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中国传统语文教学实践的基本经验是什么？这个问题目前还有很大的探究空间。从杜威的经验观来看,经验是有机体与环境交互作用的过程;这个过程有主动和被动的两个方面,二者相辅相成,由此给予有机体各种刺激,使有机体在实践中获得反思,建构经验。观照中国汉语文教学的传统经验发现,教师自己的学习和研究实践是开展教学的重要前提;优秀教师以此为参照,激励学生也积极地展开自觉的实践和反思,创造自己的新经验;在这个过程中,师生为反思的魅力所吸引,投身于“教学相长”的情境中,这也就是理想的“乐学”境界。 相似文献
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Katherine Richardson Bruna 《Cultural Studies of Science Education》2014,9(2):335-342
In this reflection on Carolyn Parker’s article, I connect to my own professional work at the intersection of Latino education and science education as well as to my own personal interest in liberation theology. I use constructs central to liberation theology to indicate what a liberationist science might look like and push us, in doing so, to put learning, not teaching, at the center of our efforts. 相似文献
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ABSTRACTThis study examines how a cohort of 32 Chinese student teachers experience a 3-week Intensive Study Abroad Programme in Canada, which focused on facilitating understanding of teaching and learning from an international perspective. Research findings underscore the effectiveness of a context responsive approach to cross-cultural teaching and learning that places emphasis upon modelling and deliberate explication of teaching practice, experiential learning and dialogic reflection. 相似文献
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Helen Grimmett 《Studying Teacher Education》2016,12(1):37-54
Contemporary approaches to pre-service teacher education and in-service teachers’ professional development increasingly reflect the general paradigm swing in education, advocating for dialogic co-construction of understandings of teaching and learning rather than monologic telling of how to be a teacher or how to improve teaching practice. However, teacher–learners sometimes have difficulty adapting to the different stance required of them to participate effectively in this change of approach. Successfully facilitating the development of learners to take an active, inquiry stance requires engaging in the process of development of oneself: being open to new approaches, being prepared to be uncomfortable and being willing to extend one’s comfort zone as a teacher educator. In this self-study project, I use iterations of poetry writing and reflection to document my introduction to Dialogical Self Theory (DST) and the development that these explorations provoke. By exploring different perspectives of why learners sometimes ask teachers to “Just tell us,” I have become more thoughtful about the nature of dialogue and how this might be supported in engaging with learners. I argue that using DST as an analytical tool has not only provided meaningful personal insights that have affected my own professional practice as a new teacher educator, but also shown potential for facilitating the development of teachers at all stages of their professional becoming. 相似文献
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Gabriele Esser-Hall 《The International Journal of Art & Design Education》2000,19(3):288-296
This paper reflects on the role of phenomenological hermeneutics as part of art history and theory programmes in art education. Though initially confined to Philosophy, this branch of hermeneutics can be utilised in Art Education also, as concepts explored here such as the appropriation of knowledge, interpretation, reading and understanding offer an effective tool to investigate the strength and potential of subjectivity, metaphoricity and embodiment in art practice. This paper begins with a reflection on the most effective space where theory teaching can take place and offers the concept of the hermeneutical space, where teaching is inclusive and supportive of self determined contributions to processes of theoretical reflection on art practice. A mutual learning experience is fostered in this environment, where teacher and student respect each other's readings. Finally, I put forward suggestions as to how this can be realised in an actual teaching situation by relating my own experience. 相似文献
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Adrienne Rigler 《Frontiers of Education in China》2017,12(2):219-232
This paper is a personal narrative from the perspective of one teacher in Toronto who participated in the Canada–China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project. I took part in a Sister School partnership between 2013 and 2017. Over the four years, I came to understand relationships in an international professional learning community. Participating in the project gave me the benefit of seeing my practice through an international lens. For my students, it offered a global citizenship experience. Although there are numerous professional development opportunities in Toronto, this partnership extends beyond a lunch and learn, or a full day professional learning. The commitment to my partners has fueled my desire to incorporate new teaching ideas and has required ongoing reflection on my own teaching practice. In this article, I will explain some of the challenges, stages of development, reciprocal learning, and implications for future international professional learning communities. 相似文献
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Daniel Vázquez 《Studying Teacher Education》2014,10(2):117-129
