教师反思发生机制研究

发布时间：2018-03-25 20:33

本文选题：教师反思　切入点：发生机制　出处：《华东师范大学》2017年硕士论文

【摘要】：教师反思作为教师个体内部极其内隐或他人不可见的一种思考活动,而针对其的研究究竟何以可能?本研究建立在"个体的反思无法独立于行动发生,即其与行动之间存在着不同程度的交互作用且其对行动具有改进作用"这一立论前提上。本研究将主要以逻辑的、思辨的方法开展对教师反思发生机制的研究,即以教师个体相对外显的行动为切入点向内推断教师反思的发生机制。而作为研究核心概念的"教师反思发生机制"实质上是从并不完全相同的一系列具体的反思发生路径中抽象出的相对一般,相对稳定且相对基本的路径——它被所有个体在所有情境下的反思所遵循着。在具体的研究思路上,本研究拟采取与反思的发生逻辑(动机——过程——结果)相逆的研究逻辑,即以行动来逆推教师反思的结果,再逆推教师反思的过程,最后再进一步逆推教师反思的动机。第二章主要论述教师反思的结果与过程。反思之所以有助于教师个体行动改进,是因为其输出了某种特殊的结果——结构性认识,这种结果具有稳定性、一般性、层次性之利,但也不可避免地存在着走向僵化之弊。而进一步研究这种结果"何以出现"、"何以更新"、"何以消除"则分别构成了教师反思过程的要素——建构、重构、解构。第三章则主要论述了教师反思的动机。动机不仅发挥着对反思活动本身的促动、调节作用,而且其还受到反思活动本身的强化。教师反思动机来源于个体认知层面上以某种意义缺失或不平衡状态为特征的需要,但仅有需要还构成不了动机,还需满足需要的对象,即教师反思动机的形成实际遵循"动机=需要+对象"的形成路径。第四章则将运用教师反思发生机制来解释具体专业情境中的那种动态的教师反思。
[Abstract]:Teacher reflection is a kind of thinking activity which is extremely implicit or invisible to others within the individual teacher, but how is it possible to study it? This study is based on the premise that individual reflection cannot be independent of action, that is, there is a different degree of interaction between it and action and that it can improve action. The speculative method carries out the research on the mechanism of teacher reflection. That is to deduce the occurrence mechanism of teacher's reflection from the action of teacher's individual relative exposition. As the core concept of the research, the "teacher's reflection occurrence mechanism" is a series of concrete counter-actions which are not identical in nature. The relative generality that is abstracted from the path of thought generation, The relatively stable and relatively basic path is followed by the reflection of all individuals in all contexts. In specific research ideas, this study intends to adopt a logic that is contrary to the logic of occurrence (motive-process-result) of reflection. The second chapter mainly discusses the result and process of teacher's reflection, and the reason why reflection is helpful to the improvement of teacher's individual action, that is, the result of teacher's reflection, the process of teacher's reflection, the process of teacher's reflection and the motivation of teacher's reflection, and finally the motivation of teacher's reflection, the second chapter discusses the result and process of teacher's reflection. Because it outputs a particular result-- structural understanding, which has the benefits of stability, generality, hierarchy, However, it is inevitable that there is the disadvantage of moving towards fossilization, and further study of this kind of result "how to appear", "how to renew" and "how to eliminate" constitute the elements of the teacher's reflection process-construction and reconstruction, respectively. The third chapter mainly discusses the motivation of teachers' reflection. Teachers' reflective motivation comes from the need of the individual cognitive level characterized by a lack of meaning or imbalance, but only the need can not constitute motivation, but also needs to meet the needs of the object. That is to say, the formation of teachers' reflective motivation actually follows the path of "motivation = object of need". The fourth chapter will use the mechanism of teacher reflection to explain the dynamic teacher reflection in the specific professional situation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

【参考文献】