教师提升专业素质的关键

-------自觉反思个人的教学实践

作为一名教师，要构建新的课程理念，提升个人专业素质，不断适应新形势下对教师的各种要求，我认为关键问题是：在教师热爱自己本职工作的前提下，必须注意教学反思 教学反思就是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，从而进入更优化的教学状态，使学生得到更充分的发展。如果说备课、上课等基本教学实践是元研究的话，那么教学反思就是次研究。

一、教学反思的具有以下特征：

首先表现为自觉性。如果你想在三尺讲台上开启一片蔚蓝的天空，那么你会觉得不断地教学反思不仅是个人的思想需要，而且是一种高尚的精神活动，是精神产品的再生产，你会发现生命就像每天升起的太阳一样是新的。

其次表现具有较强的创造性。这表现在两个方面：一是作为实践活动，反思性教学的反思不是经验性教师教学后简单回想一下自己的教学情况的反思，而是一种可重复实验的研究意义的反思。二是它用科学和人文统一的方式解决处于教学的决策和技术以及伦理等层面的教学主体和教学目的以及教学工具等方面的问题(不足之处)，千方百计追求“更好地”完成教学任务。这使得参与反思性教学的教师获得了创造性思考直至创造性解决问题的机会。 第三个特征为，反思性教学以增强教师的“道德感”为突破口。一般来说，缺乏道德感的教师，除非因教学上的失误迫于外界压力，否则不会自觉反思自己的教学行为。在反思性教学理论家看来，对于大多数有合格师资的学校来说，要提高教学质量，增强教师的道德感似乎比进一步提高教师的教学技能与能力更为重要。而倡导反思，是增强教师责任感的有效途径之一。

二、教学反思的方法：

第一，行动研究法。即把自己的教学实践作为一个认识对象放在历史过程中进行思考和梳理。同时开辟信息绿色通道，不断地获取学生的反馈意见，并把它作为另一个认识对象进行分析，最后把两个具体的认识对象揉在一块儿整合思考。教学反思贯穿于你的教学生涯，而不是某一阶段的特殊任务。我思故我在，我思故我新。

第二，比较法。教学反思需要跳出自我，反思自我。所谓跳出自我就是经常地开展听课交流，研究别人的教学长处，尤其是要研究优秀教师、特级教师的教学思想。他山之石，可以攻玉，通过学习比较，找出理念上的差距，解析手段、方法上的差异，从而提升自己。当然，无论是运用行动研究法还是比较法，我们都需要学习先进的教育教学理论，提高自己的理论水平，达到“会当凌绝顶，一览众山小”的境界。

三、教学反思的类型：

1、“课后思”：一场课下来就总结思考，写好课后一得或教学日记，这对新教师非常重要；

2、 “周后思”或“单元思”：也就是说，一周课下来或一个单元讲完后反思，摸着石头过河，发现问题及时纠正；

3、“月后思”：对于自己一个月的教学活动进行梳理；

4、“期中思”：即通行的期中质量分析，这是比较完整的阶段性分析。通过期中考试，召开学生座谈会，听取家长意见，从而进行完整的整合思考；也可以以一个学期、一个学年或一届教学的宏观反思。

教学反思应作为一种经常性的行为，是一种有益的思维活动和再学习活动。一个优秀教师的成长过程中离不开不断的教学反思这一重要环节。教学反思可以进一步地激发教师终身 学习的自觉冲动，不断的反思会不断地发现困惑，“教然后而知困”，不断发现一个个陌生的

我，从而促使自己拜师求教，书海寻宝。学习反思的过程也是教师人生不断辉煌的过程。教学反思可以激活教师的教学智慧，探索教材内容的崭新表达方式，构建师生互动机制及学生学习新方式。教师只有不断反思教学中存在的问题，才能提高教学水平和个人的专业素质。

第二篇：反思性教学的意义与表现

什么是反思性教学

What is the reflective teaching

反思性教学是指教师在一般的教育教学规律或者教育理论的指导下，对教学经验进行回顾、审视与重新认识，从而产生新的更趋合理的教学方案与教学行为的过程。也就是说，反思性教学既有“教学的反思”，也有“反思的教学”，是二者的有机统一。熊川武提出了反思性教学的三点内涵：反思性教学以探究和解决教学问题为基本点；反思性教学以追求教学实践合理性为动力；反思性教学是帮助教师全面发展的过程。

Reflective teaching refers to teachers in ordinary education teaching rule or under the guidance of education theory, the experience in teaching, review, review, and the resulting new more hasten is reasonable teaching plan and teaching behavior process. That is to say, reflective teaching has both the "teaching reflection" and "reflective teaching", is the organic unity of both. Xiong Chuanwu three connotation of reflective teaching is put forward: to explore and solve teaching problems in reflective teaching; Reflective teaching driven by the pursuit of teaching practice rationality; Reflective teaching is to help the teachers' overall development process.

