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題 名 | 師資培育發展教師反思教學能力之途徑=The Disciplines of Pre-service Teachers on the Reflective Teaching |
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作 者 | 羅綸新; | 書刊名 | 國民教育研究學報 |
卷 期 | 8 2002.03[民91.03] |
頁 次 | 頁205-224 |
分類號 | 522.4 |
關鍵詞 | 師資培育; 批判性反思; 反思教學; Teacher education; Critical reflection; Reflective teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 關於教師進行教學反思與批判思考方面的文獻巳相當豐碩。本文作者先檢驗有關批判性思考及反思教學在師資培育課程及教育實習過程的文獻與理論。再採尋師資培育發展教師反思教學之可能途徑。 批判性思考是一項教學情境中高層次反省及涉及在行為及做決策時廣泛的考量關於倫理、道德、政治及歷史等多面向脈絡性的啟示與意義。一位反思及探究的教師會小心的考量決策所本之關懷性倫理、建構學習者取向及創意的問題解決等結果的覺知。師資培育發展教師反思教學可行的途徑包括討論或辯論會、日誌寫作、教學檔案建構及從事行動研究等活動。教學反思的目的主要在改變教師個人對教學觀念與認知的結構,最終目的還是要教師採取行動使學校朝向正面方向的改革。 |
英文摘要 | The topic of reflective teaching has been widely addressed in the literature. In this paper, the author examines some of rationale and theories of the critical reflection and reflective teaching which can occur among pre-service teachers as a result of their reflections upon their course content and fieldwork experiences. Critical reflection is a high level of reflectivity in the teaching situation and involves reflection on the assumptions underlying a decision or act and on the border ethical, moral, political, and historical implications behind the decisions or act. A reflective and inquiry teacher is one who making teaching decisions on the basic of an ethic of caring, a constructivist approach to teaching, and artistic problem solving and careful consideration of the assumptions on which the decisions are based, and the technical, educational, and ethical consequences of those decisions. Pre-service teachers must have numerous clinical experiences linked to a variety of reflective approaches, those are, seminars, journal writing, portfolios, and action research etc. The end of critical reflection for the individual is cognitive change and the ultimate purpose of reflective engagement is action-oriented to make meaningful change in school. |
本系統中英文摘要資訊取自各篇刊載內容。