摘要
20世纪80年代,兴起于北美和欧洲大陆的反思型教师教育运动,以燎原之势迅速影响到了世界范围的教师教育界,至今方兴未艾。在此背景下,本文着重探讨了教学反思的五种价值取向的内涵,分析了反思型教师教育中的培养模式和认知发展水平,从纵、横两个维度阐述了研究者对这一问题的不同理解,以期为我国反思型教师的培养提供一些帮助。
In the 1980s, the reflective teacher education movement arisen in North America and Europe spread rapidly and has been influencing the teacher education all over the world till now. Under this background, the thesis focuses on the connotations of five value orientations of reflective teaching and analyzes the training models ana cognitive development level of reflective teacher education. It elaborates different understandings about this issue in longitudinal and latitudinal perspectives in order to provide some theory basis for reflective teacher development in our country.
出处
《比较教育研究》
CSSCI
北大核心
2006年第5期82-87,共6页
International and Comparative Education
关键词
价值取向
教师教育模式
认知发展水平
反思型教师
教学反思
reflection
value orientation
modelofthe reflective teacher education
cognitive development level
