关于教学反思问题的探讨  

A Discussion of Teaching Introspection

作　　者：吴静芳[1] 张伟平[1] 

机构地区：[1]杭州师范学院教育科学学院,浙江杭州310012

出　　处：《杭州师范学院学报（自然科学版）》2004年第6期524-527,共4页Journal of Hangzhou Teachers College(Natural Science)

摘　　要：作为推动教学理论和教学实践发展的重要手段,"教学反思"绝非今人的新发明,因为它自身源远流长;那种将它与"反思性教学"混为一谈的做法值得商榷,因为二者在构词法、历史发展轨迹、含义、实施主体上有着本质的区别。当前教育界在教学反思这一重要环节上存在着种种弊端,这既有其客观层面的诱因,更有主观层面的因素。中小学、教育管理部门等各方面理应采取相应的因应策略正确处置,以使教学反思更好地服务于教改实践。'Teaching introspection' has long been an important means for the development of teaching theory and teaching practice. It is improper to confuse teaching introspection with reflective teaching, as they are essentially different. As a matter of fact, there exist many misunderstandings in the world of education as far as teaching introspection is concerned which result from objective factors as well as subjective ones. Therefore, middle, primary schools and administrative authorities of education should take corresponding measures to handle it, so that the teaching introspection will serve the teaching reform practices effectively.

关 键 词：教学反思 反思性教学 中学 小学 

分 类 号：G632[文化科学—教育学]