反思性实践

构建反思性实践共同体促进教师专业发展

To Construct Reflective Practice Community ; Promote Teacher 's Specialty Development

职前外语教师的反思性实践研究文献述评

Review of Studies on Reflective Practice for Preservice Foreign Language Teachers

论外语教师教学决策的情境认知与反思性实践基础

On the Theoretical and Practical Base of Foreign Language Teacher Decision Making

中学生物教学中反思性实践探析

Analysis of reflection al practice in high school biological teaching

教师教育中的反思性实践

The Reflective Practice in Teacher Education

呼和浩特市两所蒙古族幼儿园教师开展反思性实践的现状及策略研究

The Status Quo and Strategies on Teachers ' Reflective Teaching Activities Conducted at Two Mongolia Kindergartens in Hohhot

并在此基础上揭示反思性实践对于教师专业成长的意义。

Based on these aspects , the article finally reveals the significance of reflective practice to teacher 's professional development .

反思性实践由一些可操作的策略与方法组成，是可在具体教育情境中发挥效益的工具。

Reflective practice includes some tactics and methods that can be practiced . It can exert its function in some situation .

面向校本课程决策的教师专业发展策略主要有理论学习、反思性实践和课程研究。

For school-based curriculum decision-making , the strategies of teacher professional development mainly include theory learning , reflective practice and curriculum research .

以社会建构主义学习理论为基础，基于教学主题的工作坊研习模式，体现了参与式培训与反思性实践的基本理念。

The topic-based workshop mode is based on the social constructivism learning theory and embodies the idea of participatory training and reflective practice .

提高教师的课程决策意识的主要途径有培训、交流、反思性实践、课程研究和文化浸润。

The main ways to raise teachers ' awareness of curriculum decision-making are training , exchanging , reflective practice , curriculum and cultural immersion .

所涉及的策略可分为五种：主题式融合教学，动机激励策略，共同参与，合作学习，反思性实践。

The strategies are divided into five types : thematic integrated practice , motivational strategy , mutual participation , collaborative learning , and reflective practice .

教研活动强化反思性实践的策略有：加强教研组思想和制度建设，充分发挥其机制优势；

The strategies to strengthen reflective practice are as follows : reinforcing its ideological construction and creating a good working system to bring its function into full play ;

教育教学经验是指小学语文教师进行教育教学所具有的实践知识或反思性实践知识。

Educational and instructional experiences are practical knowledge or reflective knowledge of primary teachers that give birth to course of disposal to doubt instance in education and instruction .

因此，反思性实践、反思性教学、反思性教师正在日益成为教育领域的专家、学者普遍关注的研究课题。

Therefore , reflective practice , reflective teaching and reflective teacher are becoming very important questions that are paid attention to by many experts and scholars in education field .

教师专业发展学校离不开教师专业发展理论、反思性实践、合作概念、系统理论的支持。

Teachers Professional Development Schools is inseparable from the theory of professional development , the theory of reflective practice , the concept of cooperation and the theory of support system .

本文简述了基于技术理性主义和反思性实践的两种教师教育观。心理学教师教育观与学生心理素质发展

This paper introduces the two different teacher education models which based on technical rationality and reflective practice . On the Relationship between the Teacher 's View of Education and the Development of Students ' Psychological Quality

其次，参阅国内外的教师专业化发展、反思性实践、教师培训等相关领域的成果基础上，进一步明确反思性学习的概念。

Second , it makes the concept of reflective learning clear , which is based on the achievements from the professional development of teachers home and abroad , reflective practice , teacher training and some related fields .

在此基础上，我系英语教学法课程改革在课程目标、反思性实践活动等方面进行了调整，以提高学生的教学实践能力，向教师专业化发展。

Based on this concept , Teaching Methodology course of Foreign Language Department attempts to reform the curriculum goals and reflecting practice teaching in order to promote students ' practical teaching ability for the aim of professionalism .

对这些特征的原因分析为反思性实践的促进提供了依据。接着，采用自下而上的研究方式，以一名成功教师的成长过程，探讨其反思性教学不断走向深入的路径。

Analysis of these features is to promote reflective practice . Then , using the " bottom up " research approach , according to the growth of a successful teacher , the author explored the steady deepening path of her reflective teaching .

批判课程理论在对传统课程范式进行批判的基础之上视课程为反思性实践，并关注学校教育及其课程的相对自主性、教师和学生的能动作用、学校文化中的矛盾和冲突性质。

The critical curriculum theory considers curriculum as praxis based on the criticism of traditional curriculum and focuses on the comparative autonomy of schooling and its curriculum , the significance of initiatives between teachers and students , the controversy and conflicts in society and culture .

反思性教学实践在儿科实习生带教中的应用

Application of re-thinking teaching practice in teaching of pediatric students

反思性、实践性、应用性和综合性构成了中国马克思主义解释学学科性质的根本特征；

The properties of introspecting , practicing , application and comprehensive constitute the basic characteristic of the course property to the Chinese Marxism 's hermeneutics ;

最后，选取几个反思性教学实践的案例，说明了在中学生物教学中如何进行反思性教学、具体怎样操作。

Finally , select a few cases of reflective teaching practice , we illustrated how to conduct the reflective teaching in biology teaching in secondary schools , specifically how to operate .

在这样的背景下，反思性教学实践在国外受到了教师和其他教育研究者的高度重视，被认为是提高教师素质，从而提高课堂教学质量的最有效的途径。

Against this background , the reflective teaching practice by teachers and other education researchers seriously considered it is the most effective way to improving the quality of teachers , thereby improving the quality of classroom teaching .

广大英语教师在反思性教学实践循环中，应积极反思教学中的问题，通过行动研究，制定决策，解决问题，从而不断提高教学质量。

In the reflective teaching cycle , EFL teachers will surely improve the efficiency of teaching and learning by reflecting on their day-to-day teaching behaviors , finding out the potential problems , making decisions and solving problems through action research .

课程传播意识的培养与生成要求秉持宽泛的课程理念，认识到课程的传播本质，提高教育者与学习者自身的传播素养与技能，以及养成反思性教学实践能力。

The cultivation and formation of the sense of curriculum communication demands an open and broad curriculum idea , understanding of the communicative nature of curriculum , enhancement of the communicative competence and skills of both educators and learners , and the practical ability of reflective teaching .

教师反思性对话的实践模式

The Practice Model of Teachers ' Reflective Dialogue

是一个用民族之镜反映与接受现代世界文明的、艰难痛苦的观念转变过程，一个逐步走进现代社会现实之境的、批判性反思性的曲折实践过程。

It is a complicated critical and introspective practical process that is gradually entering the state of modern social reality .

教师自主性发展途径可通过对专业的反思、探究性实践和行动研究来完成。

Teachers can get teachers ' autonomy through such three stages as the reflective practice , the exploratory practice and action research .