| 1. | The reflective practice in teacher education
教师教育中的反思性实践 |
| 2. | Teaching research calls for reflection
教研活动呼唤反思性实践 |
| 3. | For school - based curriculum decision - making , the strategies of teacher professional development mainly include theory learning , reflective practice and curriculum research
面向校本课程决策的教师专业发展策略主要有理论学习、反思性实践和课程研究。 |
| 4. | Therefore , reflective practice , reflective teaching and reflective teacher are becoming very important questions that are paid attention to by many experts and scholars in education field
因此， “反思性实践” 、 “反思性教学” 、 “反思性教师”正在日益成为教育领域的专家、学者普遍关注的研究课题。 |
| 5. | It deemed the teachers " professional development in new time is a systematical project , which requires the cooperation among teachers , schools and the government , which plays different roles in the whole process
其中，教师努力使自己成为反思性实践者，学校充当教师专业发展的“母机” ，政府部门充当“元帅”和“侍从”的双重角色。 |
| 6. | The basic rule of the school - based teacher training model is the school - based theory , which is the theoretical basis , made up of " for the school , in the school and develop the school "
I模式的理论背景无疑源于终身教育思想以及与之相伴而行的终身学习思潮，而教师专业化理论的反思性实践模式则成为其撵h仑依据。当前教师培训模式实效。 |
| 7. | Authentic assessment continues to create , construct and reconstruct accordingly the human ' s meaning and value in the reflection and critique of educational assessment through its praxis , which contributes to develop educational assessment
在自己的反思性实践中不断反思、批判而进行创造、建构，进而努力重建着人的意义和价值。这正是真实性评价在教育评价发展中的意义之所在。 |
| 8. | In the second part , lender the background of many errors of classical teaching , diseases professional development of teachers . at it puts forward that it is changed from the study of " tenical perfector " to the style of modern " self - thinking practice "
第二部分在分析传统教学诸多端的基础，对教师的“育已” ，即教师的专一业成长进行了论述，提出了教师专业成长由近代的“技术熟练者”范式向现代的“反思性实践者”范式转化。 |
| 9. | We analyze the surroundings that the school - based teacher training model confronted . in the present world at the intersection of the centuries , in view of education confronted the fierce international competence , the leaders of all countries are going all out to develop the teacher training in order to improve the quality of the education . at the same time , the teacher - profession process is develop rapidly , the teacher education model leads to school - based teacher education model . part two
本论文将校本教师培训模式内涵界定为是整个教师培训模式中的有机组成部分，是学校校长以校本理念为指导，通过依托校本教师发展团体，以一般教师为培训主体，使核心教师发挥培训主导作用，以反思性实践为q中介，多向互动；促成学校和割币共同支展的教师培训运行基衣框架。 |
| 10. | This paper elaborates the significance of reflective teaching , and takes a graduate course genre analysis as a sample , exploring how to overcome the existing gap between linguistic theoretical input and pedagogical training by means of a reflective process on language teaching
摘要本文论述了反思性教学的意义，并以一门英语专业研究生课程《功能语法》的语类分析课教学为例，论述如何进行反思性实践，改变外语教学中存在的语言学理论输入和教学实践相脱节的现象，以培养出反思型的外国语言学及应用语言学专业研究生。 |
