TPO-9 Reading 2 阅读译文

Reflection inTeaching教学中的反思Teachers,it isthought,benefit fromthe practiceof reflection,the consciousact ofthinkingdeeply aboutand carefullyexamining theinteractions andevents within their ownclassrooms.Educators T.Wildman andJ.Niles1987describe ascheme fordevelopingreflective practicein experiencedteachers.This wasjustified bythe viewthat reflectivepracticecould helpteachers tofeel moreintellectually involvedin theirrole andwork inteachingand enablethem tocope with the paucityof scientificfact and the uncertaintyofknowledge in the disciplineof teaching.人们认为教师会受益于反思实践——有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响教育家Wildman和J・Niles1987描述了一个在资深教师中开展反思实践的方案这是合理的，因为人们认为反思的实践可以帮助老师们更加理性地对待他们的角色和从事的事业，并可以让他们在教学准则中处理科学事实的缺乏和知识的不确定Wildman and Niles wereparticularly interestedin investigatingthe conditionsunderwhich reflectionmight flourish-a subjecton whichthere islittle guidanceintheliterature.They designedan experimentalstrategy fora group of teachers in Virginiaand workedwith40practicing teachersover severalyears.They wereconcerned thatmany wouldbe drawntothese new,refreshing conceptionsof teachingonly tofind that the voidbetween theabstractionsandtherealities ofteacher reflectionis toogreat tobridge.Reflection onacomplex tasksuch asteaching isnot easy.9The teacherswere takenthrough aprogram oftalkingabout teachingevents,moving onto reflectingabout specificissues in a supported,and lateran independent,manner.Wildman和Niles都特别喜欢研究在哪种情况下反思可能大量出现——一个几乎没有任何文献指导的课题他们给弗吉利亚的一组教师设计了一个实验策略，并在很多年里与40位教师一起共事他们担心很多老师可能会“沉浸在这种全新的教育概念中的结果是，发现教师反思的抽象概念和现实之间的鸿沟太大而无法逾越要反思像教学这样复杂的事件并不容易老师们都参加了关于教学事件计划的讨论，并在工作人员的协助下去反思具体问题，然后是独立反思Wildman andNiles observedthat systematicreflection onteaching requireda soundabilityto understandclassroom eventsin an objective manner.They describethe initialunderstandinginthe teachers withwhom they were workingas beingutilitarian...and notrichor detailedenough todrive systematicreflection/Teachers rarelyhave the time oropportunitiesto viewtheir ownor the teaching of others in anobjectivemanner.Furtherobservation revealedthe tendencyof teachers to evaluateevents ratherthan reviewthecontributory factorsinaconsidered mannerby,in effect,standing outsidethe situation.Wildman和Niles发现，系统教学反思需要一种以客观的方式来理解教室里发生事件的能力他们起初认为参与研究的教师们“太功利……并不是足够丰富或详细以促使系统反思的产生J教师们很少有机会和时间去客观地观察他们自己和其他老师的教学更深入的研究发现，教师们更愿意去评价那些事件而不愿置身事外去认真审视那些促进因素Helping thisgroupofteacherstorevise theirthinking aboutclassroom eventsbecamecentral.-This processtook timeand patienceand effectivetrainers.・The researchersestimatethattheinitial trainingof thesame teachersto viewevents objectivelytookbetween20and30hours,withthesame numberof hoursagain beingrequired topracticethe skillsof reflection.帮助这组教师修正他们关于课堂事件的认识变成了关键问题这个过程需要时间和耐心以及有效的受训者研究者认为训练同一个教师使其客观地看待事情需要大约20到30小时，而反思技巧的练习同样需要这么多时间■Wildman andNiles identifythree principlesthat facilitatereflective practicein ateachingsituation.-The firstis support from administratorsinaneducation system,enabling teachersto understandthe requirementsof reflective practice andhow itrelates toteachingstudents.The secondis theavailability ofsufficient timeand space.The teachersinthe programdescribed howthey foundit difficultto putaside theimmediate demandsofothers inorder togive themselvesthetimethey neededto developtheir reflectiveskills.The thirdis thedevelopment ofa collaborativeenvironment withsupportfromotherteachers.Support andencouragement werealso requiredto helpteachersinthe programcopewith aspectsof theirprofessional lifewith whichtheywerenot comfortable.Wildmanand Nilesmake asummary comment:Perhaps the most importantthing welearned is theidea of the teacher-as-reflective-practitioner willnot happensimply becauseit is a goodoreven compeHingidea/Wildman和Niles确定了促进在教学环境中实现反思行为的3个原则第一就是来自教学系统管理层的支持，这使得教师们明白反思实践的必要条件，并知道它与教学之间的联系第二就是需要足够的时间和空间项目中的教师们抱怨说让他们放弃别人当时的要求而为自己腾出时间去提升自己的反思能力是很困难的第三就是以其他教师的支持为基础的合作环境项目中的教师同样需要支持和鼓励以帮助他们去应付他们职业生涯中不如意的方面Wildman和Niles作出了一个总结性的评论“或许我们学到的最重要的事情是，教师不会仅仅因为这个观点好的或者甚至是令人信服的就开展教学反思The workof WildmanandNilessuggests theimportance ofrecognizing someof thedifficultiesof institutingreflective practice.Others havenoted this,making asimilar pointabout theteachingprofessions culturalinhibitions aboutreflectivepractice.Zeichner andListon1987point outthe inconsistencybetween therole oftheteacher as areflectiveprofessional decisionmaker andthe moreusual roleoftheteacherasa technician,puttinginto practicethe ideasofothers.More basicthan thecultural issuesisthematter ofmotivation.Becoming areflective practitionerrequires extrawork Jaworski,1993andhas onlyvaguely definedgoals with,perhaps,little initiallyperceivable rewardand thethreatof vulnerability.Few havedirectly questionedwhat mightlead ateacher towant tobecomereflective.Apparently,themostobvious reasonfor teachersto worktowardreflective practiceis thatteacher educatorsthink itisagood thing.There appearto bamanyunexplored mattersaboutthemotivation toreflect—for example,the valueof externallymotivatedreflection asopposed tothat ofteachers whomight leflectby habit.Wildman和Niles的工作表明了认识进行反思的某些困难的重要性也有其他人知道这个，并指出相似的关于反思行为的教学职业文化阻碍Zeichner和Liston1987指出，作为一个反思的专业决策者的教师和作为一个更通常意义上作为技术人员的教师角色之间的不一致性将他人的观念付诸实施比文化问题更根本的是动机问题成为一个反思教学的执行者需要额外的付出Jaworski,1993而且只有一个模糊的目标，可能几乎没有显而易见的回报，还可能会受到责难很少有人直接质疑什么可能让一个教师想变成反思型教师显然，使教师朝着反思行为奋斗的最直接的原因是师资培训者认为这是一件很好的事情关于反思的动力还有许多未知的问题，例如，外部驱动的反思的价值与通过习惯进行反思的价值是不同的。