论反思性教学

rs a lot. It is the author’s task after explaining the meaning of rationality of teaching practice to examine the characteristic of rationality of teaching practice in different times and then reveal the historical necessity of the rise of reflective teaching.

Secondly, the author approached the reflective psychology, postmodernism and the school culture of inquiring, which is the western cultural background of reflective teaching, and criticized their negative elements with the tool of Marxism. On all of these bases, the author compared three reflective teaching models which prevailed in the west . The Ebby Model, based on Dewey’s and Kolberg’s theories, consists of three procedures , i.e. “reflective planning ”, “reflective teaching ” & “reflective assessment”. The Edward-Brownt Model, based on the learning theory and action research theory, is made up of four parts, which are  “to set the goal : reflecting all the probabilities”, “to reconstruct : reflecting in practice”, “to internalize : reflecting the practice”, and “to reveal the rules : reflecting the practice and all the probabilities”.  The Labosky Model, based on the results of the field investigation and the three meanings in Dewey’s idea of reflection, is divided into three stages, i.e. “motivation” , “action” and “results”.

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