教学，

师生关系

教学环境

内容提纲

• 引言
• 什么是反思？
• 外语教师反思文献综述
• 为什么要反思？
• 如何反思？
• 高校外语教师反思存在的问题
• 对教师的建议
• 对研修班学员的建议

1. 反思？
2. 什么是？
3. 文献综述
4. 为什么？
5. 如何反思？
6. 高校外语教师反思存在的问题
7. 对教师的建议
8. 对研修班学员的建议

引言：

教师反思：是什么？为什么？怎么做？

！eD

什么是反思

如何反思

目前反思研究中的不足

外语教师反思存在的问题、建议

1. What to reflect?

reflective thought

reflective practice/reflection

reflective teaching

2. When to reflect?

1). reflection on action:  thinking back, retrospective

2). reflection in action: in the midst of acting

how to make immediate decision

3). reflection for action:

3. How to reflect?

教学反思——北京外国语学院 张虹

一、引言

scholars (e.g. Farrell,2013) have argued for the importantce of equippin teachers with strong relective awareness and abilities in their professional learning and identity building.

howeverm teaachers are likely to encounter challenges with regard t what, when and how to reflect, which may widen the theory-practice gap and impede their contunuing professional growth (Harford, MacRuairc, & McCartan, 2010)

概念界定

1. reflective thought (Dewey, 1933)

2. reflective practice/ reflection

3. reflective teaching:  the product of reflective thinking (Kumaravadivelu, 1994); is a process expanding and deepening the range of the questions and teacher  asks about teachering practce through adoping an organzied adn systematic approach, and collaborating with other teacher colleagues having the same questions (i.e. seeking collegial suooprt) (RObertson & Yiamouyiannis, 1996) 独自反思、合作性反思

4. reflective  language reaching (Farrell, 2007)

自下而上的教师专业发展过程

在此过程中，教师有意识地、系统地、基于证据的（evidence-based, dada-based）思考教学

关键学者论点

1. 孔子：学而不思则罔，思而不学则殆

        见贤思齐焉，见不贤二内自省也

2. Dewey (1933):  defined "reflective thought" as action based on "the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends" (p.9)

Dewey  believed that relection is a practice by means of which one can replace personal, impulsive actions with rational, scientifically approved alternatives. 

杜威提出反思的概念

3. Schon (1983) 对反思进行两种分类

The Reflective Practitioner: How professionals Think in Action

advanced two types of reflection:

reflection-in-action

relection-on-action (关于行动的反思)： "we reflect on action, thinking back on what we have done in order to discover how our knowing-in-action may have contributed to an unexpected outcone"(p.26) that is, ivia reflection-on-action, the practitioner thinks about his/her previous teaching experiences and evaluates them to see f there is any opportunity or alternative to teach similar or better outcomes in the future, thus is retropsective in nature. 对过去的教学进行反思

reflection-in-action: refers to the making of desisions guided by tacit knowledge taht occurs in the midest of acting, which may result in modificatin to the action while it is in progress.  对当下的教学情况的处理

3。 Van Manen (1991): refkection-for-action: reflection before action or anticipatory reflection. 预期性的反思/课前反思：教学设计的优缺点，预期的困难、重难点/评估这个教学方法是否适合学生/提高教学实践

examing a lesson plan before implementing it in the classroom is a good example.

reflective practitioner can indentify their strngthes and weaknesses; evaluate the stratetiesor techniques they utilize in their classroos; enhance their teaching practices by overcoming anticipated problems or situations. 

