學生教師反思實踐模式探索

儘管國內學者對教師反思實踐的理論進行了熱烈的探討，但他們的研究集中於在職教師實踐性知識的發展上，甚少涉及學生教師的反思實踐。在該研究中，我們設計了反思干預方案，讓一群英語教育專業學生教師在實習期間進行小組反思，收集自己的教學點滴，與學校和大學指導老師開三方會議，利用翔實的自我評價表和總結性評價表進行自評和他評。通過分析學生教師實習後的總結日誌，我們發現學生教師在實習期間能對教學的各個方面進行不同程度的反思，該反思實踐對他們的專業成長起到了促進作用。
Although Chinese educators heatedly have discussed the theories of reflective practices, their research has centered on the development of practical knowledge of in-service teachers and seldom explored the reflective practices of pre-service teachers. In the current study, we designed intervention on reflective practices of student teachers majoring in English education during their practicum. They were required to reflect collectively, collect their teaching data, had meeting with school mentors and university tutors, and self and peer assess their teaching using as pre-designed assessing scheme. Through analysis of 41 student teachers’ journals written after practicum, the findings shows that the intervention seemed to urge student teachers to reflective different aspects of teaching in a varied degree. In addition, the reflective practices appeared to facilitate student teachers’ professional development in terms of reflective ability, understanding of teaching, teaching skills and classroom management as well as self-knowledge and understanding of teaching profession. Copyright © 2015 陝西師範大學.