跨校行动研究项目中教师反思能力变化的自我研究

A self-research into teacher's changing reflective ability during the cross-university action research project

本文首先简要介绍反思性实践的教师发展模式，回顾近年来国内外对教师自然状态下反思实践的研究以及通过干预性项目促进教师发展反思性实践能力的研究。之后笔者采用自我研究方式，结合反思性实践的有关文献，分析自己在参与“北京市高校英语教师互动发展团队建设”项目期间的10 篇反思日志，展现在项目不同阶段，笔者反思日志在表层特征及三个维度深层特征上的发展变化：笔者写作态度与心理、反思日志的内容、教师的反思与实践，总结出笔者在项目期间反思能力发展的历程，以此证明该项目促成了教师反思能力的培养和发展。

The article introduces briefly reflective practice as a way of teacher development and reviews some researches both at home and abroad on teacher's self-monitored reflective practice as well as the role of intervention projects in developing teachers' reflective practice. Then the author, taking a self-research approach, examines her ten journals written during the Beijing Cross-university Action Research Project. A perusal of journals reveals author's transformation in three dimensions: her feelings about writing reflective journals; what she wrote in journals and how her reflection correlated with her teaching. Thereby the author summarizes the three phases of reflection she underwent throughout the project and proves the aforementioned project has promoted teacher's reflective practice.