论教学反思的情感性——以职业内疚为例  

On Affectionate Quality in Teaching Reflection——An Example of Occupational Guilt

作　　者：胡金生[1] 李博[2] 

机构地区：[1]辽宁师范大学教育学院,辽宁大连116029 [2]东北财经大学,辽宁大连116025

出　　处：《教育科学》2007年第2期40-43,共4页Education Science

基　　金：辽宁省教育厅高等学校科研A类项目(05W139)资助

摘　　要：教学反思本质上是理性与非理性、认知与情感、求真与求善的统一。教学反思应该重视情感目标的达成,解决“愿不愿”反思的问题。情感成分在教学反思过程中具有动力性、预防性、自我完善等功能。情感卷入程度是划分教学反思水平的重要依据。笔者还结合对教师职业内疚的调查提供了一些实证依据。Teaching reflection in essence is the unification of rationality and irrationality, cognition and affection, and seeking truth and goodness. Teaching reflection should be emphasized on achieving affectionate goals and resolving the problem of willing to reflect or not. Affection in teaching reflection has the functions of motivation, precaution and self-perfection. The degree of affectionate involvement is the important basis for determining the level of teaching reflection. This article also provides some empirical evidence by the investigation into occupational guilt of teachers.

关 键 词：教学反思 情感性 教师职业内疚 

分 类 号：G420[文化科学—课程与教学论]