基于博客的优秀化学师范生反思研究
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摘要
反思是职前教师学习的重要途径。选取反思型化学师范生Y作为研究个案,收集其博客上记载的反思日志进行归纳分析。梳理出她的职前成长分5个阶段:反思启蒙阶段、学习实践阶段、深层积累阶段、蜕变升华阶段、教育实践阶段。每个成长阶段的反思都依托于不同阶段的学习行为或实践行动,都需要一定的关键事件触发。分析其博客反思文本,总结出她的反思途径主要通过听课笔记、教学反思、读书笔记、生活随笔等4种形式来完成,并发现影响她职前成长的"重要他人"包括工作室导师、中学一线名师和志同道合的师范生。
Reflection is an important way for pre-service teachers to learn.We choose a representative reflective pre-service chemistry teacher Y as our research case,and collect reflection texts in her blog for inductive analysis.Her pre-employment growth in five stages are sorted out:reflection on the enlightenment stage,the study and practice stage,the deep accumulation stage,the metamorphosis stage,and the education practice stage.Each stage of growth reflection is based on different stages of learning behavior or practical actions,and requires certain key events to trigger.By analyzing the text of her blog,we summarize her reflection path mainly through four forms of lecture notes,teaching reflection,reading notes,life essays,and find that"important others"including studio tutors,famous teachers from middle school and like-minded student teachers affect her pre-employment growth.
Reflection is an important way for pre-service teachers to learn.We choose a representative reflective pre-service chemistry teacher Y as our research case,and collect reflection texts in her blog for inductive analysis.Her pre-employment growth in five stages are sorted out:reflection on the enlightenment stage,the study and practice stage,the deep accumulation stage,the metamorphosis stage,and the education practice stage.Each stage of growth reflection is based on different stages of learning behavior or practical actions,and requires certain key events to trigger.By analyzing the text of her blog,we summarize her reflection path mainly through four forms of lecture notes,teaching reflection,reading notes,life essays,and find that"important others"including studio tutors,famous teachers from middle school and like-minded student teachers affect her pre-employment growth.
引文
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[22]陈凯,马宏佳,丁小婷.中国电化教育,2018(6):97-106
[2]吴格奇.现代教育科学,2007(1):116-118
[3]黄显华,霍秉坤,徐慧璇.现代学习与教学论---性质、关系和研究.北京:人民教育出版社,2014:597-598
[4]Boody R M.Education,2008,128:498-506
[5]Meister D G,Jenks C.Action in Teacher Education,2000,22(3):1-11
[6]Cohensayag E,Fischl D.Australian Journal of Teacher Education,2012,37(10):20-36
[7]Liakopoulou M.Australian Journal of Teacher Education,2012,37(6):42-54
[8]Garza R,Smith S F.Cogent Education,2015,2(1):1-15.
[9]冯志均,李佳,王后雄.化学教育,2013,34(6):57-60
[10]黄慧,张文瑞.教育学术月刊,2015(4):69-74
[11]李利.教育发展研究,2011(24):69-74
[12]杨九民,张锐,黄磊.电化教育研究,2012(10):107-111
[13]毛齐明.华东师范大学学报:教育科学版,2010,28(1):21-27
[14]回俊松,饶从满.教师教育研究,2014,26(4):23-28
[15]詹姆斯·H.麦克米伦,萨利·舒马赫.教育研究:基于实证的探究.曾天山,译.北京:教育科学出版社,2013:473-483
[16]张聪,白冰.教育科学研究,2016(11):63-68
[17]杨九民,张锐,蒋玲,等.中国电化教育,2011(11):62-66
[18]林一钢.全球教育展望,2008,37(6):53-57
[19]Taylor E W.Canadian Journal for the Study of Adult Education,2000,14:1-28
[20]Deng Liping,Yuen Allan H K.Computers&Education,2011,56(2):441-451
[21]回俊松,饶从满.东北师大学报:哲学社会科学版,2012(6):176-180
[22]陈凯,马宏佳,丁小婷.中国电化教育,2018(6):97-106