论反思性教学

blems of the teaching goals and of teaching instruments, connects ‘learning to teach’ with ‘learning to learn’, tries to improve rationality of teaching, and makes himself/herself a teacher of some scholar kind.” In detail reflective teaching takes inquiring and solving the teaching problems as its basic point, and seeking after rationality of teaching as its main impetus, and it is the course in which teachers and students develop together. Furthermore, it contrasts with the operative teaching (or experienced teaching), the latter of which means that the teacher teaches in a simple and repetitious way by his/her limited teaching experience.

To seek after rationality of teaching practice, we should start with trying to understand what is rationality of teaching practice. You know that only when you understand what is rationality can you find the basic reference of  teaching action, especially  reflective action. So, in this thesis the author tried to regard rationality of teaching practice as “the combination of the goal-fitting and law-fitting .”

Rationality of teaching practice is limited by historical conditions, so, rationality of teaching practice in different conditions diffe

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