【作者】 陈荟；

【导师】 张诗亚；

【作者基本信息】 西南师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 随着人们对教师专业发展的关注,教学反思作为提高教师专业发展、实现有效教学的重要途径之一,越来越受到教育研究和实践工作者的重视。国内外在理论上对教师教学反思的相关研究很多,也很繁杂。国内有关教学反思的论著众多,但是这些研究多采用文献研究法,主要是对国外的研究成果进行介绍,编译性文献较多;在具体的研究内容上,多集中在对教学反思的概念及其形成的讨论、对教学反思的理论基础的探索、对教学反思的特征、内容、策略和模式的理论分析。对于教师教学反思这样一种具有明显场境性和实践性的教育现象来说,仅采用译介国外研究的方法和自上而下的理论演绎方法,不可能寻找到符合本土教育实际并具有可操作性的教学反思的理论与实践模式。对国内关于教师教学反思研究的不足,必须采取多种研究方法、特别是采用自下而上的研究方法予以弥补,加强对教师教学反思的实际过程的现场考察研究。 通过对本着从具体的生活场景中选择一位普通教师,并对其教学反思的行为进行实地考察的原则来选择的考察对象的研究发现,已有研究所提出的一些反思内容、方法和影响因素在教学实践中有所体现,诸如对教学过程、教学环境、自身的特点和优缺点等方面的反思;采用个人备课、教后记、学年总结、论文、阅读理论文献、与学生谈话、同事、网络等教学反思方法;学校教学环境、生存压力、个人信念等教学反思的影响因素。然而,由于这些研究采取了自上而下的研究方法,尽管其对教学反思的内容、方法和影响因素的探讨在理论上成立,据此提出的教学建议看似还具有一定的可操作性,但是,具体到实际教学情境中,操作难度很大,甚至根本无法操作。现实教学情境中,教师教学反思的各个方面和各个环节都要受到社会、学校和反思主体自身等诸多具体因素的影响,因此,重视教学反思的场境性和整体性,采取自下而上的研究方式,才能提高教学反思研究的效度和信度。更多还原

【Abstract】 With more concerns about teachers’ professional development, reflection on teaching, as a key to improving teachers’ professional development and achieving effective instruction, has been attracting more and more attentions from both theoretical and practical circles in education. Overseas studies and researches on teachers’ reflection are abundant in quantity and miscellaneous in content. Home article and works about reflective teaching are also very rich in number, but most of them, translated and edited, are introductions to overseas research results, and adopt documents as the research method. In research contents, home studies mostly concentrate on discussions about concept of reflective instruction and its formation, on theoretical basis, and theoretical analyses of the characteristics, contents, strategies and modes in reflective teaching. Reflection on teaching is an educational phenomenon that is context- and practice-specified, therefore, bare translation and introduction of overseas research methods and top-down theoretical deduction can not lead to theories and practical patterns of reflection on teaching which is operable and fitting with local realties. To compensate this deficiency in home studies, different research methods should be adopted, especially bottom-up research, to enhance field research of the processes of a teacher’s reflection on teaching.Field research, conducted with the principle of choosing an ordinary teacher and reviewing its reflective behaviors in teaching, have shown that the research results of previous studies in contents and methods of reflection, and influential factors in this process. Specifically, the survey reveals the teacher’s reflection on teaching process, teaching environment, and characteristics, strong points and weak points etc.; reflective methods adopted by the teacher, such as individual preparation for lessons, postscripts, annual summary, thesis papers, reading theoretical documents, and talking with students and colleagues, and network; factors influencing reflection such as a school’s teaching environment, life pressure and personal commitment. Though these studies have brought forth some seemingly operable instruction suggestions, these suggestions are hard, even impossible, to be conducted, for these studies have adopted a top-down research method. In real instruction, aspects and links of reflection on teaching are influenced by society, school and the instructor itself. Therefore, paying attention to the context and holisticity of reflection on teaching and adopting bottom-up research methods will certainly lead to improved efficacy and accountability.更多还原