4. Michael J. Wallace (1991)

made relective teaching  popular in the language teacher education setting. 提出促进外语教师教学领域的一途径

（1）the craft model手工艺模式（类似师徒制）

（2）the applied science model应用性模式

（3）the reflective model 反思性模式

5. Thomas S.C. Farrell (2012)

metaphor of reflection as a compass

reflective practice "enables teachers to stop, look, and discover where they are at that moment and then decide where they want to go (professionally) in the future" (p.7)

二、文献综述

国内研究：本世纪初开始关注教师反思

1. 经验引介和理论思辨性文章（甘正东，2000； 高翔、王蔷，2003； 任庆梅，2006等。）

2. 针对高校教师群体的实证研究论文逐渐涌现。

反思现状调查（Xu，李& Curtus， 2015； 孟春国，2011； 徐锦芬、李斑斑，2012； 颜奕、罗少茜，2014）；

反思量表建构

反思工具的作用（程文华，2010）

国内以量化取向的问卷点差为主。研究存在的问题： 调查结果多体现的是教师的宣称理念和实践，而无法反映具体教学情境中 绞死真实的反思现状。现有研究缺乏对教师深入、多维的研究。

国外研究：以质性研究为主或混合研究（the overwhelming majority of published studies evalutation teacher reflection within the ELT context have adopted a qualitative research orientation.）

e.g.

1.pre-service teachers (e.g. Lee, 2007; Yuan& Mak, 2018) 职前教师群体

2. in-service teachers (e.g. Moradkhani, Raygan, &Moein, 2017)

3. Novice teachers (Farrell, 2016) 新手教师

4.Collaborative reflective practice (e.g. Yuan &Mak, 2018):Shulman(1998) and Zeichner and Liston (1996) argue that refkection is most effective when conducted collaboratively in a community of practitioners.  合作性反思实践

5.reflective practice through independent tasks (e.g., Farrell, 2011)  写日志、写反思

relective teaching in ELT (examples)

1. Abedniam Hovassapian, Teimournezhad,and Ghanbari (2013) tried to dsicover six teachers' ideas anout the advantages and challenges of keeping reflective journals during a Teaching Methodology course. in the focus group discussions held at end of the course, participants reported that reflective journals helped them gain self-awareness about their beliefs and kknowledge, ....

2. Farell (2016) demonstrated that novice English teacher

3. Lee (2007) : 对职前教师，通过反思性日志和对话来提高。。

4. Moradkhani, Raygan &Moein (2017): the influence of reflective practice on improving teaching quality. 

三、为什么反思？

reflection serves as...

1.a powerful impetus and desired outcones of teacher learning (e.g. Farrell 2015)

2."a core activity for all teachers--- pre-service and in-service, in schools and universities" (Walkinton, 2005, p.59).

3. through their critical reflections, teachers can examin their past...

Reflective teaching ebables language teachers to...

1. raise questions about the language teaching cliches and routines, and  promote more informed practices (Crandall, 2000);

2. Develop a deeper understanding of teaching (Farrell, 2007)

3. avoid replicating "ineffective teaching strategies" (Braun & Crumpler, 2004, p.61) 规避无效教学策略。教师倦怠

reflective thinking enbales language learners to ...

1. understand themselves (Fendler, 2003)

2. think, and solve educational problems (Phan, 2009)

如何反思？:the goal, content, process , tool, levles/stages

the untimate goal of relection is producing actions for enhanced student learning, better education, and a mroe just society for all students. 

the content of reflection includes established assumptions of oneself, shcools and universities, and the society about teaching and learning, and the social and politcal implications of education. 

the processes of reflection include constant analyzing, questioning and critiquing the established assumpations and implementing changes to previous actions that had been supported by those establised assumptions. (Liu, 2015)

10 Tools/ appraoches

1. conducting small scale classroom research (e.g. action research)

2. attending conferences

3. reading relevant journal papers and books

4. reaching journals/ diaries

5. electronic portfolios (ePortolios) (Racco, 2010; Liu, 2017) 电子档案夹

6. discussion groups (in the form of teaching group teams or post observation conferences)

7. critical colleagues 批判性同事

8. collecting information about students and receiving feedback from students

9. self and peer classroom observation 

10. careful examination of lesson plans, and classroom video analyisis （Farrel.）自我录像等

stages/ Levels

(Van Manen, 1977; Zeichener &Liston, 1987; 王蔷、张虹，2014)

