CAJ | 학술논문

新手教师的专业成长是新建本科院校提高教学质量、实现内涵转型的关键因素,教学反思是促进新手教师成长为专家教师的有效途径.通过对新手教师与专家教师教学反思的对比研究发现：新手教师反思行为的经常性高于专家教师;专家教师的反思认知水平显著优于新手教师,专家教师更有效地通过文献、同事、学生和自身4个视角进行教学反思.
신수교사적전업성장시신건본과원교제고교학질량、실현내함전형적관건인소,교학반사시촉진신수교사성장위전가교사적유효도경.통과대신수교사여전가교사교학반사적대비연구발현：신수교사반사행위적경상성고우전가교사;전가교사적반사인지수평현저우우신수교사,전가교사경유효지통과문헌、동사、학생화자신4개시각진행교학반사.
Professional development of beginner teachers in the newly-built universities was a key factor to promote teaching standard and realize transition of intention. It was an effective way for begin- ner teachers to enhance their professional growth through teaching reflection. By means of comparison of reflective teaching between expert teachers and beginner teachers, it showed that the reflective behavior of beginner teachers was more frequent than that of expert teachers, but expert teachers were prior to be- ginner teachers in cognitive level of reflection and they reflected more effectively through aspects of read- ing literature,communicating with colleagues and students and self-reflection.