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
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?
现状调查（Xu, Li & Curits 孟春国 徐锦芬 李斑斑 颜奕 罗少茜）
量表构建（李斑斑 徐锦芬）
反思工具（程文华）
国内量化为主
国外质性为主
pre-service
in-service
novice
keep reflective journals
如何反思：
The goal of reflection：enhanced student learning, better education, a more just society
The content of reflection: oneself schools and universities the society
The processes of reflection: constant analyzing, questioning, critiquing, implementing changes
Tools/Approaches of reflections
1.small scale classroom research
2.attending conferences
3.reading relevant journal papers and books
4.teaching journals/diaries
5.electronic portfolios
6.discuss groups
7.critical colleagues
8.collecting information about students and receiving feedback from students
9.self and peer classroom observation
10.careful examination
stages/levels
technical（technical rationality）:教育知识、教学方法、课程原则、技术等运用效果
situational and institutional (practical action)：教师参与（教育后果、师生行为、教学情境意义）
moral and ethical(critical reflection)：学校功能、教育意义（本质）、教师作用、师生全面发展
引言：Reflective awareness
What When and how to reflect
概念：reflective thought (Dewey)
reflective practice/reflection
reflective teaching 反思性教学
- the product of reflctive thinking
- 有组织的、系统性的、与同事交流
reflective language teaching
混合, 交叉使用
Reflection in action：发生在行动之中。（之中的）
Reflection on action: 关于行为的反思，是教学后的反思。（之后的）
Reflection for action: 为了行动的反思（预期的， 之前的）
stop ,look and discover---compass
为什么反思：对学生、对教师 是重要的。
解决实践问题。
如何反思： 目标：对行动产生影响
内容：自我反思、学校院校、教育环 境、师生关系。
过程：经常性的、改进不知足
工具、途径：行动研究；学术会议；期刊论文、文献；建立教学日志；电子档案夹；讨论：批判性同事；学生反馈；
层次、阶段：技术理性（低级）
情境性、制度性（教师的参与）
批判性（伦理、道德）
一、
（一）概念
1. reflective awareness and abilities
2. challenges: what when and how to reflect
3. 反思定义？reflective thought[Deway, 1933 How We Think]; reflective practice /reflection; reflective teaching=the product of reflective thinking----organized and systematic
4.相互讨论交流同门课都教学就是反思
5.反思性外语教学： 自下而上的教师发展过程，有意识、系统、基于证据地
（二）实践
1.Confucius:学而不思则罔，思而不学则殆。见贤思齐
2.Dewey（1993,9）
reflective thought action active persistene careful belief knowledge grounds
3.Akbari,2007 practice
4.Schon(1983) The Reflective Practitioner： How Professional Think in Action
reflection-in- action thinking back previous retrospective, in the midst of acting
reflection-on-action past and present exigencies
5.Van Manen(1991): reflection-for-action before【优缺点、评估教学方法是否合适、提高教师的教学实践】
6.Michael J. Wallace(1991):
the language teacher education[the craft model师徒制，the applied science model应用科学模式，the reflective model反思模式]
7.Thomas S.C. Farrell(2012)
metaphor of reflection as a compass: enables teachers to stop, look,discover and decide where they want to go
二、文献
国内研究
本世纪初开始关注
反思现状调查
反思量表建构
反思工具的作用
研究方法：量化的问卷调查
问题：无法反映具体真实现状，缺少深入、细致
国外研究
质性或混合研究
pre-service teacher 职前教师，in-service在职教师，novice新教师
三、为什么反思？
reflection serves as 教师学习的动力，所有教师的核心活动
反思效果：对过去、现在教学理念和实践进行思考，对语言教学的方法进行质疑，改进；理解教学；避免无效的教学策略
反思对学生的好处：理解自己；思考、解决教育中的问题
四、如何反思？
反思目的：促进学生学习，教育质量提高，a more just society大教育环境
