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反思性教学既是一种教学理论,也是教学主体借助行动研究不断探究与解决自身和教学目的以及教学工具等方面问题的方法,将“学会教学”与“学会学习”统一起来,努力提升教学实践合理性,使自己成为学者型教师的过程。立足教学实际创造性地解决问题,通过“两个学会”加速师生共同发展,在探索中提升教学实践合理性是其主要特征。反思性教学追求的教学实践合理性是合目的性与合规律性的统一,主要通过如下途径实现:一是坚持主体性
Reflective teaching is not only a kind of teaching theory, but also a method by which teaching subjects can continuously explore and solve their own problems, teaching aims and teaching tools by means of action research, unify the teaching of learning and learning to learn Improve the rationality of teaching practice, make yourself a scholar-teacher process. Based on the actual teaching practice to solve the problem creatively, accelerating the common development of teachers and students through “two learning” and enhancing the rationality of teaching practice is the main characteristic. The rationality of teaching practice pursued by reflective teaching is the unity of purposefulness and lawfulness, which is mainly achieved through the following ways: First, to maintain the subjectivity