| 论教师成为“反思性实践者” |
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| 引用本文： | 苟顺明,王艳玲.论教师成为“反思性实践者”[J].学术探索,2013(4):135-139. |
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| 作者姓名： | 苟顺明 王艳玲 |
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| 作者单位： | 云南师范大学职业技术教育学院;云南师范大学教育科学与管理学院 |
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| 基金项目： | 教育部人文社会科学研究项目(12XJC880011) |
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| 摘 要： | 从教育实践的实然性质来看，教师的教育实践与反思性实践有着内在的契合。“反思性实践”概念凝聚了认知的、行动的、省思的、伦理的特性，其中，伦理性尤为重要。教师成为“反思性实践者”意味着，教师是积极主动的探究者，是教育知识的创生者，是学生人格成长的促进者和关怀者，是不合理的教育观念、制度的批判者和改革者。
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| 关 键 词： | 教师成为“反思性实践者” 反思性实践 教育实践的伦理性 |
A Discussion on Teacher as Reflective Practitioner |
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| GOU Shun-ming,WANG Yan-ling.A Discussion on Teacher as Reflective Practitioner[J].Academic Research,2013(4):135-139. |
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| Authors: | GOU Shun-ming WANG Yan-ling |
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| Institution: | 1.School of Education Institute of Technology,Yunnan Normal University,Kunming,650092,Yunnan,China; 2.School of Education Science and Management,Yunnan Normal University,Kunming,650500,China) |
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| Abstract: | In terms of the characteristics of educational practice, teacher＇s educational and reflective practices are intn＇nsieally con- sistent. Reflective practice has cognitive, active, reflective and ethical dimensions, and the ethical dimension is the most important one. Teacher as reflective practitioners means that teachers are the active explorers and producers of educational knowledge, promoters and earegivers considering students＇ personality growth, and critics and reformers of irrational educational ideas and systems. |
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| Keywords: | teacher as reflective practitioner reflective practice the ethical dimension of educational practice |
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