Metaphor as an instructional tool in encouraging student teacher reflection
Metaphor as an instructional tool in encouraging student teacher reflection
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隐喻作为鼓励学生教师反思的教学工具
DOI：
10.1080/00405849009543443
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
H. Marshall
中科院分区：
文献类型：
--
作者：
H. Marshall
在不断追求教育改进和教学专业化的过程中，教师们被敦促更多地反思自己的方法和实践（例如，卡内基论坛，1986年;霍姆斯集团，1986年;彼得森，1988年;舍恩，1987年）。为了达到这个目的，研究者们已经在努力“调查教师的思考、计划和决策”（例如，Clark & Peterson，1986）。教师教育项目也是基于这一目标而设计的（Tom，1985; Zeichner & Liston，1985），然而，反思是嵌入在信念系统和感知框架中的，它们通常与意识无关（Clark & Peterson，1986）。这些信念系统影响教师的思想和行动，从而影响学生的行动。因此，重要的是要帮助教师意识到他们的信仰体系，以及他们的感知框架如何影响他们的教学角色和学生在回应中扮演的角色。此外，教师需要检查他们的信念是否符合当前的教学知识，特别是学生如何学习的知识。提高教师对其内隐信念系统的认识的一条途径是关注他们在描述教学时使用的隐喻和形象。隐喻普遍存在于我们的语言和概念系统中（Lakoff &约翰逊，1980）。然而，我们往往没有意识到，隐喻，就像它们所代表的信仰体系一样，可能会构建我们感知情况的方式，
In the ongoing pursuit of educational improvement and professionalization of teaching, teachers have been urged to become more reflective of their own methods and practices (eg, Carnegie Forum, 1986; The Holmes Group, 1986; Peterson, 1988; SchOn, 1987). To this end, efforts have been made to'investigate teacher thinking, planning, and decision making (eg, Clark & Peterson, 1986). Teacher education programs, too, have been designed with this goal in mind (Tom, 1985; Zeichner & Liston, 1985).Reflection, however, is embedded in belief systems and perceptual frameworks that are generally removed from awareness (Clark & Peterson, 1986). These belief systems affect teachers' thinking and actions and, consequently, the actions of students. It is important, therefore, to help teachers become aware of their belief systems and how their perceptual frameworks affect their teaching roles and the roles their students play in response. Additionally, teachers need to examine whether their beliefs correspond to current knowledge of teaching and especially current knowledge of how students learn. One path toward heightening teachers' awareness of their implicit belief systems involves focusing on the metaphors and images they use as they describe their teaching. Metaphors are pervasive in our language and conceptual systems (Lakoff & Johnson, 1980). Yet we are often unaware that metaphors, like the belief systems they represent, may structure the way we perceive situations and