因此，反思性教学要追求教学目标、教学手段、教学实践的合理性和有效性，通过审视、探讨、研究教学实践中的实际问题，来实现教学改善和教师的专业发展。

Therefore, reflective teaching to teaching goal, teaching means, the rationality and validity of the teaching practice, through the review, discuss and study the practical problems in teaching practice, to realize the teaching improvement and teachers' professional development.

但是，反思性教学不等同于教学反思，因为它更强调在此基础上有更加合理的教学实践行为。它丰富和发展了教学反思，不仅有教学的反思，更有反思的教学，即不只对教学经验做出静态的反思，更有反思后经过积极整改的更趋合理性的教学实践。反思性教学也不是某种具体的教学法，它不以某个概念化的、静态的教学法去规范具体的、动态的教学实践，而要求教师立足于自我之外批判地考察自己的行动及情境。

Reflective teaching, however, is not the same as teaching reflection, because it is more reasonable more emphasize on the basis of the teaching practice of behavior. It enriched and developed the teaching reflection and teaching reflection, not only are more reflective teaching, which not only make the static to the teaching experience of reflection, after the reflection is more active more rationality of the rectification of teaching practice. Reflective teaching is not a specific teaching method, it is not in a conceptualization, static teaching method to regulate specific and dynamic teaching practice, which requires teachers based on the outside of self critically examine their own actions and situation.

反思性教学也不同于教学评价和教学反馈。教学评价一般是指对教学的价值判断，要求事先制订一个评价方案，然后对教学做出是否达到标准、达到程度如何的价值评判。教学反馈一般是指教师在教学过程中，把产生在学生身上的学习效果作为新信息返回，调节自己的教学活动。从教师方面讲，教学过程是附加着教学信息反馈的知识信息的输出过程。当然，反思

性教学在实践过程中也常常离不开教学评价和教学反馈。

Reflective teaching is different from the teaching evaluation and feedback. Teaching evaluation generally refers to the value judgment of teaching, requirements prior to formulate an evaluation scheme, and then whether teaching to achieve the standards, how to value judgment. Teaching feedback generally refers to teachers in the teaching process, the effect on student learning as a new information to return, adjust their teaching activities. In terms of teachers, the teaching process is the additional output process of the teaching information feedback information. Reflective teaching in the course of practice, of course, are often inseparable from the teaching evaluation and teaching feedback.

反思性教学是一种回忆、思考、评价教学经验的活动或过程，是对教师过去教学经验的总结与反馈，是教学主体借助行动研究，不断探究与解决自身教学目的以及教学手段等方面的问题，将“学会教学”与“学会学习”统一起来，努力提升教学实践的合理性，并使自己成为学者型教师的过程。如果反思性教学把“学会教学”与“学会学习”作为两大目标，那么应该把教学分为“教”和“学”两个方面。一方面是为教而学，教师通过对教学进行反思，自我学习，改善教学目标、方法和手段，来达到教师学会“教”的目的和实现教学实践的“合理性”。另一方面是为学而教，教师通过反思，改进自己的教育教学策略、方法或手段，引导学生学会“学”，引导学生反思自己的学习行为，学会自我管理、自我指导、自我评价，实现自我发展的目标。

Reflective teaching is a kind of memory, thinking, experience in teaching evaluation activity or process, is the summary and feedback of the past teaching experience, teachers are teaching main body by the action research, constantly explore and resolve its teaching objectives and teaching means, etc, to "learn to teaching" and "learning to learn" to unify, efforts to improve the rationality of the teaching practice, and establish himself as a process of academic teachers. If the reflective teaching "learning to teaching" and "learning to learn" as two goals, then you should put the teaching is divided into two aspects of "teaching" and "learning". On the one hand is for teaching and learning, the teacher of teaching reflection, self learning, improve the teaching goals, methods and means, to achieve the purpose of teachers to "teach" and realize the teaching practice of "rationality". On the other hand is for learning and teaching, the teacher through reflection, improve their education teaching strategies, methods, or means, guide students to learn to "learning", guides the student to reflect on their learning behavior, learn to self management, self direction, self evaluation, self development goals.