第一层次反思：technical (technical rationality)：教育知识、教学方法、课程原则、技术等运用效果。（低级的，对技术理性的反思）

第二层次反思：situational and institutional (practical action): 强调教师参与：教师对教学行为所导致的教育后果进行评估；对学生和教师的行为进行分析；关注教学情境对于教学的意义（实践性行动反思，）

第三层次反思：moral and ethical (ciritcal reflection): 学校功能、教育的意义/本质，教师的作用、教师ihe学生的全面发展。

e.g. 为什么语言与思辨或者跨文化交际能力同时发展？

立德树人：从人文教育的视角来进行思考。

教学反思（节选）案例分享

内容：lesson one Salvation

年级：2013级（大三）

总结：反思+行动

“对行动的反思将促进对新的意义的建构——Davydd, J, Greenwood, & ?Morten Levin, 1998:76”

四、高校外语教师反思所存在的问题

1. 对反思教学的理解，停留在“”经验总结

层面。

2. 反思内容：受限于课堂教学与学生学习，对自生专业发展和教育环境的反思还有待加强。教师可以通过阅读、同伴互助、专业引领等方式拓展自身的反思广度。（孟春国，2011； 颜奕、罗少茜，2014）

3. 反思层次：以实践性为主，技术性层次的反思也占了一定比例，但批判性层次的反思还有较大提升空间。反思个层次并无优劣之分，需要根据教师的不同发展阶段进行适当的协助和引导，达到反思各层次的平很及融会贯通。（孟春国，2011；颜奕，罗少茜，2014）

4. 反思过程：以被动地应对问题为主，缺少问题意识。多数教师i能够对问题进行细致描述，厘清个人理论，并建构新的理论，仅少数教师在行动中检验了新理论。反思应是i一个有计划、有基础的系统探究过程，而非泛泛经验总结和有感而发。目前高效外语教师对问题的敏感度有有待提升，其有的放矢、发现问题的能力亟待养成。

5. 反思方式：和同事一起谈一谈 最多

五、对教师的建议

How do we think?---Dewey 在该书中提出

反思的品质

1. disposition: 

there are three prerequisite attitudes that must be present for a person to become reflective: open-mindedness, responsobility, and whole-heartedness. (Dewey, 1933)

2,. evidence-based/ data-baed

3. levels of reflection 提高层次

4. mentor-mentee connections 

5. observe class and feedback

6. in-service development

7. collect info from ss.

六、对研修班参与教师的建议

1. GPS （Gains-Probems-Suggestions）

收获-问题-建议。收获是或可以和自己的教学结合起来，改进。我还有的疑惑时什么？给i珠江教师的建议。

2. TPE (Think-Puzzzle- Explore)

step 1. What do you THINK you know?

Step2. Waht PUZZLES you about this topic?

step 3. How can we EXPOLRE these puzzles?

3. 也可以从其他框架来反思。（比如前面提到的从技术层面、实践层面以及道德和伦理层面面进行反思）摸索反思模板，改进教学，促进专业发展，提升职业幸福感。

七、参考文献

· Farrell, T.S.C. (2007). Reflective Language teaching: From research to pracirce. London, Continuum Press

. Farrell, T.S.C. (2011) Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62.

Farrell, T.S.C. (2012). Reflecting on refletiv practice: (Re)visiting Dewey and Schon. TESOL Journal, 3(1),7-16.

Farrell, T.S. C. (2013). Teacher self-awareness through jiournal writing. Reflective Practice, 14(4),465-471.

Farrell, T.S.C. (2015). Reflective language teaching: From research to practice. New York: Bloomsbury Publishing.

Farrell, T.S.C (2016). Surviving the transtion shock in the first year of teaching ghrough reflective practice. System, 61,12-19

Fendler, L. (2003).Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16-25.

Harford, J. , MacRuairc, G., & McCartan, D. (2010). "Lights, camera, reflection": Using peer video to promote reflective dialogue among studnet teachers. teacher Development, 14(1), 57-68.

Kleinknecht, M.,& Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Dducation, 33,13-23

Kumaravadidelu, B. (1994). The postmethod condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48.

Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education, Educational Review, 67(2), 135-157.

