3) teacher reflection
教师反思
1.
Through tracing to the origins of teacher reflection,we found that the different thought sources have effects on the typology.
教师反思在中外教师教育、课堂教学等领域,受到广泛关注。
2.
This thesis attempts to draw upon the English teachers professional development through teacher reflection in the hope of arousing teachers awareness of self-improvement.
作者认为，教师反思既有利于提高教学质量，也有利于教师本身素质的提高；通过反思性教学，教师可以实现专业化成长。
4) effective teacher
有效教师
1.
On the effective teacher behaviors in the class teaching activities;
论课堂教学活动中的有效教师行为
2.
Effective teaching in higher educational institutions is developing and so every teacher can become an effective teacher if only he makes great efforts.
本文主要从自我学习、教学培训、教学反思等三个方面探讨了大学教师成为教学有效教师的路
3.
The study shows effective teacher s idiosyncrasy and characteristic shall include encouraging personality,success orientation,higher expectation,professional quality.
研究表明有效教师的个人特质与特征分别是具备激励性人格、以成功为导向,具备较高的期望值、专业品行。
5) reflective teachers
反思型教师
1.
The study on the behavioral features of reflective teachers;
反思型教师教学行为特点研究
2.
The reflective teachers reflect the re-recognition of the modern empirical teachers in the late modernistic view and surpass the latter.
反思型教师体现了后现代主义视野内人们对现代范式下经验型教师的解构,是对经验型教师的超越。
3.
Experiential teachers rely on experience and technology seriously,reflective teachers overstep experiential teachers,which reflects the critique and reconstruction to experiential teachers in the rap of postmodernalism,and predicts the new orientation of the development of teachers figures.
本文阐述了从“经验型教师”到“反思型教师”的演变历程 ,探讨了教师形象背后的教育理念与价值观念的变迁。
6) reflective teacher
反思型教师
1.
The training of reflective teachers is helpful to solve the problem of the separation of educational theory and practice.
反思型教师的培养有助于解决教育理论研究与教育实践脱节的问题。
2.
On the base of inducing the main affecting factors, the writer makes suggestions that young teachers be cultivated into reflective teachers from the level of the school.
在归纳出主要影响因素的基础上,从学校层面提出了把青年教师培养成为反思型教师的建议。
补充资料：反思
| 反思 reflexion 近代西方哲学中广泛使用的概念之一。又译为反省、反映。原意指光的反射，作为哲学概念是借用光反射的间接性意义，指不同于直接认识的间接认识。在17、18世纪的西方哲学中，这个概念只指有较高价值的内省认识活动。I.康德提出了正确规定反思概念的问题，并认为反思构成表象或概念在联结中归属何种认识能力的主观条件，特别是把审美与合目的性的认识能力明确规定为“反思的判断”，作为联结知性与理性的桥梁。但是，反思概念在康德那里尚未达到辩证的理解。G.W.F.黑格尔在客观唯心主义形式下，把反思变成一个把握发展的辩证概念，完成了规定反思概念从而使之含义更加深刻的工作。他认为反思具有不同的层次。对于本质的认识，“设定的反思”尚停留在抽象的自身同一阶段；“外在的反思”则进展到把握区别与对立；只有“规定的反思”才能从联系上把握对立面的统一。这样，黑格尔在反思的认识上达到了一个飞跃，即反思本身也有一个过程。但是，反思只是作为一种从把握外在本质到把握内在本质的过渡。 |
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条