This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods for data collection included a weekly logbook, student questionnaires, teaching observations, reflective exercises, and peer discussions. The findings shed light on the complexities of teaching Greek philosophy to small groups and the challenges of the practitioner's reflective process in this teaching. 相似文献
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Critical reflection can support alternative decision-making in business practice. This paper examines the effectiveness of a risk-based pedagogy to engage practitioners in reflective thinking. Educators adopting a radical pedagogy in professionally accredited programmes face multiple challenges: learners often resist the process of self-reflection and stakeholders expect instrumental outcomes. A longitudinal study of human resource practitioners uses an interpretivist methodology to examine reflection through student-led learning and experiential activity. Findings show that a pedagogical method that overturns learner expectations stimulates dynamic discussion and reflection on experience. Implications are that effective risk-based teaching relies on establishing two conditions: (1) a scaffold structure which supports learner improvisation and (2) a lecturer willingness to continually orchestrate chance elements to maximise learning. This study contributes a practice-based understanding of the theoretical development of risk pedagogy, and adds new insights on the process of facilitating reflective skills to enable business practitioners to confront unpredictable work situations. 相似文献
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An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed. 相似文献
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Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102
This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach. 相似文献
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This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
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Tom Russell 《Studies in Continuing Education》2013,35(1-2):6-17
This paper reports data from a three‐year self‐study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own ‘re‐learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach. From this self‐study has emerged the construct of'authority of experience’ (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory. 相似文献
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文章阐述了"创造性学习"的内涵,明确了构建汉语言文学专业创意学课程群的背景、目标和课程设置内容。认为:构建"创造性学习"模式需要在教学内容设计上进一步加强学生学习主体性行为;在教学过程中重视学生的过程性学习阶段,发挥学习小组的作用,重视师生和生生交流;建立立体的学生成绩评价体系;在实践中鼓励学生创造贴近生活的原创性作品。反思教学改革,为提高学生创造性能力,培养创新人格提供一定的教学经验和借鉴。 相似文献
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Jane Robertson Heidi le Sueur Nicky Terblanche 《Action Learning: Research and Practice》2019,16(1):77-86
Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey. 相似文献
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This case study explored the experience of learning portfolio practice and whether learning portfolio practice facilitated the development of critical thinking skills among online distance students. Data were generated using the participant learning portfolio entries and two-time semi-structured interviews. Five themes were constructed in the data-led thematic analysis: being an online distance student, the experience of learning with a learning portfolio, my approach to learning, thinking critically in my learning portfolio, the sociology discipline context. Findings indicate that learning portfolio practice can enhance the nature of the learning experience by providing students with a personal space to evaluate their own learning, to process their thoughts and experience and to document their lives and learning in an authentic and meaningful way. The findings suggest that learning portfolio practice can facilitate the development of critical thinking skills within a disciplinary context. 相似文献
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Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献
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Transition from clinical manager to university lecturer: a self-reflective case study 总被引：1，自引：1，他引：0
Elizabeth Oldland 《高等教育研究与发展》2011,30(6):779-790
This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield's model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic's reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield's model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice. 相似文献
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Ken Appleton 《Asia-Pacific Journal of Teacher Education》1996,24(2):147-157
Reflection has been considered a key aspect that should be included in teacher‐education programmes. There have also been recent calls to base teacher education on constructivist principles of learning. In this study, a reflective‐school‐experience component was integrated into a curriculum subject, using constructivist learning theory as a guide. It shows how these two constructs may be brought together in practice. The learning theory used is explained, and relationships to teaching are explored. Teacher interventions derived from the learning theory provided guidelines for the placement and operation of the school experience, and for encouraging reflection about both the school experience and classwork. An evaluation of the subject was conducted using a variety of data. Selected findings are discussed, and the success of the subject in influencing cognitive and affective outcomes are explored. The role of the school experience and indications of the occurrence of reflection by students are also examined. 相似文献