教学反思的个案研究-课程与教学论专业论文.docxVIP

山东师范大学硕士学位论文A 山东师范大学硕士学位论文 A Case Study of a RefIective Teaching Abstract The new round of elementary educational curriculum reform will go beyond the original COUrseS in curriculum objectives，curriculum structure，curriculum content， curriculum implementation and ways of evaluation．Obviously,teachers depending on their original teaching experience can’t adapt themselves to new curriculum requirements．This puts forward a great challenge to many teachers，that is，to adjust to and carry out the curriculum reform，teachers must change traditional education concepts，practice reflective teaching actively and become reflective teachers．Reflective teaching can improve not only teachers’educational practice but also teachers’way of thinking and living．It can also make teachers feel the value as educators and realize their professional development．So the study on‘‘reflective teaching”provides not only theoretical instruction but methods and strategies for how to become reflective teachers．It has profound meaning in theory and practice． In the article，the author selects a middle·school teacher as case study,who practices reflective teaching effectively in her teaching，and collects her teaching stories from interviews，field notes，observations，collections of teacher and student work and other related artifacts．The analysis of her story has shown that she prefers to reflect her professional knowledge and teaching ability,personal educational conviction and professional morality in her teaching；She practices not“reflection-for-practice’’also “reflection-on-practice”，and prefers“reflection-in-practice”in her teaching，which is what a．mature teacher is different from an initial teacher；To find the problems in her teaching， she adopts some reflective strategies，such as teaching log，talking with colleagues and students．The analysis has also shown that some conditions influence her reflection，such school’s teaching environment，personal emotion，theoretical knowledge and the way of attribut