师范生教学反思能力培养的必要性、影响因素及实现路径  

The Necessity,Influencing Factors,and Implementation Path of Cultivating the Reflective Ability of Normal School Students in Teaching

作　　者：陈艳 CHEN Yan(School of Foreign Languages,Xinyang College)

机构地区：[1]信阳学院外国语学院,河南信阳464000

出　　处：《教育理论与实践》2024年第27期14-17,共4页Theory and Practice of Education

基　　金：2023年度河南省教师教育课程改革研究重点项目“基于‘翻转课堂’的英语专业师范生教学技能培养模式研究与实践”(项目编号:2023-JSJYZD-060)的研究成果。

摘　　要：教学反思是对教学过程或行为的反观、思考以及改进,是教师的一种常态化工作,也是师范生教学技能的重要组成部分,对师范生进行教学反思能力的培养非常有必要。师范生教学反思能力培养的影响因素主要有师范生的教学反思意识、教学反思框架、学校教学反思组织文化。培养师范生教学反思能力,应强化反思意识,促进主动反思;搭建反思框架,明确反思向度;营造反思氛围,助力习惯养成,以期实现师范生教学反思行为的自觉化和专业化。Teaching reflection is a review,reflection,and improvement of the teaching process or behavior.It is a normalized work of teachers and a major component of teaching skills for normal school students.It is necessary to cultivate the teaching reflection ability of normal school students in the school stage.The influencing factors on the cultivation of teaching reflection ability among normal school students include their teaching reflection awareness,framework,and school teaching reflection organizational culture.To cultivate the reflective ability of normal school students in teaching,we should strengthen their reflective awareness to promote active reflection,build a reflection framework to clarify the direction of reflection,and create a reflective atmosphere to help cultivate habits so as to achieve the conscious and professional reflection behavior of normal school students in teaching.

关 键 词：师范生 教学反思能力 反思意识 反思框架 反思氛围 

分 类 号：G642.0[文化科学—高等教育学]