三种视角下的反思性教学探析

Exploration of Three Perspectives of Reflective Instruction

当前人们对反思性教学还存在模糊认识，需要从源头上进行梳理。文献分析表明，国外学者反思思维、实践认识论和批判理论三种不同的视角提出反思性教学。它们要求教师通过怀疑与推理，使教学摆脱惯例走向科学；通过”在行动中反思”与”对行动的反思”，促进理论与实践的融合；通过给教师赋权，以便处理课内的伦理化、给教师教育提供新思路、给教育研究揭示新方向。

Reflective instruction is not clearly comprehended at present and needs to be clarified through checking its origin. The analysis of documents shows that reflective instruction has been put forward by foreign scholars from three perspectives of reflective thinking， practical epistemology and critical theory. Correspondingly， they require teachers to teach by suspecting and deducting instead of obeying routines， to incorporate theory into practice through reflection in and on action， to resolve ethical consequences inside classroom and the social political conditions outside classroom through empowering teachers. Reflective instruction has important implications. It is helpful for teacher’s personal development in terms of teaching competency or teaching quality and furthermore it facilitates teaching specialization， opens new ways for teacher education and hints new directions for educational research.