第一个是教育系统中管理人员的支持，使教师能够理解反思性实践的要求及其与教学的关系。
The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students.
文献分析表明，国外学者从反思思维、实践认识论和批判理论三种不同的视角提出反思性教学。
The analysis of documents shows that reflective instruction has been put forward by foreign scholars from three perspectives of reflective thinking, practical epistemology and critical theory.
反思性教育实习是以反思性实践和反思性教学理论为指导的教育实习新模式。
The reconsidering teaching practice is a new pattern which takes the reconsidering practice and the reconsidering teaching theory as the instruction.
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。
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.
以社会建构主义学习理论为基础，基于教学主题的工作坊研习模式，体现了参与式培训与反思性实践的基本理念。
The topic-based workshop mode is based on the social constructivism learning theory and embodies the idea of participatory training and reflective practice.
教师教学档案袋评价作为发展性教师评价的一种方式，是在教育要求教师成为反思性实践者这样的背景下应运而生的。
Teaching portfolio assessment as one of professional development model of teacher assessment, was created in such a background that teachers have been required to be reflective practitioners.
在《反思性教学》《实践教育学》《理解教育论》等著作中，我们能看出一种有特色的实践教育学。
In the works like the Reflective Teaching, the practical pedagogy and on the Understanding of Education, we can see a characteristic practical pedagogy.
反思性教学逐渐成为影响当今世界各国的教育实践的强劲教学思潮。
The reflective teaching has gradually become a strong teaching ideological trend which influences the educational practice of contemporary countries in the world.
文献分析表明，国外学者从反思思维、实践认识论和批判理论三种不同的视角提出反思性教学。
The reflective thinking and teaching theory was an important part of the system of Dewey s educational thoughts.
文献分析表明，国外学者从反思思维、实践认识论和批判理论三种不同的视角提出反思性教学。
The reflective thinking and teaching theory was an important part of the system of Dewey s educational thoughts.
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