师生关系
反思过程：持续不断，分析、质疑、批评、改进
反思途径：行动研究small scale classroom research；参加学术会议；读文献；写教学日志；电子档案夹；讨论小组-请同事听课；批判性同事-可靠同事交流；收集学生信息及学生反馈；【督查组需要问学生意见】请同事观摩自己录像录音；检查教案录像及分析
反思的阶段及层次
Technical reflection 教育知识、教学方法、课程原则、技术等运用效果
Situational and Institutional: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
Moral and Ethical: 学校的功能，教育的意义/本质，教师的作用，教师和学生的全面发展【教学改革，技能课融入思辨能力，教育培养什么样的人，立德树人】
反思案例：
外语教师存在的问题：反思教学的理解-经验总结；反思内容-课堂教学、学生学习；反思层次-实践性为主；反思过程-缺少问题意识；反思方式-多为与同事一起谈论；
建议：disposition,evidence-based,level of reflection, mentor-mentee connections;observe each other's classes regularly and provide constructive feedback, regular involvement in in-service professional development courses,collect feedback, collect students'information
对研修班老师的建议：
Gains-Problems-Suggestions
Think-Puzzle-Explore
1、什么是反思？
2、外语教师反思文献综述
3、为什么要反思？
***4、如何反思？
5、高校外语教师反思存在的问题
6、对教师的建议
7、对研修班学员的建议
I. INTRODUCTION
1. Thomas Farrell 2013 - reflective awareness and abilities
2. Harford, MacRuairc, McCartan 2010 - what, when, how to reflect
II. WHAT IS REFLECTION
1. Dewey, 1933 杜威 -reflective thought
How we think
2. reflective practice/reflection
1和2 一样
3. reflective teahing 反思性教学
跟前面两个不一样
3.1 反思之后的结果
3.2 是一种过程，合作性反思，或者自己反思
4. reflective language teaching - Farrell, 2007
4.1自下而上- 教师发展的途径
区别自上而下：坐在下面听，被动的
4.2 有意识、系统、基于证据
III. IMPORTANT SCHOLOARS / EDUCATORS
1. Confucius
2. Dewey 1933
2.1 反思之后要有行动
2.2 要有证据，数据支撑
3. Schon 1983
反思分类：
reflection-in-action 突发状况，如何马上应对
reflection-on-action 回顾
4. Van Manen 1991
reflection-for-action 课前
5. Michael Wallace 1991
把反思教学纳入外语教师发展模式，教师发展模式一般三种
5.1 craft model 类似师徒制
5.2 applied science model
5.3 refective model
6. Thomas Farrell 2012 - 本世纪人物
IV. LITERATURE REVIEW
1. 国内研究
1.1 2000年开始，最开始侧重引进介绍
1.2 之后，针对个体的实证研究
1.3 研究方法：问卷调查为主
2. 国外研究
2.1 质性研究，混合研究
2.2 研究内容：职前教师， 在职教师， 新手教师，合作反思， etc
V. WHY REFLECTION
VI. HOW TO
1. goal: produce action
2. content: 个人，教研室，学院，学校，社会，师生关系
3. process
4. approaches
行动研究
学术会议
阅读期刊论文专著
教学日志
电子档案夹
讨论小组
批判性同事 - 信任，平等
收集学生信息，收集学生反馈
自我课堂观察，录像录音
检查教案，分析录像录音
5. 反思阶段
黑色字体为王蔷张虹使用的词，红色为Van Manen使用的
Van Manen 技术理性层面的反思→Zeichner, Liston 情境性/实践性反思,强调教师的参与，关注情景→王蔷，张虹 道德伦理层面的反思
6. 案例分析
阅读张老师案例
VII PROBLEMS
VII SUGGESTIONS
1. dispositions: open-minded, responsibility, whole-hearted
2. evidence-based 不要停留在经验层面上
3. levels of reflection
4. 新老教师
5. 去别人的课堂
6. 参加培训课程
7. 收集学生反馈
研修班反思建议：
针对某个点，是不是能跟自己的教学或研究相结合
data based, reflective & practional
TPR (primary & middle school)
研究方法：问卷调查为主
GPS：gains, problems, suggestions
TPE: think-puzzle-explore
反思之后产生的结果叫做反思教学。
外语教学的反思是Farrell 2007年提出。
三种反思：
1）课后的反思叫做reflection on action
2） 针对课堂上突发情况的反思、做出决策，reflection in action
3）reflection for action 预期性的反思，发生在实践之前。
准备教案的时候。
课前的评估，在备课的时候可以规避这些问题。
全身反应法
1990年 second language teacher education
在职教师 in-service teachers
novice teachers farrell 2017
为什么反思？
reflection serves as
1.反思的定义
2.如何反思
wdSACD
evidence based
in : present
on: past
for: before
total response
craft 拜师
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.
