【作者】 邢琴琴；

【导师】 孙德玉；

【作者基本信息】 安徽师范大学 ， 教育学原理， 2007， 硕士

【摘要】 我国新一轮基础教育课程改革以全新的教育理念对课程目标和课程体系进行较大程度的改变和调整,要求教师创造性地实施新课程,从而将反思性教学与新课程的创造性实施联系起来。反思性教学是把教学与研究有机地融为一体,是教师持续发展的基础,也是创造性实施新课程的保证。本文在现有研究的基础上,对我国现阶段反思性教学的开展情况,以及存在的问题作了全面而细致深入地分析。新课程背景下实施反思性教学存在的主要问题表现在:教师教学观念转变不到位,反思意识淡薄;反思环境没有形成,反思性教学氛围不浓;教师缺乏科学的理论指导,反思的途径和方式单一;反思性教学水平较低,反思视角狭窄,反思深广度不够。并针对这些问题提出反思性教学健康发展的基本对策:建立健全有利于反思性教学的相关制度;强化反思性教学意识,营造学校反思文化氛围;提高反思能力,培养反思型教师;充分运用反思性教学策略,不断拓宽反思途径;建立师生互动的双边反思关系,开展反思性学习。更多还原

【Abstract】 In our country, a new round of the basic education reform has a greater degree of change and adjustment from a point on a brand-new education idea to course objective and course system. Which requires teachers to carry out the new curriculum creatively, so as to link reflective teaching to the creative implementation of the new curriculum. The reflective teaching integrates teaching with research organically. It is the foundation of the sustainable development of teachers, and also ensures the creative implementation of new curriculum.On the basis of the present studies, this paper makes a deep exploration and anaylses into the situation and problems of the reflective teaching at the present stage in our country. The implementation of reflective teaching under the background of the new curriculum exists main problems as follows: the conception of teacher’s teaching hasn’t been transformed properly, reflective consciousness is light; the environment of reflective teaching has not been formed and the atmosphere is not strong too; The teachers lack instruction of the science theory, the reflective teaching channel and way are unitary ; the reflective teaching has a low level, a narrow reflective perspective, a shallow reflective profoundity and breadth.it put forwards the basic countermeasures of the healthy development of reflective teaching in the light of these problems as follows : establishing and perfecting a series of the related system in favor of the reflective teaching; strengthening reflective teaching idea, building the cultural atmosphere of reflective learning at school; improving teacher’s reflective ability, fostering the reflective teacher; utilizing the strategy of reflective teaching fully, and opening up the reflective way; establishing bilateral reflective relations between the teacher-student interaction, developing reflective learning constantly.更多还原