Liu, K. (2017). Creating a dailogic space for prospective teacher critical reflection and transformative learning. Reflective Practice: International and Multidisciplinary Perspectives, !8(6), 805-820.

Moradkhani, S., RAygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14.

Phan, H.P. (2009). Reflective thinking, effort, persistence, disorganization, and academic performance: A mediational approach. Electronic Journal of Research in Educational Psycholgy, 7, 927-952.

Robertson, E. , & Yiamouyiannis, Z. (1996). University teaching: A guide for graduate students. Syracuse, New York: Syracuse University Press. 

Rocco, S. (2010). Making reflection public: Using interactive online discussion board to enhance student learning. Reflective Practice, 11, 307-317.

Schon, D.A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.

Schulman, L. (1998). Teacher portfolios: A theroetical acrivity. in N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp.23-37). New York: Teachers College Press.

Van. Manen, M. (1977). Linking ways of knowing with ways of being practical. 

Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacfic Journal of Teacher Education, 33(1),53-64.

Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, U. K.: Cambridge University Press.

Xu, J. , B., & Curtis, A. (2015). Validating an English language teaching reflection inventory in a Chinese EFL context. System, 49, 50-60.

Yuan, R., &Mak, P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of preservice language teachers in Hong Kong. Teaching and Teacher Education, 74-205-214.

Zeichner, K. M. ,& Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57,23-48.

Zeichner, K. M. ,& Liston, D. P. (1996). Reflective teaching: An introduction, New York: Routledge. 

程文华，2010， 教学日志在教师学习中的中介作用研究，《山东外语教学》第4期：24-19.

甘正东，2000， 反思性教学：外语教师自身发展的有效途径，《外语界》，第4期：12-16

高翔、王蔷，2003，反思性教学：促进外语教师自身发展的有效途径，《外语教学》，第2期：87-90.

李斑斑，徐锦芬，2011， 中国高校英语教师反思量表构建，《现代外语》， 第4期：405-412.
 

反思 /reflection是？

Dewey, 1933 reflective thought 

reflective practice/ reflection

reflection teaching

反思不等于思考？

what，when，how to reflect?

reflective language teaching

自下而上教师专业发展过程

有意识 系统systematic 基于证据地思考教学evidence-based/data-based

Dewey(1933) reflective thought-- action 

active persistent careful

Schon(1983)

2 types of reflection:

reflection-in-action 过程中

reflection-on-action 教学后

past and present exigencies

Van Manen(1991) reflection-for-action:

before action or anticipatory reflection

Michael Wallace(1991)

Thomas Farrell(2012) compass:

enables teachers to stop,look and discover where they are ... and decide where they want to go

1.reflection-in-action: in the midst of acting,

reflection-on -action: thinking back, retrospective in nature   (schon,1983)

reflection-for-action: prediction (Van Manen,1991)

2. reflective teaching in ELT 的例子很有启发性

reflective thought(Dewey, 1933)/practice/teaching

relfective language teaching (Farrol)

consciously, systematicly, evidence-based thinking 

reflective thought(Dewey, 1933):  action based on the active, persistent and careful consideration of any belief or...

Schon (1983): reflective practioner

two types: reflection-in-action: thinking in the midst of acting

reflection-on-action: thinking back/retrospective

refection for action(Van Manen 1991d): reflection before action or anticipative action

identify their strengths and weaknesses

evaluate the strategies or techniques

enhance their teaching effection

Michael J. Wallace(1991) made reflective teaching popular in the teaching teacher education setting.

the craft model

the applied science model

the reflective model

Thomas S.C.Farrel (2012)

metaphor of reflection as a compass

reflective practice enable teachers to stop, look and discover where they are at the moment and then decide where they want to go in the future(p. 7)

