诊断与改进视阈下开展反思性教学策略的内涵探析  

Analysis of the Connotation of Reflective Teaching Strategy Under the Perspective of Diagnosis and Improvement

作　　者：田小海[1] 孙立民[2] 崔洪艳[1] Tian Xiaohai;Sun Limin;Cui Hongyan(Changchun Medical College, Changchun 130031, China;Changchun Vocational and Technical School, Changchun 130031, China)

机构地区：[1]长春医学高等专科学校,长春130031 [2]长春职业技术学校,长春130031

出　　处：《黑龙江科学》2021年第17期70-71,共2页Heilongjiang Science

基　　金：吉林省职业教育学会课题(2018XHY096);吉林省教育厅教科办课题(GH20532)。

摘　　要：对诊断与改进视阈下开展反思性教学策略的内涵进行探析。反思性教学策略在内涵上同诊断与改进高度统一,主要体现在:规则意识为前提、目标意识为动力、标准意识为保障、质量意识为核心、创新意识为突破,能够促进教学效果的提升,达到改进的目的,同时也改变诊改内生动力不足的问题。The research explores the connotation of the development of reflective teaching strategy under the perspective of diagnosis and improvement.Reflective teaching strategy is highly unified with diagnosis and improvement in connotation.It is mainly embodied in the premise of the rule consciousness,the goal consciousness as the motive,the standard consciousness as the guarantee,the quality consciousness as the core,the innovation consciousness as the breakthrough.This can improve the teaching efficiency,achieve the goal,and solve the problem of lack of endogenous power.

关 键 词：诊断与改进 反思性教学策略 内涵 

分 类 号：G623.5[文化科学—教育学]