摘要
虽然中西方早已产生了反思思想,在现代社会中也出现了体现反思思想的私人董事会模式,但直到明茨伯格推出IMPM项目之后,反思型教学才在管理教育中逐步推广。这种教学方式以反思为核心环节来开展教学设计,反思的过程就是一个将知识属性转化机制、知识来源优化机制、教学主体转换机制以及教学效果提升机制有效结合在一起的过程。在反思型教学的组织实施中,商学院应不断创新发展路径,教师应进一步转换角色、提升素养,学生则必须充分融入反思过程中,以真正发挥这种教学方式的优势。
Although reflection ideas had already appeared private board model which contains reflection ideas in modern in China and western countries and there is society, but the reflective pedagogy was not applied widely in management education until Henry Mintzberg put forward IMPM project. The reflective pedagogy designs the whole teaching and learning program around the reflective process which is an efficient process that contains transformation mechanisms of knowledge attribute, optimization mechanisms of knowledge source, interchange mechanisms effect. In the implementation of teaching and learning role and promotion mechanisms of teaching and learning of reflective pedagogy, business schools development path, faculty should further change their role and enhance their need continuously innovation in accomplishment, and students must be fully integrated into the reflective process in order to really take the advantages of this pedagogy.
出处
《中国高教研究》
CSSCI
北大核心
2014年第3期105-110,共6页
China Higher Education Research
关键词
反思型教育
管理教育
知识建构
reflective pedagogy
management education
knowledge construction