如何实施反思性教学

How to implement reflective teaching

教师应该如何在教学中运用反思性教学呢？笔者在日常的教学研究中发现，反思性教学通常运用的方法有：课堂观察、课程报告、教学日记、调查问卷、行动过程研究、课堂实录等等。其中课堂观察、课程报告、教学日记更便于教师操作和运用。

How should teachers use reflective teaching in teaching? The author found in the daily teaching

research, usually using the method of reflective teaching are: classroom observation, the report, the teaching diary, questionnaires, action research, classroom activity and so on. Report including classroom observation, curriculum, teaching diary easier for teachers to operate and use.

课堂观察也就是我们常说的听课活动。主要形式是教师之间听同事的课，或结对教师听指导教师的课，教师也可以结成对子，轮流听对方的课。听课时需要观察的是：课堂组织、时间安排、学生对任务的完成、教师提问和学生回答、学生在小组活动中的参与情况、小组活动时学生使用母语或外语的情况、教学的计划性等环节。

Classroom observation is we often say the class activities. Between main form is teacher class, listening to colleagues or pair teachers listen to guide the class, the teacher can also pair up and take turns to listen to the other side of the class. Class need to see is: classroom organization, time arrangement, the student to the completion of the task, the teacher answer questions and students, students' participation in the group activities, group activities when students use of mother tongue or the foreign language planning, teaching, etc.

课堂观察不仅仅局限于青年教师观摩老教师的课，反过来，老教师也能从青年教师的课中得到启发，有利于改变自身的教学观念。就拿笔者所观摩英语课的这位教师来说，该教师工作时间不长，他在教授阅读课时采用的方法与笔者平时的教学方法不一样。笔者通常采用“自下而上”的教学方法，先呈现生词，解决生词的读音、基本用法，然后让学生带着问题阅读课文，完成阅读后再讨论并回答问题。笔者的这种授课方式的弊端是没有时间处理文章中的重点与难点，基础一般的学生会似懂非懂，甚至连课文也读不好。而该教师经常利用早读课时间，用词汇表策略来处理生词，课上再让学生带着问题听录音，每听完一段让学生回答一两个问题；全文结束后，还会将每个句子的第一个单词提供给学生，要求学生分段复述课文，这样大多数学生都能够开口跟着说。反思性教学恰恰鼓励教师形成自己的教学理念，并和别人一同分享。如果教师愿意在反思性教学实践上投入时间和精力，便可以从根本上改变教师传统的、目的性不强的教学行为，帮助其改变教学观念，从而有意识、有目的地从事教学活动，提高教学质量。

Classroom observation is not confined to young teachers view old teacher in the class, in turn, the old teacher can also be inspired from the youth teacher's class, is beneficial to change the teaching idea. Take the author view English class by the teacher, the teachers' work time is not long, he adopted in teaching reading class method is different from the usual teaching methods. The author often USES the "bottom-up" teaching methods, to present the new words first, solve the pronunciation of the new words, basic usage, and then let the students read the text with the problem, to discuss and answer the questions after reading. The author of the disadvantages of this scheme is not time to key points and difficulties in processing the article, based on general students begin, even the text to read is not good. But the teachers often use ZaoDouKe time, using the vocabulary strategies to deal with new words, then let the students in class listen to the tape with a problem, every hearing a to let the students answer a question or two; After the full text, will also each sentence of the first word provided to students, students are required to block retell the text, so most of the students are able to speak with said. Reflective teaching is to encourage teachers form their own teaching ideas, and share with others. If the teacher is willing to invest time and energy on reflective teaching practice, can fundamentally change the traditional teaching

behavior, the purpose is not strong, help it to change the teaching idea, thus consciously and purposefully engaged in teaching activities, to improve the teaching quality.

反思性教学是教师职业发展的现实而有效的途径。教师的专业发展本身需要教师成为身体力行、现身说法的反思者，需要对实践中的教育问题和情境做出自己的分析和评论。反思性教学能否发挥效用，能否长久地影响教师的教学生活，关键在于它在多大程度上能够转化为教师的日常教学实践。中学英语教师应在反思性教学过程中探索新理念、新教法，同时重视理论与实践相结合，使教与学、理论与实践更加紧密地结合起来，从而更好地推动中学英语教学质量的不断提高。

Reflective teaching is practical and effective way to teachers' professional development. Itself need to teacher's professional development of teachers become physically, appearing, you need to practice the education issues and circumstances to make their own analysis and comments. Reflective teaching can play to utility, can influence teachers' teaching for long life, the key lies in the extent to which it can be converted into teacher's daily teaching practice. Middle school English teachers should be in the process of reflective teaching to explore new ideas, new teaching methods, at the same time attaches great importance to the combination of theory and practice, make the teaching and learning, combine theory with practice more closely, to better promote middle school English teaching quality enhances unceasingly.