国内：量化

国外：质性或混合

为什么反思：更好理解教学、提升教学质量 、可持续性职业发展

如何

small classroom research

conferences

teaching journalrnal papers

reading relevant jou

electronic portfolios

discussion groups

collecting information about students

self-and peer classroom observation

careful examination of lesson plans and classroom video

critical colleagues

f反思步骤、阶段

technical rationality: 教育知识、方法、课程原则，技术运用效果

situational and institutional (practical action): 教师参与，对教学行为、后果进行评估；学生和教师行为进行分析，关注教学环境对教学的意义；

moral and ethical;critical reflection:教育意义、伦理、人文等

对行为的反思将促成对新的意义的建构。

高校外语教师反思的问题：

对反思的理解：仅仅是经验总结

反思内容：限于课堂教学与学生学习，缺乏对自身专业发展和教育环境的反思

反思的层次：以实践为主，技术性反思占了一定的比例，但批评性反思有较大提升空

反思过程：被动应对问题，缺少问题意识；

反思方式：和同事谈论，读文献

建议：open-mindedness, responsibility, whole-heartedness

evidence-based/date-based

levels of reflection: technical-pratical-critical

oberve each other's classes

attend professional courses

collect the students reflections

反思模式：Gains, Problems, Suggestions(GPS)

think-puzzle-explore(TPE)

需要反思，反思有用，反思形式多样。有反思意识，则会有更积极有效的反思。what，when and how to reflect

1引言 What is reflective awareness and ability from Thomas S.C. 
Farrell

2 什么是反思 概念界定 

3 reflection  文献梳理概念 from Dewey 1933 reflective thought thought/practice=reflection/teaching

reflective teaching is the product of reflective thinking 反思性教学 from Kumaravadivelu 1994

是一种过程性的思考  自下而上的思考

有意识的  系统地  基于证据evidence-based 利用数据

梳理经典文献

confucious 孔子  

Dewey 1933  的书《how do we thought》

defined "reflective thought" as action based on the "active, persistent and careful consideration "

Akbari, 2007 replace personal impulsive action with  rational, scientifically approved alternatives

Donald Schon 1983 a book named

The Reflective practioner: How professionls think in Action (2 types of reflection  on action)

reflection in action  教学活动之中

reflection for action  之前

 reflection on action 之后

MichaelJ.Wallace 1991： 3 models

craft/the applied science/the reflective model

Thomas S.C. Farrell  reflection as a compass

国内研究  外语教师教育领域  本世纪初

反思现状   构建量表    工具    量化研究为主

国外研究   质性研究为主

4 为什么反思 enables   to

5  如何反思

the ultimate goal 

the content

the process(analyzing, questioning, critiquing, implementing changes)

the tools/approaches (10)

1)conducting small scale classroom research e.g. action research 行动研究

2)attending conferences 学术会议

3)reading relevant journals papers and books 读期刊专著

4)teaching journals /diaries 记录教学日志

5) elctronic portfolios 电子档案夹

 6) discussion groups 小组讨论

7） critical colleagues 找批判性同事

 8） collecting information about students and receiving feedback form students

9) self and peer classroom observation 听自己的录音或视频

10）careful examination of lesson plans and classroom viedeo analysis 

the levels /stages 反思的层次  基于3个文献

technical rationality   技术层面的 

situational and institutionals  情景层面和制度层面

moral and ethical reflection  道德和伦理的层面

（为什么外语教学中的语言能力  思辨能力  跨文化能力   背后的理念  教育培养什么样的人 立德树人   人文教育）

案例分析： lesson one   Salvation 

总结： 反思和行动 

6 高校外语教师反思存在的问题和建议

1）对反思教学的理解  停留在经验的层面

2）反思的内容

3）反思的层次

4）反思的过程

5） 反思的方式  

7 对老师的建议

1） dispositions  品质 openminded responsibility  whole-hearted

2) evidence-based/data-based 

3) levles of reflection 

4) friendly relationship

5) observe each other's classes regular

6) conference 

7) collect students' feedback 

8) adminstrators help the teachers

8 对研修班的老师的建议   GPS TPE

GPS  gains   problems  suggestions

TPE  think   puzzle   explore 

what is reflection?

