反思性教学的意义与表现

1、学习好资料欢迎下载什么是反思性教学What is the reflective teach ing反思性教学是指教师在一般的教育教学规律或者教育理论的指导下，对教学经验进行回顾、 审视与重新认识，从而产生新的更趋合理的教学方案与教学行为的过程。也就是说，反思性教学既有“教学的反思”，也有“反思的教学”，是二者的有机统一。熊川武提出了反思性教 学的三点内涵：反思性教学以探究和解决教学问题为基本点；反思性教学以追求教学实践合理性为动力；反思性教学是帮助教师全面发展的过程。Reflective teach ing refers to teachers in ordinary educatio n t

2、each ing rule or un der the guida nee of education theory, the experienee in teaching, review, review, and the resulting new more hasten is reas on able teach ing pla n and teach ing behavior process. That is to say, reflective teach ing has both the teach ing reflecti on and reflective teach in g,

3、is the orga nic unity of both. Xio ng Chua nwu three conno tati on of reflective teach ing is put forward: to explore and solve teach ing problems in reflective teach ing; Reflective teach ing drive n by the pursuit of teach ing practice rati on ality; Reflective teach ing is to help the teachers ov

4、erall developme nt process.因此，反思性教学要追求教学目标、教学手段、教学实践的合理性和有效性，通过审视、探 讨、研究教学实践中的实际问题，来实现教学改善和教师的专业发展。Therefore, reflective teach ing to teach ing goal, teach ing means, the ratio nality and validity of the teach ing practice, through the review, discuss and study the practical problems in teachi ng pr

5、actice, to realize the teach ing improveme nt and teachers professi onal developme nt.但是，反思性教学不等同于教学反思，因为它更强调在此基础上有更加合理的教学实践行为。 它丰富和发展了教学反思，不仅有教学的反思，更有反思的教学，即不只对教学经验做出静态的反思，更有反思后经过积极整改的更趋合理性的教学实践。反思性教学也不是某种具体的教学法，它不以某个概念化的、静态的教学法去规范具体的、动态的教学实践，而要求教 师立足于自我之外批判地考察自己的行动及情境。Reflective teach ing, however

6、, is not the same as teach ing reflecti on, because it is more reas on able more emphasize on the basis of the teaching practice of behavior. It enriched and developed the teach ing reflect ion and teach ing reflect ion, not only are more reflective teach ing, which not only make the static to the t

7、each ing experie nee of reflect ion, after the reflect ion is more active more rationality of the rectification of teaching practice. Reflective teaching is not a specific teaching method, it is not in a conceptualization, static teaching method to regulate specific and dynamic teach ing practice, w

8、hich requires teachers based on the outside of self critically exam ine their own actions and situati on.反思性教学也不同于教学评价和教学反馈。教学评价一般是指对教学的价值判断，要求事先制订一个评价方案，然后对教学做出是否达到标准、达到程度如何的价值评判。教学反馈一般是指教师在教学过程中， 把产生在学生身上的学习效果作为新信息返回，调节自己的教学活动。从教师方面讲，教学过程是附加着教学信息反馈的知识信息的输出过程。当然，反思性教学在实践过程中也常常离不开教学评价和教学反馈。Reflectiv

9、e teaching is different from the teaching evaluation and feedback. Teaching evaluation gen erally refers to the value judgme nt of teach ing, requireme nts prior to formulate an evaluati on scheme, and the n whether teach ing to achieve the sta ndards, how to value judgme nt. Teach ing feedback gen

10、erally refers to teachers in the teachi ng process, the effect on stude nt lear ning as a new in formatio n to return, adjust their teachi ng activities. In terms of teachers, the teach ing process is the additi onal output process of the teachi ng in formati on feedback in formati on. Reflective te

11、ach ing in the course of practice, of course, are ofte n in separable fromthe teach ingevaluati on and teachi ng feedback.反思性教学是一种回忆、思考、评价教学经验的活动或过程，是对教师过去教学经验的总结 与反馈，是教学主体借助行动研究，不断探究与解决自身教学目的以及教学手段等方面的问题，将“学会教学”与“学会学习”统一起来，努力提升教学实践的合理性，并使自己成为 学者型教师的过程。如果反思性教学把“学会教学”与“学会学习”作为两大目标，那么应 该把教学分为“教”和“学”两个

12、方面。一方面是为教而学，教师通过对教学进行反思，自 我学习，改善教学目标、方法和手段，来达到教师学会“教”的目的和实现教学实践的“合 理性”。另一方面是为学而教，教师通过反思，改进自己的教育教学策略、方法或手段，引 导学生学会“学”，引导学生反思自己的学习行为，学会自我管理、自我指导、自我评价， 实现自我发展的目标。Reflective teaching is a kind of memory, thinking, experience in teaching evaluation activity or process, is the summary and feedback of the

13、past teach ing experie nce, teachers are teach ing main body by the action research, con sta ntly explore and resolve its teachi ng objectives and teach ing means, etc, to lear n to teach ing and lear ning to lear n to unify, efforts to improve the rati on ality of the teach ing practice, and establ

