Encouraging Critical Reflection Through Small Group Discussion of Journal Writing
Encouraging Critical Reflection Through Small Group Discussion of Journal Writing
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通过期刊写作的小组讨论鼓励批判性反思
DOI：
10.1080/1355800960330408
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
E. Yeung
中科院分区：
文献类型：
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作者：
D. Kember;A. Jones;A. Loke;J. McKay;Kit Sinclair;H. Tse;C. Webb;F. Wong;M. Wong;P. W. Yan;E. Yeung
摘要本研究探讨了反思性日志写作可以用来促进小组辅导中的批判性讨论的方式。结论得出综合行动研究的结果，在专职医疗领域的五个专业教育课程。结果发现，反思性写作作为一个有价值的刺激讨论，这两个结合导致新的见解，为学生和促进批判性反思。该研究考察了对诸如披露，基本规则，小组规模，教室的物理安排，小组间的互动和导师的作用等变量的关键讨论的影响。在为期刊写作和辅导课程制定安排时，往往需要在明显的二分法之间形成一种明智的工作立场。
SUMMARY This study examines the ways in which reflective journal writing can be used to promote critical discussion in small group tutorials. Conclusions are drawn by synthesizing findings from action research studies of five professional education courses in the allied health area. It was found that reflective writing serves as a valuable stimulus for discussion and that the two in combination lead to fresh insights for students and promote critical reflection. The study examines the impact upon critical discussion of variables such as disclosure, ground‐rules, group size, physical arrangement of classrooms, inter‐group interaction and the role of the tutor. In formulating arrangements for journal writing and tutorials, it was often necessary to develop an intelligent working position between apparent dichotomies.