摘要
反思性思维是决定教师专业发展水平的关键,国内外已有的研究仅对反思性思维的外在表现形式,即教学反思,进行了研究,内容主要集中在教学反思的影响因素和促进策略方面,所得出的影响因素缺乏理论性和系统性,所提出的促进策略无理论根基且可操作性不强。思维可视化技术可帮助教师表征头脑中的思考过程,它与反思性思维的运作机制具有较好的契合点。据此,针对已有研究的不足,采用文献研究法、德尔菲法、理论分析法和结构方程模型法,构建了思维可视化技术支持下的教师反思性思维影响因素模型。该模型建立在影响因素的关系结构基础之上,具有较强的可操作性,它体现了非智力因素和思维可视化技术工具,对问题解决导向的反思过程发挥作用的具体方式。之后,对模型进行两轮行动研究:第一轮从反思日记、反思动机影响因子和教师的反思动机类型等方面搜集相关数据;第二轮从反思日记中统计教师在反思的各环节,运用思维可视化技术工具各功能的频次,从而完善思维可视化技术工具所发挥的具体作用。最终,经过行动研究完善后的影响因素模型,为教师提供了可操作性的程序。
Teachers’ reflective thinking is the critically conclusive factor of the level of their professional development,the existing researches at home and abroad only studied the external form of reflective thinking activity,that is,teaching reflection. These researches mainly focuse on the influential factors and promoting strategies of teaching reflection. The influential factors are not theoretical and systematic,the strategies lacke of theory basis and manipulation procedure. Thinking visualization technology can visually express the procedure of thinking,which could help teachers carry on reflective thinking. Therefore,in response to the defects of the existing researches,this paper constructs the influential factor model of teachers’ reflective thinking supported by thinking visualization technology by using the literature analysis method,Delphi method,theory analysis method and structural equation model method.On the foundation of the mediating effect analysis of influential factors relationship structure,this influential factor model is a kind of manipulative structure framework which composed of the non-intellectual factors,thinking visualization technology tools and their effects on the reflection process guided by the problem-solving aim. After the first action research,the paper has collected the related data from the aspects of teachers’ reflective diaries,the influential factors of reflective motivation and teachers’ reflective pattern;After the second action research,from the analysis of teachers’ reflective diaries,the paper improves the detailed function which is produced by thinking visualization technology tools in every reflective segment of the influential factor model,by calculating the frequence of teachers’ usage of every kind of the function of thinking visualization technology tools in the reflective procedure. Finally,the influential factor model adjusted by the action research,can provide the manipulative procedure of launching reflective thinking activity supported by the thinki
作者
金涛
Jin Tao(School of Education Science and Technology,Guangdong Polytechnic Normal University,Guangzhou Guandong 510665)
出处
《远程教育杂志》
CSSCI
北大核心
2020年第2期99-112,共14页
Journal of Distance Education
基金
2018年度广东省普通高校青年创新人才类项目“知识可视化技术促进中职教师专业发展的动力机制研究——基于反思性实践的视角”(项目编号:2018WQNCX099)
2019年广东高校特色创新类项目“‘互联网+’背景下教学认识的生成论建构与实践反思”
2013年广东省教育厅育苗工程项目(项目编号:2013WYM_0049)
2018年广东省哲学社会科学规划项目(项目编号:GD18XJY09)的研究成果。
关键词
反思性思维
影响因素模型
问题解决
思维可视化技术(TVT)
非智力因素
教师发展
Reflective Thinking
Influential Factor Model
Problem Solving
Thinking Visualization Technology(TVT)
Non-Intellectual Factor
Teacher Development
