教师在行动中反思的层次与能力

The Levels and Capacities of Teachers’ Reflection—in—Action

课程教学领域的反思与哈贝马斯的三种认识兴趣相连，被区分为技术性反思、实践性反思和解放性反思。本研究结合舍恩所论述的反思性实践者的行动中反思过程，对专家教师与普通教师进行课堂观察并访谈，发现在教学中三种反思层次都存在，且相互角力又相互支撑与融通。专家教师在行动中反思的核心是对问题”重新框定”的能力，其卓越的行动艺术与其所拥有的三种反思层次之间的贯通力有关。

Teachers’ reflection related to curriculum and teaching is usually distinguished into three levels—technical， practical and emancipatory—corresponding to Habermas’ three cognitive interests. This research studies and compares the process of an expert teacher’s reflection—in—action with that of an ordinary teacher. Through case analyses and interviews， the researcher finds that the three levels of reflection are all important in teaching. The expert teacher’s reflection—in—action is similar to what D.A. Schon describes as the reflective practitioner’s knowing—in—action， in which the ability to “reframe” the situation is of vital importance. The expert teacher’s art of action has a lot to do with his/ her capacities to reframe and make critical decisions among the three levels of reflection.