高师生教学反思能力的干预研究

An Intervention Study on the Reflective Ability in Teaching of Higher Normal College Students

摘要: 本研究以韦纳提出的三维归因理论为框架，通过组织学生撰写并交流反思日志的方式，对粤西地区某师范院校96名小学教育专业学生开展了教学反思能力培养实验。实验数据显示：依托三维归因理论设计的反思训练方案在短期内有效增强了师范生的信息收集能力、行动调节能力、发现预测能力和教学反思能力，然而在反思方法运用能力的提升方面效果并不明显。

Abstract: Under the guidance of Weiner’s three-dimensional attribution theory, and taking the writing and sharing of reflection logs as the main path, this study implemented the training intervention of teaching reflection ability for 96 primary school education students in a normal university in western Guangdong. The results show that the training of teaching reflection ability based on three-dimensional attribution theory can improve the information collection ability, action adjustment ability, discovery and prediction ability and teaching reflection ability of college students in a short time. However, it demonstrated limited effectiveness in improving their capacity to apply reflective methods.