14、ish himself as a process of academic teachers. If the reflective teaching learning to teaching and learning to learn as two goals, then you should put the teach ing is divided into two aspects of teach ing and lear nin g. On the one hand is for teach ing and learning, the teacher of teaching reflect

15、ion, self learning, improve the teaching goals, methods and means, to achieve the purpose of teachers to teach and realize the teaching practice of rati on ality. On the other hand is for lear ning and teachi ng, the teacher through reflect ion, improve their education teaching strategies, methods,

16、or means, guide students to learn to learning, guides the student to reflect on their learning behavior, learn to self management, self direct ion, self evaluati on, self developme nt goals.如何实施反思性教学How to impleme nt reflective teach ing教师应该如何在教学中运用反思性教学呢？笔者在日常的教学研究中发现，反思性教学通常运用的方法有：课堂观察、课程报告、教学日记、调

17、查问卷、行动过程研究、课堂实录等等。 其中课堂观察、课程报告、教学日记更便于教师操作和运用。How should teachers use reflective teaching in teaching? The author found in the daily teaching research, usually using the method of reflective teaching are: classroom observation, the report, the teach ing diary, questio nn aires, action research, clas

18、sroom activity and so on. Report in cludi ng classroom observatio n, curriculum, teachi ng diary easier for teachers to operate and use.课堂观察也就是我们常说的听课活动。主要形式是教师之间听同事的课，或结对教师听指导教师的课，教师也可以结成对子，轮流听对方的课。听课时需要观察的是：课堂组织、时间 安排、学生对任务的完成、教师提问和学生回答、学生在小组活动中的参与情况、小组活动 时学生使用母语或外语的情况、教学的计划性等环节。Classroom observat

19、ion is we often say the class activities. Between main form is teacher class, liste ning to colleagues or pair teachers liste n to guide the class, the teacher can also pair up and take turns to listen to the other side of the class. Class need to see is: classroom organization, time arran geme nt,

20、the stude nt to the completi on of the task, the teacher an swer questi ons and stude nts, stude nts participati on in the group activities, group activities whe n stude nts use of mother ton gue or the foreig n Ian guage pla nning, teach ing, etc.课堂观察不仅仅局限于青年教师观摩老教师的课，反过来，老教师也能从青年教师的课中得到启发，有利于改变自身的

21、教学观念。就拿笔者所观摩英语课的这位教师来说，该教师工作时间不长，他在教授阅读课时采用的方法与笔者平时的教学方法不一样。笔者通常采用“自下而上”的教学方法，先呈现生词，解决生词的读音、基本用法，然后让学生带着问题阅读 课文，完成阅读后再讨论并回答问题。笔者的这种授课方式的弊端是没有时间处理文章中的重点与难点，基础一般的学生会似懂非懂，甚至连课文也读不好。而该教师经常利用早读课 时间，用词汇表策略来处理生词，课上再让学生带着问题听录音，每听完一段让学生回答一两个问题；全文结束后，还会将每个句子的第一个单词提供给学生，要求学生分段复述课文，这样大多数学生都能够开口跟着说。反思性教学恰恰鼓励教师形成

22、自己的教学理念，并和别人一同分享。如果教师愿意在反思性教学实践上投入时间和精力，便可以从根本上改变教师传统的、目的性不强的教学行为，帮助其改变教学观念，从而有意识、有目的地从事教学活 动，提高教学质量。Classroom observati on is not confined to young teachers view old teacher in the class, in turn, the old teacher can also be in spired from the youth teachers class, is ben eficial to cha nge the tea

23、ch ing idea. Take the author view En glish class by the teacher, the teachers work time is not long, he adopted in teach ing readi ng class method is differe nt from the usual teach ing methods. The author ofte n USES the bottom-up teachi ng methods, to prese nt the new words first, solve the pronun

24、ciation of the new words, basic usage, and then let the students read the text with the problem, to discuss and answer the questions after reading. The author of the disadvantages of this scheme is not time to key points and difficulties in processing the article, based on general students begin, ev

25、en the text to read is not good. But the teachers often use ZaoDouKe time, using the vocabulary strategies to deal with new words, the n let the stude nts in class liste n to the tape with a problem, every hearing a to let the students answer a question or two; After the full text, will also each se

26、ntence of the first word provided to stude nts, stude nts are required to block retell the text, so most of the stude nts are able to speak with said. Reflective teach ing is to en courage teachers form their own teach ing ideas, and share with others. If the teacher is willi ng to in vest time and

27、en ergy on reflective teachi ng practice, can fun dame ntally cha nge the traditi onal teach ing behavior, the purpose is not strong, help it to change the teaching idea, thus consciously and purposefully en gaged in teach ing activities, to improve the teach ing quality.反思性教学是教师职业发展的现实而有效的途径。教师的专业发展本身需要教师成为身体力行、现身说法的反思者，需要对实践中的教育问题和情境做出自己的分析和评论。反思性教学能否发挥效用，能否长久地影响教师的教学生活，关键在于它在多大程度上能够转化为教师的日常教学实践。中学英语教师应在反思性教学过程中探