业化发展也发挥着巨大的作用。教师教学反思需要进一步深化,而深化的逻辑起点就在于——“前反思”。“前反思”的具体意涵有:前反思是“实践”中的“边缘之知”;前反思是视域结构中生发的经验;前反思是情绪之“昂扬”场域。当下,教师教学反思存在流于形式、浮于表面、过于理性等问题,而其根本原因都可追溯到教师教学的“前反思”向度。为规避这些问题,“前反思”视角下的教师教学反思,应全身心投入,加深对教学活动困境的感知;不断修炼自我,犁深自身经验性视域;自觉情绪之流动,在过程中深刻地体验。

Teaching reflection plays an important role in helping teachers'professional development.Teachers'teaching reflection of the logical starting point lies in"pre-reflection".The specific meaning of"pre-reflection"includes:the"marginal knowledge"in practice,the experience arising from the horizon structure and the field of"exaltation"of emotion.Teachers'reflection on teaching has three problems:formality,superficiality and irrationality.The causes can be traced back to the“pre-reflection”dimension.In order to avoid these problems,the deepening path of teachers'teaching reflection from the perspective of“pre-reflection”includes:to devote themselves to deepening the perception of the dilemma of teaching activities,to cultivate themselves constantly,to deepen their own experiential visio,to realize the flow of emotions and to experience deeply in the process,etc.