高师生教学反思能力培养的实验研究

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

摘要: 该研究以韦纳的三维归因理论为指导，以反思日志的撰写与分享为主要路径，对粤西某高等师范院校的71名小学教育专业的学生实施了教学反思能力训练干预。结果表明：基于三维归因理论的教学反思能力训练能在较短时间内提升高师生的信息收集能力、行动调节能力、发现预测能力和教学反思能力，但是干预并没有显著提升他们运用反思方法的能力。未来研究可结合专家小组他评的方法，以进一步保证实验结果的客观性，检验实验干预的效果量及效果的持续性。

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 71 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, but the intervention does not significantly improve their ability to use reflection methods. Future research can be combined with the method of expert group evaluation to further ensure the objectivity of the experimental results and test the effect size and sustainability of the experimental intervention.