反思性實踐-重燃你的教學熱情（簡體書）
- 系列名：全國高等學校外語教師叢書．教學研究系列
- ISBN13：9787513534697
- 出版社：外語教學與研究出版社
- 作者：(新加坡)托馬斯‧C.S.弗雷爾
- 裝訂／頁數：平裝／100頁
- 出版日：2013/10/15
商品簡介
“反思性實踐”是在當前教育改革和教師發展領域被頻繁討論的話題。反思作為教師在教學實踐中一個很重要的環節，不僅可以促進教學，也能夠幫助教師實現自我發展。《反思性實踐-重燃你的教學熱情/全國高等學校外語教師叢書·教學研究系列》專門為外語教師而撰寫，對“反思”的概念、內涵、方法、工具等方面進行了論述，并對外語教師的教學實踐作出指導。《反思性實踐-重燃你的教學熱情/全國高等學校外語教師叢書·教學研究系列》共九章。前兩章對反思性實踐進行了概述，包括它的起源、內涵、發展以及重要性；第三章探討反思性實踐的類型和層次；第四章介紹反思的方法；第五章介紹如何選擇反思的主題；第六章展現了促進反思的幾種工具；第七章分析了反思型教師的角色和特點；第八章進一步探討了反思性實踐對教師發展的益處和挑戰；第九章提出了反思性實踐的一種模式。《反思性實踐-重燃你的教學熱情/全國高等學校外語教師叢書·教學研究系列》理論與實際緊密結合，注重實踐指導。編排獨具匠心，行文中穿插了大量精心設計的反思性問題，引發讀者思考；案例豐富，富有啟發性；對于外語教師、外語教育研究者和相關專業的研究生具有很高的參考價值。
作者簡介
名人/編輯推薦
目次
導讀
About the Author
IntrOduction
Chapter l Reflective Practice
1.1 Introduction
1.2 Teacher Bumom
1.3 Defining Reflective Practice
Chapter 2 Importance of Reflective Practice
2.1 Introduction
2.2 Why Is Reflective Practice Important?
2.3“I Look at My Students’Reactions
Chapter 3 Types and Levels of Reflective Praetice
3.1 Introduction
3.2 Types of Reflective Practice
總序
導讀
About the Author
IntrOduction
Chapter l Reflective Practice
1.1 Introduction
1.2 Teacher Bumom
1.3 Defining Reflective Practice
Chapter 2 Importance of Reflective Practice
2.1 Introduction
2.2 Why Is Reflective Practice Important?
2.3“I Look at My Students’Reactions
Chapter 3 Types and Levels of Reflective Praetice
3.1 Introduction
3.2 Types of Reflective Practice
3.3 Levels of Reflection
Chapter 4 Methods of Reflection
4.1 Introduction
4.2 Self-reflection
4.3 Reflecting with fl Peer
4.4 Group Reflections
Chapter 5 Generating Topics for Reflection
5.1 Introduction
5.2 Topics
……
書摘/試閱
We found that both teacher A and teacher B corrected every grammatical error instudents compositions.,They also showed an alignment between their perceptionsand actual marking practices in terms of types of grammatical focus. This was becauseof their common dislike for selective-marking (only focusing on specific mistakes).Teacher A and Teacher B mentioned in the interviews that they felt uncomfortablecorrecting only particular types of grammatical errors and ignoring other grammaticalerrors. Moreover, Teacher A explained that selective-marking was difficult toimplement because different students would have different areas of weaknesses, andthis implied that teachers would need to vary their marking focus for every essay theyreceived. Keeping track of each students most serious and most frequent errors andcorrecting these errors specifically obviously demands enormous amounts of teacherstime and energy, especially for those teachers with large numbers of students.
In terms of highlighting common grammatical errors in class grammatical feedbacksessions, both teachers followed the same procedures as they had described duringthe interviews. Hence, there was a close match between perception and actual practicein this technique of giving grammatical feedback for both teachers. In addition, wenoted that Teacher B explained orally to individual students during class grammaticalfeedback sessions. Most of the students she explained to had "See me" written at theend of their essays. This remark was taken to indicate Teacher Bs desire to coachparticular students individually about specific grammatical problems. So, the teachersactual practices in providing students grammatical feedback generally accorded withtheir stated beliefs, except for minor discrepancies, such as Teacher Bs quality andquantity of written grammatical explanations.
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