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教学反思是推动教师发展的重要动力,教学反思日记是指把教育教学活动中的特殊事件加以分析思考并以日记的形式记录下来,是教学反思的重要途径。对于新手教师来说,撰写教学反思日记不仅能够增加新手教师的知识储备,还能够提高教学水平和科研能力。以一位新手教师为例,对其日记内容从课堂教学、学生发展和教师发展三方面进行展示,并针对反思日记的写作提出培养教师反思意识、切忌反思日记形式主义和提高教师反思水平三条建议。 相似文献
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反思日记研究作为重要的教学和科研手段,是促进教师自身专业发展,从而提高教学质量的最有效途径之一。尽管日记研究在国外教师教育中得到广泛的运用,然而,日记研究在中国并不流行。本文对在高中英语教师开展教学反思日记研究进行了问卷调查和个案研究,指出教师在运用日记这个研究方法进行反思所存在的问题,并在此基础上提出了正确运用反思日记培养教师反思意识和策略的方法,以促进教师的专业发展。 相似文献
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李华 《广东教育学院学报》2008,28(2):81-84
对广东省6所学校的24位不同职称的高中英语教师78篇教学反思日记进行整理、归纳、分析,结果表明：高中英语教师的反思意识不强,反思内容多样、反思水平主要在第一层次‘回顾’和第二层次理性水平上。针对教师在反思日记中进行反思所存在的问题,应该从提高反思意识、营造反思氛围、丰富反思内容、加强反思实践等方面提高英语教师反思能力,以促进教师的专业发展。 相似文献
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反思是促进教师专业发展的重要能力。因此,越来越多的教育工作者关注职前教师反思能力的培养。然而,由于反思的过程具有不可见性,使得追踪职前教师的反思能力发展轨迹十分困难。认知网络分析(ENA)提供了一种量化定性数据中认知框架元素之间关系的方法。该文分析了30名职前教师在完成两个阶段协作脚本写作任务后的反思日记。基于ENA,探究在线协作写作中职前教师反思类型及元认知策略之间的关系,并追踪其反思能力发展轨迹。研究发现,在活动过程中,职前教师整体反思能力发展呈上升趋势。一开始,职前教师的反思主要集中在对小组内容的描述;在完成协作写作活动之后,则转向对小组方法的讨论和个人收获的评价与总结。研究结果揭示了协作写作活动中职前教师的反思能力发展轨迹,为后续开展教师反思能力培养提供了参考。 相似文献
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写反思日记是提高教师专业水平的重要手段。在教师培训中,教师反思日记陈述的分析工具能够用图形的形式表明日记陈述的具体或抽象、认知性或情绪性的程度。教师反思日记不仅为教师教育者或培训者与教师之间建立了对话的基础,有助于发展教师的认知能力与自我理解能力,而且还能提高教师培训的实用性和针对性。 相似文献
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写反思日记是提高教师专业水平的重要手段。在教师培训中,教师反思日记陈述的分析工具能够用图形的形式表明日记陈述的具体或抽象、认知性或情绪性的程度。教师反思日记不仅为教师教育者或培训者与教师之间建立了对话的基础,有助于发展教师的认知能力与自我理解能力,而且还能提高教师培训的实用性和针对性。 相似文献
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教学反思对教师专业成长具有重要作用。教师教学反思日记反映出教师的教学反思能力、教学反思力度是有差别的。教师的反思能力是可以培养的。 相似文献
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教学反思对教师专业成长具有重要作用.教师教学反思日记反映出教师的教学反思能力、教学反思力度是有差别的.教师的反思能力是可以培养的. 相似文献
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文章从教师坚持写教学反思日记,定期进行教学反思日记的交流的实践出发,阐述了写教学反思日记的重要性、教学反思日记的内容、教学反思日记的类型、写教学反思日记应注意的事项.同时指出,教学反思日记促进教学反思,教学反思是反思型教师成长的一条必由之路. 相似文献
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Adinew Tadesse Degago 《Teaching Education》2013,24(4):343-356
This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia. 相似文献
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王军营 《成都教育学院学报》2008,22(3):63-64
反思性教学是大学英语教师把教学和科研有机结合起来的有效途径。立足课堂教学实践,通过课前、课堂教学和课后的反思活动,加强科学研究,提高教师素质。坚持写教学目志、认真组织听课活动、细心观看教学录像、积极开展行动研究、虚心接受教学评估,从而促进大学英语教师自身全面发展。 相似文献
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反思性教学是英语教师专业发展的有效途径 总被引：3，自引：2，他引：1
龙玉梅 《山西广播电视大学学报》2011,16(1):75-77
反思性教学是教师以自己的教学活动为思考对象,对自己的教学行为和结果进行反省思考,发现问题并寻找解决问题的方法和途径的过程,它是教师提高专业能力的有效途径。依据反思性教学理论,从反思性教学内容、活动过程及基本方法三个方面对反思性教学做进一步的诠释,旨在促进英语教师专业发展。 相似文献
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Luigina Mortari 《Teachers and Teaching》2013,19(5):525-545
