摘要
"反思型"课例研究要走出"高原期",克服"处方式"运用理论的倾向,促进教师实践经验的提升,必须以创生实践性理论为方向。实践性理论可以是对教学行为与效果之间因果关系的客观把握,也可以是对这种关系的解释和抽象。教师通过教学实践的理性规划和反思能够使教学实践合理化,同时实现实践性理论的创生。
Reflective lesson studies must aim to gain practical theory from teaching practice. To achieve this aim, teachers need to avoid applying theories like following a recipe, and need to promote ability of refining their practical experience. The practical theory can be the interpretation of teaching phenomenon, also be the exploration of relationship between teaching behaviors and teaching outcomes. Through the reflection on practical theory, teachers can rationalize their practice, and create practical theory.
出处
《教育发展研究》
CSSCI
北大核心
2008年第8期68-71,共4页
Research in Educational Development
