1.“你这节课上的怎么样？”
“我觉得上课不太满意“
这里的“觉得”是很主观的东西。
反思必须是基于证据的，好或不好必须有证据来证明，在此基础上改进自己的教学，更新自己的教学理念。
2.什么时候反思？
Schon(1983)认为：
reflection-on-action：下课后，反思之前的教学经历。
reflection-in-action：反思发生在教学过程中。尤其是在教堂中发生的突发情况，如何应对这种情况。如何快速反思，如何快速做出反应。尤其是对超出预设的情况，不在备课内容上，在行动上有所体现。
3.反思性教学的作用
可以提升教学质量；对自己惯常使用的方法进行质疑和改进；规避重复无效得教学策略，改进实践；优秀的教师即使常年教一门课程，每年也会重新备课，是在原有教学实践基础上的改进，这种改进就是 一种反思。
4.反思途径
进行行动研究（具体如何操作？）；参加学术会议；阅读相关论文和专著；记录教学日志，这也是重要的数据来源；建立电子档案；讨论小组，请同事观摩；批判性同事；收集关于学生的信息，收集学生的反馈；对自己的课进行录像或录音；对自己备的课进行基于数据的分析。
Reflective thought (Dewey, 1993)
Reflective practice/Reflection
Reflective teaching
1. Schon(1983):
"The Reflective Practitioner: How Professionals Think in Action"
advanced two types of reflection:
1) reflection-in-action
2) reflection-on-action
Past and present
2. Van Manen(1991):
reflection-for-action:reflection before action or anticipatory reflection.
1）identify their strengths and weaknesses
2）evaluate the strategies or techniques they utilize in their classrooms
3) enhance their teaching practices by overcoming anticipated problems or situationa.
TPR (Total Physical Response) method
3. Michael J. Wallace (1991):
1) The craft model
2) The applied science model
3) The reflective model
4. Thomas S.C. Farrell(2012):
1)metaphor of reflection as a compass
2)reflective practice "enables teachers to stop,look,and discover where they are at thet moment and then decide wherre they want to go(professionally)in the future"(P.7).
Reflection serves as... ...
Reflective teaching enables language teachers to... ...
Reflective thinking enables language learners to ... ...
a. understand themselves (Fendler,2003);
b. think,and solve educational problems(Phan,2009).
10 Tools/Approaches
1)conducting small scale classroom research(e.g.action research)
2)attending conferences
3)reading relevant journal papers and books
4) teaching journals/diaries
5)electronic portfolios(ePortfolios)(Racco,2010;Liu，2017）
6)discussion groups（in the form of teaching group teams or post observation conferences)
7)critical colleagues
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 ( Farrell, 2008).
Reflection & Action
Suggestion:
1.dispositions
2.evidence-based/date-based
3.levels of reflection
4.... ...
教师反思：是什么？为什么？怎么做？
scholars have argued for the importance of equipping teacher with strong reflective awareness and abilities in their professional learning and identity building.
however, teachers are likely to encounter challenges with regard to what, when and how to reflect, which way widen the theory-practice gap and impede their continuing professional growth.
学而不思则罔，思而不学则殆
见贤思齐焉，见不贤而内自省也
the craft model
the applied science model
the reflective model
Dewey,1933, reflective thought, active persistent and careful
evidence based
reflective practice/reflection
reflective teaching: product of reflective thinking
reflective language teaching :bottom up
evidence-based
Shon 1983 reflection in action
reflection on action
Van Manen 1991 reflection for action
Michael J. Wallace 1991 3models
Thomas S.C. Farrell 2012
reflection as compass
What to reflect
content
process
How to reflect: 10 tools
electonic portfolios
discussion groups
critical colleagues
collecting and receiving
self and peer classroom observation
careful examination
action research
attending conferences
reading journals
writing teaching diaries
stages/levels of reflection
technical (无教师参与）
situational and institutional (参与）
moral and ethical (探讨教育的本质）
dispositions
evidence-based
levels of reflection
models for reflection: GPS TPE
The Reflective Practioner
refection-in-action
refection-on-action
reflection-for-action
国内研究：以量化取向的问卷调查
国外研究：质性研究货混合研究
Reflection serve as a core activity
教师应该培养反思意识和反思能力；
但遭遇挑战
老师们不知道what, when and how to reflect;
what：什么是反思？
when：什么时候去反思，
how如何去反思
具备反思意识，要有反思能力；
reflective teaching反思性教学：是反思之后产生的教学过程；加深教师对教学过程中一些问题的探索和理解。自下而上的教师专业发展过程
主动的，持续的，严谨的
类型：
课中反思：对当下教学中出现的突发情况和问题反快速作出反应和行动
课后反思：对过去情况的反思
预期性反思：上课前的反思，如备课中准备教案或ppt时思考教案是否适合教学对象，可能的教学效果等。通过这种反思，教师可以知道该教学设计的优点，教学难点要点，教学方法是否适合自己的学生。
自上而下
自下而上 reflective teaching的教师发展
反思应该是有意识、系统、基于证据的
reflection in action
reflection on action
缺乏对高校外语教师反思深入、细致、多维的考查
keep reflective journals
Reflection serves as a core activity for all teachers,impetus, outcomes
The goal of reflection is producing actions
The content of reflection includes: oneself, schools and universities and the society, social and political implications of education.
The prpcess of reflection analyzing, questioning, critiquing, implementing changes.
10 Approaches
action research
attending conferences
reading relevant journal papers and books
keep teaching journals
electronic portfolios (电子档案夹)
discussion groups
critical colleague
collecting information about students and receiving feedback
self and peer classroom observation
careful examination of lesson plans and classroom video analysis
Three stages of reflection
Technical situational and instituational (practical action)
Moral and Ethical (important )
Relection ____action
写反思的模式
