教师在行动中反思的层次与能力  

The Levels and Capacities of Teachers' Reflection-in-Action

作　　者：李莉春[1] 

机构地区：[1]北京大学外国语学院,北京100871

出　　处：《北京大学教育评论》2008年第1期92-105,共14页Peking University Education Review

基　　金：北京市教育科学"十一五"规划重点课题"教师实践性知识研究"(AIA06135)。

摘　　要：课程教学领域的反思与哈贝马斯的三种认识兴趣相连,被区分为技术性反思、实践性反思和解放性反思。本研究结合舍恩所论述的反思性实践者的行动中反思过程,对专家教师与普通教师进行课堂观察并访谈,发现在教学中三种反思层次都存在,且相互角力又相互支撑与融通。专家教师在行动中反思的核心是对问题"重新框定"的能力,其卓越的行动艺术与其所拥有的三种反思层次之间的贯通力有关。Teachers' reflection related to curriculum and teaching is usually distinguished into three levels-tech- nical,practical and emancipatory-eorresponding to Habermas' three cognitive interests.This re- search studies and compares the process of an expert teacher's reflection-in-action with that of an or- dinary teacher.Through case analyses and interviews,the researcher finds that the three levels of reflection are all important in teaching.The expert teacher's reflection-in-action is similar to what D.A.Schon describes as the reflective practitioner's knowing-in-action,in which the ability to're- frame'the situation is of vital importance.The expert teacher's art of action has a lot to do with his/ her capacities to reframe and make critical decisions among the three levels of reflection.

关 键 词：教师的反思能力 行动中反思 反思水平/层次 

分 类 号：G451[文化科学—教育学]