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教师反思：是什么？为什么？怎么做？
！eD
教学，
师生关系
教学环境
内容提纲
引言：
教师反思：是什么？为什么？怎么做？
1. 什么是反思？
2. 外语教师反思文献综述
3. 为什么要反思？
4. 如何反思？
5. 高校外语教师反思存在的问题
6. 对教师的建议
7. 对研修班学员的建议
引言
Scholars (e.g. Farrell, 2013) have argued for the importance of equipping teachers with strong reflective awareness and abiliites in their professional learning and identity building.
teachers are likely to encounter challenges with regard to what, when and how to reflect.
1. 什么是反思
reflective thought Dewey, 1933.
reflective practice/reflection
reflective teaching
Dewey reflective thought 1933
reflective practice/reflection/ teaching
defined "reflective thought" as action based on "the active, persitstent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support
the product of reflective thinking (Kumaravadivelu 1994)
is a process of expanding and deepening the range of the questions a teacher asks about teaching practice
Farrell 2007 reflective language teaching
bottom-up process
evidence-base systematic updating /consciously
见贤思齐焉，见不贤而内自省也
学而不思则罔，思而不学则殆
schon舍恩 1983
the Rlective practitioner: How Professionals Think in Action
Advanced two types of reflection
reflection-in-action refers to the makeing of decisions guided by tacit knowledge that occurs in the midst of acting, which may result in modification while
past and present exigencies
reflection-on-action 关于教学实践后的反思
thinking back on what we have done in order to discover
Van Manen(1991)
reflection for Action 重点难点reflection before action to anticipatory reflection
examin the method （TP2 全身反应法）
identify
Michael J. Wallace( 1991)
made reflective teaching popular in the language teacher education setting
the craft model
the applied science model
the reflective model
Thomas S. C. fARRELL(2012)
metaphor as a compass
外语教师反思文献综述
本世纪初开始关注教师反思
实证文章
反思现状调查
以量化取向的问卷调查（claim/not practice方法）
缺乏深入细致多维度的考察
epprtfolio电子 档案夹
critical colleagues
collecting information about students and receiving feedback from students
self and peer classroom observation
careful examination of lesson plans, and classroom video
情境性实践性反思
3. moraland ethical reflection批判性反思（教育的本质，立德树人。语言能力和思辨能力，教育要培养什么样的人）
technical rationality技术理性（）
practical
ethnical
mentor-mentee
运用型教学
action and reflection
对行动的反思将促成新的意义的建构。
反思经验，反思内容，反思形式，反思过程，被动应对，少数发现问题，在行动中检验反思。
存在的问题及建议
open-mindeness
whole-heartedness
1. GPS
gains
problems
suggestions
2. TPE
think
puzzles
explore
reflective awareness and abilities
What is reflection?
1. reflective thought
2. reflective practice/reflection
3. reflective teaching
reflective language teaching (bottom up, evidence-based)
Dewey(1933) reflective thought
Schon(1983) the reflective practitioner: how professionals think in action
reflection in action
reflection on action
Van Manen (1991) :reflection for action (before action)
reflection before class
Michael J. Wallace (1991)
the reflective model
Thomas S. C. Farrell(2012)
goals
tools/approaches
stages/levels
technical
situational/instititutional
moral/ethical
存在问题：
1. 经验总结
2. 课堂教学和学生学习
3以实践为主
4.缺少问题意识
建议：
1.disposition：openminded responsibility
2.evidence-based
3.levels of reflection
GPS（gains problems suggestions）
TPE（Think Puzzle Explore）
如何反思
