摘要
教师的专业发展需要加强反思性对话。反思性对话具有问题性、自主性和建构性的特点。反思性对话的过程可以分为描述、澄清、面质和重构四个步骤。以一次反思性对话为例具体阐述了教师反思性对话的操作过程。建议教师教育者要和教师建立平等、信任的对话关系,灵活采用反思性对话模式,深入课堂给予教师直观的指导。
It is argued that reflective dialogue plays an important role in guiding and facilitating teachers＇ professional development. Reflective dialogue can be characterized by problem orientation, autonomy and construction. It includes four stages, that is, describing, interpreting, confronting and reconstructing. This article illustrates the process of reflective dialogue through a case. Teacher trainers should build equal and trustful relationships with teachers, use the model of re- flective dialogue flexibly and give more specific and vivid instructing through involving in teachers＇ classroom life.
出处
《教师教育研究》
CSSCI
北大核心
2006年第4期30-34,共5页
Teacher Education Research
基金
教育部人文社会科学研究项目(03JB880005)成果之一
