培育反思型教师——中小学骨干教师培训目标与策略研究

摘要：20世纪80年代以来，美国、加拿大等国率先兴起反思型教师教育思潮，波及并影响到了世界范围内的教师教育。该文梳理了国内外反思型教师教育理论，探讨了中外反思型教师教育理论的启示，分析了西方理论的主要缺陷，特别对西方理论以“反思性教学”为基础提出了质疑。

    该文以江苏省为个案，在问卷调查和访谈的基础上，分析了中小学骨干教师的教育反思和培训现状，认为中小学骨干教师对教育反思理论的认识明显提高，但多数骨干教师专业发展存在知行分离的情况，仍然未脱“经验一技术”型教师的底色，骨干教师培训总体上仍然是脱离一线需求的理论型培训。

    该文最后提出，中小学骨干教师培训应以培育反思型教师为目标，重点实施组织优化策略、教学改革策略和学术提升策略;广大培训者应走向中小学第一线，同培训对象一起改进培训的组织形式、教学模式和科研方式，在教育教学实践中与骨干教师共同反思、共同发展。

关键词:反思型；教师骨干；教师培训

Abstract： An approach of reflective teacher education, launched first in USA and Canada, has been a widely adopted in teacher education throughout the world since 1980s. By combing through the theoretics of reflective teachers education in both China and abroad, this article is to identify the value of reflective teacher education theories, and the major problems that need to be addressed in western theories. In particularly, questions are to be posed upon the viability of reflective teaching' oriented theory approach.

    Based on a case study employing both questionnaires and interviews, which is designed in the context of Jiangsu Province, this article is to review the status quo of reflective education and training for key teachers in primary and secondary schools. It is to be argued that although the key teachers perception of reflective theory has been enhanced, the lack of coincidence between theory and practice is evident in the professional development of the teachers. While the trainings for key teachers, who remains the model of `empiric-technology', are still theory-driven and lack of effectiveness in satisfying demand of the classroom teaching practice.

    This article is to conclude that teachers training should be targeted to developing reflective teachers which necessitates key approaches including a comprehensive and diversified infrastructure for training provision, the involvement of trainee teachers in train designing, and an academic and research dimension to facilitate teachers' action research in training implementation. Trainers need to move closer to the frontline of teaching in schools, to work closely with trainees in both training designing and implementation, and to reflect and improve together with school teachers in real teaching practices.

Key words: reflective teacher   key teacher   training

来源：傅祝余 南京师范大学教育管理专业硕士学位论文