1)reflective awareness and abilities.

reflective thought(Dewey, 1933)

2)reflective practice/reflection

3)reflective teaching

the roduct of reflective thinking;

a process of expanding and deepening the range of the questions a teacher asks about teaching practice through adopting an organiized and systematic approach, and collaborating with other teacher colleagues have the same questions.

外语教学反思reflective -language teaching (Farrel,2007)：自下而上，有意识的，基于证据、数据的data/evedence-based

孔子“学而不思则罔”“见贤思齐焉”

Dewey, 1933 defined reflective thought as an action based on active, persistent and careful consideration of any belief or supposed form of knowledge and the further conclusions to which it tends;rational scientifically approved;

Schon(1983) The Reflective Practioner；

reflection-in-action: the making od decisions guided by tacit knowledge that occurs  in the midst of acting课堂教学机制当下的，课堂上的

reflection-on -action:thinking back,retrospective， past

Van Manen(1991)reflection-for-action: before the class预设反思，备课时，对学生及教学情况的反思

反思的好处：

1）identify strengths and weakness;

2）evulate the strategies or techniques utilized in classrooms

3）enhance teaching practiceby overcoming anticipated problems

Michael J. Wallace (1991)

the craft model师徒制模式

the applied science model应用科学模式

the reflective model 反思式模式

ThomasS.C.Farrell(2012)

metaphor of reflection as a compass指南针

stop, look, discover where they are at the moment, and then decide where to go 

国内研究：反思现状调查

反思量化表，问卷调查

宣称理念和实践，缺乏深入，细致、多维的考查

国外研究：mixed混合研究，质性研究

pre-service teacher, in-service teachers; novice teachers; collaborative  reflective practice; reflective teaching in ELT（example）; etc

记反思日志keeping reflective journals

encounter challenges  with regard to what, when, how to reflect;

why should we reflect?

to teachers:

reflection serves as 

a powerful impetus and desired outcomes of teaching learning;

a core activity for all teachers 

through critical reflection, teachers can examing their past experience, and enhance 

raise questions about the lg teaching cliches and routines, and promote more informed teaching.

develop a deep understanding of teaching

aviod replicating ineffective teaching strategies

to students: understand themselves

think, solve 

how to reflect?

the ultimate goal, the content, process, tool/approaches, levels/stages

 goal: producting action for enhanced students learning, better education, and a more just society for all students

content；establshed assumptions of oneself ,schools and universities, and the society about teaching and learning, and the social and political implications etc.

process: constant analyzing, questioning and critiquing the established assumptions, implementing changes to previous actions.

tools:10

conducting small classroom research; attending conferences; reading revelant journal papers and books; teaching journals/ diaries;electronic portfolios电子档案夹；discussion groups( teaching groups or post observation conferences); critical colleagues; collecting information about students and receiving feedback from students;self and peer class observation;careful examination of lesson plans, and classroom video analysis (Farell 2008

3 stages/levels:technical--situational and institutional /practical---moral and ethical/critical reflection

教育的本质：立德树人

反思案例

行动和反思

对行动的反思将 促成对新的意义的建构

存在的问题及建议

停留在经验层面，课堂与学生层面，被动地应对问题，写反思日志最少

advice

1.dispositions 

2,data-based

3,levels of reflection提升反思层次

4.团队mentor-mentee connections

5，observe each others class

6.教师经常参与课程学习与研修

7.收集学生的反馈

GPS（gains-problems-suggestions）

TPE(think-puzzle-explore)

分了很多次才听完，每次都等孩子睡着了才能有点时间学习。

一边听课一边用思维导图整理笔记

听得非常认真，给自己加加油！

Michael J. Wallace 1991

languge teacher education setting

Thomas SC

一、重要国际文献

反思性教学是反思之后所产生的结果。

Evidence-based反思教学

“How We Think?" (By Dewey, 1933)

强调action-based, 要有后续的行动才是完整的反思。主动积极、持续不断的、严谨的思考。

是反思性的实践，理性、科学依据的的备选答案；

The Reflective Practitioner: How Professionals Think in Action（By Schon，1983）

提出了两个分类：Reflection-in-action：发生在行动当中的：in the midst of acting（课堂）教学机制：在教学中，超出预设，如何快速反思，进行调整，在行动上有所体现；Reflection-on-action发生在教学之后: thinking back, previous teaching experience, retrospective (回顾）