The notion of reflection has become an object of attention in education, but the research on this topic is often reduced to mere reflective practice. A relevant part of educational literature portrays reflection as a wholly beneficial practice for practitioners, but also for researchers. In the nursing field, in particular, reflection is largely practised and deeply examined. Reflection is specifically encouraged in teacher education, where ‘how-to’ manuals are widely used to explain strategies for turning teachers into reflective practitioners. In some cases, a specific kind of reflective approach is proposed, such as critical reflection. From the analysis of this technical literature, I observe that a wide range of approaches for fostering reflection have been applied, but little research evidence shows how effective these approaches are. Taking this problem into account, this article presents a research study on reflection. It first introduces a specific and unusual concept of reflection – that of phenomenological conception – and then goes on to develop an empirical investigation that enacts a phenomenological method of inquiry and is aimed at exploring the potential of the use of journal writing as a tool for enhancing reflection, and documents the data that emerged. The research was developed in a university context where the student teachers were asked to ‘reflect on the life of the mind’, in order to learn how to take a reflective stance. The student teachers wrote entries in a reflective journal in which they were requested to describe the lived experiences of the mind as they came to their reflective attention. The data emerging from the experience were made sense of through a qualitative method of analysis. The findings of the research are useful for designing an effective method for enhancing reflective practice. 相似文献
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反思性教师培训由于其能够使教师获得新的教学观念及持续的专业发展而被国际教育界广为推崇。对由于教师反思视野狭隘、反思深度不够与意志不坚等原因，教师在参与反思性教师培训的过程中出现的“反思虽行，观念不改”、“视野封闭，观念难新”、“观念虽新，能力不变”等问题进行了分析，并针对以上问题提出了若干相应的策略。 相似文献
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Liz McKenzie 《Journal of Further & Higher Education》2015,39(5):645-664
This article reports an investigation of trainee teachers’ experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience of reflection and keeping a reflective journal. The questionnaire responses were used to select a sample of 15 individuals for interview. The findings indicate that, whilst the majority value reflection and believe keeping a journal is useful, finding time to reflect can be problematic. Two potential areas of difficulty are identified, namely, individual preferences for engagement with reflection and the use of reflective journals. Where course requirements are at variance with an individual’s preferred approach, difficulties with reflection may be experienced. Therefore this article recommends that course requirements need to allow flexibility to enable individuals to try different techniques and adopt whichever they are most comfortable with. 相似文献
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Amy Roth McDuffie 《Journal of Mathematics Teacher Education》2004,7(1):33-61
In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed. 相似文献
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中学教师反思性教学的调查和分析 总被引：1，自引：0，他引：1
本文以中学教师为调查对象 ,自编反思性教学调查问卷作为调查工具 ,探讨分析了南京和南昌两地中学教师对反思性教学的认识特点。通过调查发现 :(1 )对于通过学生和同事进行反思性教学的认识上 ,重点中学教师和非重点中学教师之间存在显著的差异 ,其中对于通过学生进行反思性教学的认识上存在极其显著的差异。 (2 )中学教师对于通过学生和同事进行反思性教学的认识有显著的性别差异 ,其中对于通过学生进行反思性教学的认识上存在极其显著的差异 相似文献