论反思性教学

It seems that there are a lot differences between the models, however, they hxdye the common nature, that is, “put forward problems--inquire the problems--solve the problems.”

Thirdly, the author expounded in more detail the major elements of reflective  teaching practice , i.e. rationality of teaching subjects, of teaching goal and of teaching instruments.

1. About rationality of reflective teaching subject. The author pointed out clearly that this kind of rationality is based on inter-subjectivity. Inter-subjectivity determines the characteristics that specific subjects represent their subjectivity rationally and establish a comprehensive relationship with other subjects, and it emphasizes the harmoniousness of communication between persons, such as comprehension, accommodation and resonance, moreover, it is a kind of characteristics of the subjects which is externalized by the subjects yet can control the subjects, though it is still a kind of subjectivity, and it differs a lot with the common characteristics of subjects, such as purposefulness, alternatives and creativity. Inter-subjectivity decides that the teaching subjects hxdye the awareness and ability of reflecting. From the angle of the awareness, we can see t

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