| 1. | The reflective practice in teacher education
教师教育中的反思性实践 |
| 2. | She is committed to helping people to learn how to facilitate and to fostering innovations in facilitation through reflective practice , networking and research
透过省思型的练习、联盟以及研究，她奉献于帮助人们学习如何引导并且促进创新。 |
| 3. | For school - based curriculum decision - making , the strategies of teacher professional development mainly include theory learning , reflective practice and curriculum research
面向校本课程决策的教师专业发展策略主要有理论学习、反思性实践和课程研究。 |
| 4. | The reflection on the reflective teaching covers the relationship between reflective teaching and teachers " self - development as well as main characteristics of reflective practice in the contemporary era
对反思性教学的思考部分包括现代反思性教学实践的主要特征以及反思和教师成长的关系。 |
| 5. | Therefore , reflective practice , reflective teaching and reflective teacher are becoming very important questions that are paid attention to by many experts and scholars in education field
因此， “反思性实践” 、 “反思性教学” 、 “反思性教师”正在日益成为教育领域的专家、学者普遍关注的研究课题。 |
| 6. | Pedagogy : knowledge and understanding of the teaching and learning process , including : appropriate strategies for teaching individuals and ( where appropriate ) groups , and awareness of different learning styles ; lesson planning , content and structure ; assessment issues and reflective practice ; teaching musicianship and instrumental / performance skills ; practice ; motivation
教学：认识并了解教授与学习的过程，包括：合适的讲课方式（单人或小组课） 、如何因材施教、课程进度、内容大纲、教学评估、互动练习、培养乐感、弹奏技巧、培养练习兴趣、激励学生，等等。 |
| 7. | The other was the initiative professionalization of individual teachers . that was the model of " reflective practice " , in which teachers were reflectors and researchers , practical knowledge of uncertainty and circumstances was the starting point of teachers " professional development
另一种是“反思性实践”的教师个体主动专业化模式：教师成为反思者和研究者，非确定性的、情景性的“实践性知识”是教师成长的基点，教师专业发展学校、新的教师专业发展方式、教师校本培训、发展性教师评价制度是这种模式的主要表现。 |
