1)teacher reflection教师反思
1.Through tracing to the origins of teacher reflection,we found that the different thought sources have effects on the typology.教师反思在中外教师教育、课堂教学等领域,受到广泛关注。
2.This thesis attempts to draw upon the English teachers professional development through teacher reflection in the hope of arousing teachers awareness of self-improvement.作者认为，教师反思既有利于提高教学质量，也有利于教师本身素质的提高；通过反思性教学，教师可以实现专业化成长。
英文短句/例句
1.From"Reflexive Student" to "Reflexive Teacher"--Study on the reflexive consciousness and ability of the future teacher;从“反思型学生”到“反思型教师”——未来教师反思意识与能力的调查分析
2.Teacher Reflection Based on School-based Teaching Research: Causes and Motivation;基于校本教研的教师反思：动因与动力
3.The reflection and reform of teacher education for subjective teacher;主体性教师:教师教育的反思与变革
4.Value Orientation of Reflection and Preparation of Reflective Teacher;反思的价值取向与反思型教师的培养
5.Reflective Teacher:the New Orientation of the Development of Teachers Figures;反思型教师:教师形象演变的新取向
6.Philosophical Reflection on Thinking:the Basis of Achieving Effective Teaching Reflection for Teachers哲学反思思维:教师实现有效教学反思的基础
7.Promoting Teachers Professional Development on the Basis of Reflection;在反思中促进教师专业成长——“教师发展学校”中教师的反思
8.The Reform of Teacher Education: Research on Reflective Teaching and Reflective Teacher Education;教师教育的改革：反思性教学和反思型教师教育研究
9.Reflection on the Plan of "Double Style Teachers" for Teachers in Higher Vocational Education;高职教师“双师型”培训计划的反思
10.On Teachers Teaching Reflection in College English Teaching;刍议大学英语教学中教师的教学反思
11.Reflective Teaching: New Means of Teachers Continuing Education;反思性教学:教师继续教育的新途径
12.Reflective teachers′ training in cell biology curriculum细胞生物学教学中的反思型教师教育
13.Reflective teaching--Course of Growth of Reflective (Expert Type) Teachers;反思性教学——反思(专家)型教师的成长之路
14.Teachers Reflective Teaching and Students Position of Reflective Mainbody;教师的反思性教学与学生的反思主体地位
15.Developing Reflective Practitioners in Pre-service Teacher Education Programmes;论职前教师教育中反思型教师的培养(英文)
16.To Bring up Reflective Teachers Is An Important Task for Teacher Education;培养反思型教师是教师教育的重要任务
17.Research on Preschool Teachers Teaching Reflection;幼儿教师教学反思现状的调查与研究
18.The Investigation of Present Situation on Teaching Reflection of Ordinary Middle School Physical Teacher;普通中学物理教师教学反思现状调查
相关短句/例句
reflective teachers反思型教师
1.The study on the behavioral features of reflective teachers;反思型教师教学行为特点研究
2.The reflective teachers reflect the re-recognition of the modern empirical teachers in the late modernistic view and surpass the latter.反思型教师体现了后现代主义视野内人们对现代范式下经验型教师的解构,是对经验型教师的超越。
3.Experiential teachers rely on experience and technology seriously,reflective teachers overstep experiential teachers,which reflects the critique and reconstruction to experiential teachers in the rap of postmodernalism,and predicts the new orientation of the development of teachers figures.本文阐述了从“经验型教师”到“反思型教师”的演变历程 ,探讨了教师形象背后的教育理念与价值观念的变迁。
3)reflective teacher反思型教师
1.The training of reflective teachers is helpful to solve the problem of the separation of educational theory and practice.反思型教师的培养有助于解决教育理论研究与教育实践脱节的问题。
2.On the base of inducing the main affecting factors, the writer makes suggestions that young teachers be cultivated into reflective teachers from the level of the school.在归纳出主要影响因素的基础上,从学校层面提出了把青年教师培养成为反思型教师的建议。
4)reflective teacher education反思型教师教育
1.So far reflective teacher education has already become.目前,反思型教师教育已成为国际教师教育发展的趋势和潮流,也是我国教师教育改革的需要和方向。
2.Because the reflective teacher education first developed in the west and has had a relatively completed form by now, this study focuses upon the theme of Reflective Teacher Education, carrying on the study in the aspect of development, analyzing its social backgrounds, history of development and theory construction, and exploring its available experience, i反思型教师教育是20世纪80年代兴起于美国、加拿大、英国、等西方国家教师教育界的一场教师教育运动。
5)thought source of teacher reflection教师反思的源流
6)types of teacher reflection教师反思的类型
延伸阅读
反思反思reflexion近代西方哲学中广泛使用的概念之一。又译为反省、反映。原意指光的反射，作为哲学概念是借用光反射的间接性意义，指不同于直接认识的间接认识。在17、18世纪的西方哲学中，这个概念只指有较高价值的内省认识活动。I.康德提出了正确规定反思概念的问题，并认为反思构成表象或概念在联结中归属何种认识能力的主观条件，特别是把审美与合目的性的认识能力明确规定为“反思的判断”，作为联结知性与理性的桥梁。但是，反思概念在康德那里尚未达到辩证的理解。G.W.F.黑格尔在客观唯心主义形式下，把反思变成一个把握发展的辩证概念，完成了规定反思概念从而使之含义更加深刻的工作。他认为反思具有不同的层次。对于本质的认识，“设定的反思”尚停留在抽象的自身同一阶段；“外在的反思”则进展到把握区别与对立；只有“规定的反思”才能从联系上把握对立面的统一。这样，黑格尔在反思的认识上达到了一个飞跃，即反思本身也有一个过程。但是，反思只是作为一种从把握外在本质到把握内在本质的过渡。
