浅论反思性教学与反思途径  

On Reflective Teaching and Ways of Reflection

作　　者：刘世娟[1] 

机构地区：[1]北京印刷学院大学英语教学部,北京102600

出　　处：《北京化工大学学报（社会科学版）》2007年第3期77-80,共4页Journal of Beijing University of Chemical Technology(Social Sciences Edition)

基　　金：北京外国语大学中国外语教育中心"中国外语教育基金"课题资助;为<英语课堂中的教师学习>的成果之一

摘　　要："教师发展"是目前教育界关注的焦点,而反思是"发展"的关键环节之一。教师只有学会并掌握科学有效的反思途径,不断对自己的教学行为、教学方法及效果进行反思,才能提高自己的职业判断力,促进自身发展。可以这样认为,反思性教学是教师发展的前提,同时,教师发展又是反思性教学的必然结果。The focus of attention in current educational circles is teacher development, the core of which is reflection. Only when teachers have acquired some critical reflective skills and are able to look at their classroom behavior, teaching methods and consequences of their actions reflectively, can they raise their professional judgments and improve their practice. It is fully justified in saying that reflective teaching is the prerequisite to teacher development, which is in turn the inevitable outcome of reflective teaching.

关 键 词：教师发展 反思性教学 反思途径 

分 类 号：G642.4[文化科学—高等教育学]