Reflection-for-action（By Van Manen 1991)三点收获：1. 可以找到其教学的优点、难点、弱点；2. 可以去评估在教学中的方法是否适合学生；3. 提高教师的教学实践。

Michael Wallace (1991) 提出三种模式：The craft model (手工艺模式），The applied science model (应用科学模式），The reflective model（反思模式）

Thomas Farrell (2012) 做了一个形象的比喻：as a compass (指南针），reflective practice帮助自己总结过去的教学，如何改进未来的发展方向。

二、重要的研究方向

国内研究：

1. 关于引进国外理论思辨文章；

2. 实证研究：反思现状的调查、反思量表的建构、反思工具的作用；

研究方法：以量化取向（问卷调查）为主；

研究存在问题：缺乏细致多维的考察

国外研究：

1. 方式：质性研究为主，或混合研究；

2. 内容：1）反思性日志

2）对新手的外语教师的研究

3）student teachers思辨发展

4）教学质量的实证影响

三、为什么反思？

反思是教师学习的动力(Farrell, 2015)

所有教师的核心活动（Walkington, 2005)

通过反思，教师可达到什么样的效果呢？

提升教学质量，在职可持续的专业发展；

具备的能力：

可以让教学惯常的方法提升；

对教学的深入理解；

规避重复无效的教学策略。

优秀的教师都善于反思。

反思对学生有什么益处？

学习者能更好地理解自己的教学；

可以更好解决教学中出现的问题。

四、如何反思？

The goal: is producing actions for enhanced student learning, better education, and a more just society for all students. 

The content: reflect assumptions of oneself, schools and society, etc.

The processes: constant analyzing, questioning, and critiquing the established assumptions, and implementing changes.

Approaches: 10 tools/approaches

1. conducting small scale classroom research (action research 行动研究，其中最关键的是reflection）

2. attending conferences

3. reading relevant journal papers and books

4. teaching journals/diaries 通过记的数据来分析教学中的问题

5. electroni portfolios (ePortfolios) 

6. discussion groups (teaching group teams, post observation conferences)

7. critical colleagues 通过找到批判性同事来交流

8. collecting information about students and receiving feedback from students

9. self and peer classroom observation

10. careful examination of lesson plans, and classroom video analysis 

层次反思：

技术性反思：

情境性反思：强调教师的参与

批判性反思：

Davydd Greenwoord & Morten Levin（ 1998:76）对行动的反思将促成对新的意义的建构

行动反思是个循环的过程

五、反思存在的问题和建议：

1. 对反思的理解，更多停留在经验总结；

2. 反思内容：囿于课堂教学与学生学习，对自身专业发展和教育环境还有待增强；

3. 反思层次：以实践性为主，

4. 反思过程：被动地应对问题为主，缺少主动问题意识。

5. 反思方式：最常用的是与同事一起谈、读文献、想一想、写日志。

建议：

1. dispositions: open-mindedness, responsibility, whole-heartedness;

2. evidence-based/data-based

3. levels of reflection: technical, situational, critical

4. mentor-mentee connections;

5. Observing others' class.

6. regular involvement in in-service professional development courses. 

7. Collect students' positive and negative feedback.

8. Collect enough background information about their students.

参考写反思的模式：

GPS（Gains-Problems-Suggestions）

TPE（Think-Puzzle-Explore)

What do you THINK you know?

What PUZZLES you about this topic?

