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Reflective Teaching Reflective teaching

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					Reflective Teaching Reflective Teaching

 Reflection on teaching teachers to practice

 Reflective Teaching

  Zhang Runlin new curriculum reform advocates reflective teaching teachers to
become reflective teachers and practitioners, and through reflection to promote
professional development of teachers.
  1, reflective teaching understanding
  reflective teaching is teaching through action research subjects, and continuously
explore and solve their own and teaching objectives, teaching tools and other issues,
will be "learning to teach (learninghowtoteach)" and "Learning to Learn
(Learninghowtolearn)" combine efforts to enhance the rationality of teaching practice,
to become scholar-teachers in the process.
  in particular: First, reflective teaching to explore and solve the problem of teaching
the basic point. In reflective teaching, teachers are not teaching in general recall, but
the inquiry in the teaching of decision-making and technical and ethical aspects of
teaching and other subjects, teaching objectives, teaching tools and other aspects of
the problem. Second, reflective teaching in pursuit of rationality as a driving force of
teaching practice. Reflection can be found through the teaching of new issues, further
stimulate the sense of responsibility of teachers so that teachers teaching in the
process of continuous improvement to their teaching practice to a new level. Third,
reflective teaching is to promote teacher development process. Reflective teaching is
not only the development of students and to promote teacher development. Reflective
teaching practice to help teachers from impulsive acts of routine freed, so that
teachers will act in a prudent, to become better, more efficient and thoughtful expert.
When the teachers to reflect on their teaching behavior, he will from the subject of
teaching, teaching objectives and teaching tools and so on, from the lesson, teaching,
teaching and other sectors were experience, to make itself more mature. Therefore, the
teaching is teacher reflection "on a specific practice achievements of the ... ... to
liberation and a tool for professional autonomy."
  U.S. scholar Brubacher (JWBrubacher) that reflective teaching practice can be
divided into three categories: First, the practice of reflection (reflectioninpractice);
second, reflection on practice (reflectiononpractice); third is for the practice of
reflection (reflectionforpractice) . Reflection on reflection in practice means that took
place in the process of teaching practice in the teaching process, the situation can not
be expected to continue to occur, teachers need to make a reflection at any time;
means reflection on reflective practice in teaching practice, the need for teaching
objectives and in accordance The objective evaluation of selected teaching strategies
to make judgments, in the process teachers can ask the following question: "This
lesson is done? if, as I hope what happened? how to use the theory of teaching and
learning to explain my teaching? whether students achieved the expected goals? class,
what changes in the program? Why change? Are there other, more successful teaching
strategies? "; for the practice of reflection is the practice of reflection and practice
through reflection after the final form of advanced reflection, so that teachers develop
a better practice to practice before the rainy day, think twice habits. That the teachers
reflect on the purpose of teaching is not only the past, not only the teaching process in
the past to detect and challenge, more importantly, actions to guide future teaching.
  2, reflective teaching the implementation of the
  to really implement reflective teaching, to become reflective teachers, we must
cultivate the habit of teaching in the conscious reflection (the reflection of
consciousness), know what should be in teaching "Reflections on What" (that is
reflective of the content), and know how in teaching "how to reflect on" (that is
reflective of the strategies and methods)
, reflect on the content of
, including (1) teaching techniques, that reflect on the classroom situation in a variety
of teaching strategies, skills and technology effectiveness, such as the choice which
methods, teaching process is reasonable, if effectively achieve the desired goals, what
problems exist in teaching, what successes and failures, etc. . (2) teaching philosophy,
which relies on reflection to promote a variety of explicit and implicit assumptions,
such as the teaching of human nature assume the purpose of default values and
philosophy of teaching, psychology, sociology and foundations. (3) teaching ethics,
which reflect either directly or indirectly related with the teaching of moral, ethical
norms, such as teaching the student is properly handling the relationship between
teachers Subjectivity is harmful to students and others highlight the main subject of
whether consistent with the principle of intersubjectivity. (4) teaching background,
teachers should be teaching its existence and the social, organizational, and cultural
background are very sensitive and ongoing reflection.
, Reflection strategies
  (1)
  Teaching Notes Teaching Notes can be recorded under the following answer to the
question: During this time, teaching life, I feel most closely connected with the
students, most investment moment - the moment I said to myself, "This is the real
face of a teacher to do?" I am the least input or the most boring moments - the
moment I said to myself, "I showed this bad looks like? "the most anxious or
depressed I feel the situation is what? Surprised me the most incidents - such things
shock me, let me stop let me go forward or unexpected happiness? I am doing in
teaching, I try again if given the chance, what I will do better? I am most proud of
teaching that? Why?
  master these information can help teachers better insight into a very familiar and
accustomed to their teaching practice, reveal themselves in real life as in the 采用
should be respected rather than teaching assumptions and educational philosophy.
  (2) teaching video
  (3) peer observation
  (4) action research
  action research is the situation of the participants from the education (teachers) are
engaged to improve rational knowledge of educational practice, in order to deepen
their practice and their understanding of the context dependent reflection carried out
by research. Action research is essentially seeking a more reasonable course of
educational practice, designed to enable teachers to be an inherent power of
enlightenment and liberation, to open new thinking and new dimensions of the
probing direction, beyond the practice of Neng Li Neng Li and self- .

 action research process, including plan - act - observe - Reflections on four links
(below), which plans to reflect the most important.
 plan needs to solve the problem started, it requires researchers from the status of
research, diagnostics start, find out: "What is the status? Why? What are the problems?
From what sense there is the problem? Key question is What? its settlement by which
factors? numerous constraints in which, though important, but the moment can not
change? which although can be changed but it does not matter? what is important and
can change the conditions? create what conditions, what approach to take can be
improved? What kind of vision is the best? "
 Reflection includes at least: first, to consolidate and description. Namely,
observation, and experience with the development plan, implementation plan to
summarize the various phenomena of order, describe the cycle of the process and
results, outlining a vivid multi-dimensional course of action. Second, evaluation and
interpretation, that the process of action and results to make judgments on the analysis
and interpretation of why the phenomenon, to identify inconsistencies in plans and
results to determine the basic idea, master plans and the next action plan need to fix,
which should be amended. Third, write a research report based on the above two
points.

  Reference:
, Chuan-Wu Xiong "reflective teaching" East China Normal University Press, 1999
, Zhou Weiyong other "to the development of curriculum evaluation," Peking
University Press% D 2002 ? the Condition "primary and secondary education,
scientific research and application of the" Nanjing University Press, 2002, article from
[Education Resource Network] www.5udoc.com collect and collate, thank the original
author. / Center>

				
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