科学教育与博物馆2026，Vol.12Issue(2)：11-20,10.
西方反思性教学发展历程及其对当代中国教学实践的启示
The Development of Reflective Teaching in the West and Its Implications for Contemporary Chinese Teaching Practice
摘要
Abstract
Reflective Teaching(RT)has become an important field of study for teachers'professional development in recent years.Through continuous reflection on teaching practices and concepts,teachers are able to better cope with complex educational situations and thus improve the quality of teaching.Since the 20th century,along with globalization,economic changes and advances in educational technology,the development of Reflective Teaching in the West has gone through four major stages:the budding stage(20th century-late 20th century),the starting stage(2000-2008),the development stage(2009-2016)and the maturity stage(2017-2024).Using a literature review approach,this paper reviews the development of Western research on reflective teaching and learning during this period and explores its theoretical evolution and the application of reflective models of teaching and learning in the context of socio-economic backgrounds.On the basis of critical reflection on the existing research results,this paper further analyzes the implications of the Western experience for teacher education in China,with a view to providing useful references for the practice of indigenous reflective teaching in China.关键词
反思性教学/教学实践/教师专业发展Key words
reflective teaching/teaching practice/teacher professional development引用本文复制引用
郑书秋,陈效飞..西方反思性教学发展历程及其对当代中国教学实践的启示[J].科学教育与博物馆,2026,12(2):11-20,10.基金项目
本文系2022年安徽省教育厅人文社科项目"'十四五'及2035安徽省人口变迁与基础教育布局结构的应对"(项目编号:2022AH051061)的阶段性成果. （项目编号:2022AH051061）