How can we EXPLORE these puzzles?

reflective awareness and abilities

what, when and how to reflect

Dewey How we think (a book)

evidence-based 

Van Manen

Michael J. Wallace

Thomas S. C. Farrell

stop, look and discover where they are

where they want to go

produce actions 

1.Farrell 2013

老师要有反思的能力和意识

2. Harford, Mac Ruairc, Mc Cartan 2010

what, when and how to reflect

Begriff

reflecktive thought Dewey 1933 杜威 美教育家

反思性实践reflective practice/reflection

反思性教学 reflective teaching

Kumaravadivelu, 1994 反思性教学是反思后的结果

Robertson Yiamouyiannis 1996 系统性有组织的反思

Farrell 2007 反思性外语教学

自下而上的教师专业发展过程

 在此过程中，教师有意识的、系统的、基于证据的思考教学 

Dewey 1933 P.9 定义

reflective thought as action based on the active, persistent and careful consideration of any belief or supposed  form of knowledge 

Akbari 2007

believed that reflection is a practice by means of which one can replace personal, impulsive actions with rational, scientifically approved alternatives.理智的科学的反思

Schön 1983进行了分类

The reflective practioner: hao professionas think in action

reflection in action：发生在行动当中的，在教学过程中遇到突发情况，

reflection on action： thinking back,回顾性反思

Van Man恩1991

reflection for action: reflction befor action,上课前的反思，

优点：识别优势和弱势；教师可以评估自己的方法是否适合；提高教师的教学实践

Michael J. Wallace 1991 外语教师教育的三个模式

the craft model: 类似师徒制

the applied science model ：科学实践模式

the reflective model：反思模式 

Thomas S.C. Farrel 2012

reflection as a compass 反思像指南针

reflective practice" enables teachers to stop, look, and discover where the are at that moment and then decide where they want to go (professionally) in the future. P.7

外语教师反思文献综述

国内研究

外语教师领域，本世纪初开始关注教师反思：

经验引介和理论思辨文章（甘正东 2000；高翔、王蔷）

针对高校外语教师这个群体的实证研究论文逐渐涌现：

反思现状调查（如 Xu, Li&Curtis, 2015;孟春国，2011；徐锦芬、李斑斑，2012；颜奕、罗少茜，2014）

反思量表建构（李斑斑、徐锦芬 2011; Xu, Li& Curtis, 2015）

反思工具的作用（程文华， 2010）

研究方法：以量化取向的问卷调查为主

研究存在的问题：调查结果体现的多是教师的宣称理念和实践，而无法反应具体教学情境中教师真实的反思现状。

现有研究还缺乏对高校外语教师反思深入、细致、多维的考察。

国外研究

质性研究为主，或混合研究

四个研究例子

在职

新手

教学质量

为什么反思

Walkington, 2005, P59

a core activity for all teachers

Fendler 2003 understand tehmselves

Phan 2009 think and solve educational problems

如何反思

the goal

the content

the process

the tools/

the levels/stages

反思的概念

各大名家对反思的分类以及不同的界定

国内外对于教学反思的实证研究：国内大多是课后反思，国外教学中的反思。

反思的途径或者方法：行动研究（对自己的教学实践发现问题、分析问题、解决问题）、参加学术会议（是否合适自己的课）、阅读期刊或专著、写教学反思或教学日志（数据分析）、电子档案家（记录教学材料）、谈论组、同事观摩交流、批判性同事（真诚交流教学中的问题）、收集学生信息（包括学习风格）和教学反馈、课堂录像或者录音（表情或者教学口头禅）、备完课之后反思。

反思的阶段：（三个文献进行总结）

技术层面的反思—低级反思：教学方法效果、教学技术效果、教学原则等

情境性反思—实践性反思：教师的教学行为、学生学的状态分析反思，将社会情境融入反思中。

批判性反思—学校的功能、教育意义、为什么要这么教的反思。

教师更多关注第一二层次的反思，需要第三层次的反思。

反思案例分析：育人角度——通过语言知识教授，教会学生知道做人、生活的态度。

高效外语教师反思存在问题：关注经验、被动反思、方式单一。

高效反思建议：开发心态、责任心、奉献等品质培养。要根据实际问题反思，将品德融入反思，老教师与新教师相互交流，观摩其他课堂，收集学生反馈等。

反思模式：GPS（收获、问题、建议）

                 TPE（思考、疑惑、探索）