河北师范大学学报:教育科学版
河北師範大學學報:教育科學版
하북사범대학학보:교육과학판
Journal of Hebei Normal University
2014年
4期
101~105
,共null页
中小学教师 教学反思 特征 种类
中小學教師 教學反思 特徵 種類
중소학교사 교학반사 특정 충류
primary and secondary school teacher; teaching reflection; characteristic; type
中小学教师教学反思的问题是日常性、勉为性、虚指性、套思性、形式化和程式化,其特征是起点的驱动性、过程的研究性和结果的收获性。为了纠正问题和凸现特征,可将教学反思粗略地分为追因性教学反思、习俗性教学反思、前提性教学反思、拓展性教学反思、整体性教学反思和批判性教学反思。
中小學教師教學反思的問題是日常性、勉為性、虛指性、套思性、形式化和程式化,其特徵是起點的驅動性、過程的研究性和結果的收穫性。為瞭糾正問題和凸現特徵,可將教學反思粗略地分為追因性教學反思、習俗性教學反思、前提性教學反思、拓展性教學反思、整體性教學反思和批判性教學反思。
중소학교사교학반사적문제시일상성、면위성、허지성、투사성、형식화화정식화,기특정시기점적구동성、과정적연구성화결과적수획성。위료규정문제화철현특정,가장교학반사조략지분위추인성교학반사、습속성교학반사、전제성교학반사、탁전성교학반사、정체성교학반사화비판성교학반사。
The routine, unwilling, hypocritic, stereotyped and formated reflections are associated with the primary and secondary school teachers over their teaching. The critical reflections include attempts to find reasons, reshape habits, study premises, expand items, and conduct integrative and critical meditations over the teaching.