摘要
反思是促进教师发展的思维利器。发展高职教师专业实践能力,需正视反思的价值,形成反思性实践。根据对教师知识的划分,以及基于高职教师的教育教学实践,高职教师的反思性实践可分为对工作对象的反思、对工作过程的反思、对工作环境的反思、对教师自身的反思。研修与反思性实践具有某种相似性,引入反思性实践使传统的高职教师研修发生转向:由面向全体教师经验转向面向个体教师经验;由教师被动培训转向教师主动研修;由教师单向度间断提升转向多向度可持续发展。
Reflection is a thinking tool which could promote teacher development. While making measures to advance higher vocational college teachers＇ professional practice ability, we need to face squarel some y the value of reflection, and form the reflective practices. According to the division of teacher＇ knowledge, and based on the teaching practices of higher vocational college teachers, reflective practices of higher vocational college teachers including： reflecting work object; reflecting work proess; reflecting work environment; reflecting teacher himself. There are some similarities between the training and reflective practices. Leading reflective practices into training can shift the training of higher vocational college teachers： facing all teachers＇ experience shift to individual; passive training shift to proactive training; and single-dimension and incontinuous promotion shift to multi-dimension and sustainable development.
出处
《中国高教研究》
CSSCI
北大核心
2016年第12期99-103,共5页
China Higher Education Research
基金
河北省高等学校人文社会科学研究项目"基于研修的高职院校教师专业实践能力提升研究"(SQ151050)
"本科层次应用技术人才联合培养的定位与特色研究"(GH161033)的研究成果
关键词
高职教师
反思性实践分层
研修转向
higher vocational college teachers
gradation of reflective practices
training shift
