弗雷德·柯瑟根反思理论及其对职前幼儿园教师反思能力培养的启示  

Fred Korthagen s Reflection Theory and Its Implications for Cultivation of Reflective Ability of Pre-service Preschool Teachers

作　　者：刘桂云 Liu Guiyun(Changzhou Early Childhood Education College,Changzhou 213100,China)

机构地区：[1]常州幼儿师范高等专科学校,江苏常州213100

出　　处：《林区教学》2024年第9期121-124,共4页Teaching of Forestry Region

基　　金：江苏省2023年教育科学规划课题“基于Korthagen‘洋葱图’反思模型的职前幼儿园教师反思能力培养研究”(C/2023/02/83)。

摘　　要：荷兰研究者弗雷德·柯瑟根自20世纪80年代起关注教师反思的研究,至今积累了丰硕的研究成果,先后提出了ALACT反思模型、“洋葱模型”、核心反思观念。研究者对其反思理论进行梳理和分析,总结出对职前幼儿园教师反思能力培养的几点启示:提供实践机会,激发反思;依托结构化反思,助力反思;注重教师指导,提升反思;发挥核心品质,深化反思。Dutch researcher Fred Korthagen has been concerned about the research of teacher reflection since the 1980s,and has accumulated rich research achievements so far.He has put forward the ALACT reflection model,the“onion model”and the concept of core reflection.The author sorts out and analyzes the reflection theory,and summarizes several enlightenment for the cultivation of pre-service preschool teachers reflection ability:providing practical opportunities to stimulate reflection;relying on structured reflection to help reflection;paying attention to teacher guidance to improve reflection;giving full play to core quality to deepen reflection.

关 键 词：弗雷德•柯瑟根 教师反思 职前幼儿园教师 

分 类 号：G615[文化科学—学前教育学]