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反思性教学是近几年来各国教育界备受关注的一种教育理论,是指教学主体借助行动研究,不断探究与解决自身和教学目的、教学工具等方面的问题,将“学会教学”与“学会学习”结合起来,努力提升教学实践的合理性,使自己成为学者型教师的过程。教学反思的形式很多,例如纵向反思、横向反思、个体反思、集体反思等。这些反思形式都蕴含着一定的哲学思想,运用哲学思想深入反思研究教学,是提升教师自我教育、自我完善、自我发展的水平的有效途径。如:
Reflective teaching is a kind of educational theory that has attracted much attention in educational circles in various countries in recent years. It refers to the teaching subjects’ use of action research to continuously explore and solve their own problems and teaching purposes, teaching tools, etc., and “learns teaching”. Combining with “learning to learn” to improve the rationality of teaching practice and make oneself a scholar-type teacher. There are many forms of teaching reflection, such as vertical reflection, horizontal reflection, individual reflection, and collective reflection. These reflective forms all contain certain philosophical thoughts. Using philosophical thinking to in-depth reflect on research and teaching is an effective way to improve teachers’ self-education, self-improvement, and self-development. Such as: