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- 2026-02-07 发布于四川
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教学反思英语翻译
TranslationofTeachingReflection
IntroductiontoTeachingReflection
Teachingreflectionisasystematicandintentionalprocessthroughwhicheducatorscriticallyanalyzetheirteachingpractices,studentlearningoutcomes,andclassroomdynamicstoenhancepedagogicaleffectiveness.Asafundamentalcomponentofprofessionaldevelopment,teachingreflectionenableseducatorstomovebeyondroutineinstructionandengageincontinuousimprovementoftheirteachingmethodologies.Theconceptofteachingreflectionhasevolvedsignificantlysinceitsformalintroductionineducationaldiscourse,becominganessentialpracticeforbothnoviceandexperiencedteachersseekingtorefinetheircraft.
TheoreticalFoundationsofTeachingReflection
Thetheoreticalunderpinningsofteachingreflectioncanbetracedtoseveralinfluentialeducationaltheorists.JohnDeweysseminalworkHowWeThink(1933)establishedreflectionasadeliberate,systematic,anddisciplinedformofthinkingthattransformsexperienceintomeaningfullearning.Deweyemphasizedthatreflectioninvolvesactive,persistent,andcarefulconsiderationofanybelieforsupposedformofknowledgeinthelightofthegroundsthatsupportitandthefurtherconclusionstowhichittends.
BuildinguponDeweysfoundation,DonaldSch?nsTheReflectivePractitioner(1983)introducedtheconceptofreflection-in-actionandreflection-on-action.Reflection-in-actionoccursduringtheteachingprocesswhenteachersmakereal-timeadjustmentsbasedontheirobservationsandunderstandingofclassroomdynamics.Reflection-on-action,conversely,takesplaceafterteaching,asteachersanalyzetheirexperiencestoinformfuturepractice.
LeeShulmansworkonpedagogicalcontentknowledgefurtherenrichedthetheoreticalframeworkbyhighlightingtheimportanceofsubjectmatterknowledgecombinedwithanunderstandingofhowtoteachspecificcontenteffectively.Thisperspec
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