反思型教师与教师教育理论-比较教育学专业论文.docxVIP

Abstract The issue of te龄h衍 professionalization ，as a core ìssue in teacher education，is the s切rting point and destination of teacher education. Studíes reveals that practical reflection is the best route to teacher professionalization. 刀1町efore to training reflective teachers is the core and key of teacher professionalization.ηle thesis starts by examining backgrounds of the reflective teacher education movement which has sprung 泣，p sìnce 1980s，analyzes the characteristics of reflective teachers and various views of reflective teachers，and finally outlines the value orientations and paradigms of reflective teacher education. On the basis of the studies above，the thesis puts forward some constructive proposals directed against the status quo of teacher education in China in order to accelerate the process of teacher professiona1ization in China. The thesis consists of an introduction and four p缸ts: In the Introductíon，the values and present condition，trains of thought and methods of the research 创百 introduced and the core concepts of technological teacher and reflective teacher are explained. In Part One，the ris?ng background of the reflective teacher education movement i5 examined from five aspects. In Part Two，various theories of reflective teachers 缸e probed deeply， of which the viewpoints and main contributions of John Dewey，Schon and Handal and Lauvas are emphasized. In Part Three，tbe five value orientations of reflective teacher 缸e emphatica1}y analyzed‘ Four ways to become a reflective teacher are probed And five models of reflectìve teacher education 缸e outl?ned. In Part Four，based on the resea.rch of the reflective teacher and teacher education movement abroad ，and directed against the realit?es of teacher education in China，four revelations are pointed out which is: it is beneficial for teacher professional development and the actualization of the goal of teacher professiona1ization; 让 is helpful for the organic co