教师反思时认知冲突的生成途径

Generative Approach to Cognitive Conflict in Teacher Reflection

教师反思是自我认同与认知冲突的统一。相对于自我认同而言，教师反思时产生的认知冲突是提高教师专业素养、教师专业化的更为活跃、更为重要的思维因素。要促进教师反思时的认知冲突的生成，学校应促进教师间的互动、交流以使教师超越反思的个体性，应实有所侧重的教学评价和加强师德建设；教师应加强理论学习以掌握原则性的教育知识，应围绕全面提高学生的素质来开展教育教学活动。

Teacher reflection， as a way of unifying the two thinking factors， self─identity and cognitive conflict， makes the latter to be a more vibrant and significant one for improving teachers’ professional attainment and for enhancing teachers professionalization， compared with the former one. To generate the cognitive conflict， schools should help expedite the interaction and communication among teachers to assist them to surpass the individuality in reflection. Simultaneously， teaching appraisal emphasizing some certain points should be implemented and teachers’ morals should be constructed. As for teachers themselves， they should acquire more theoretical competence to master the fundamental pedagogical knowledge and organize teaching activities aiming at the whole accomplishment of students quality.