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Educational Philosophy Statement-教育哲学声明
教师的角色几乎不能低估了在教育过程中。很明显,教中扮演重要角色的塑造在学习的过程和学生的个性和文化身份。事实上,教师都具有一定的权威,这一点非常非常重要——他们用这权柄,促进有效的均衡发展学生。为了实现这一目标教师要发展自己的教育理念,不仅能帮助他们教,但更重要的是,要学。
首先,应该指出,教师的观点可能下形成的不同因素的影响,但它可以区分两种最重要的构成要素,他们的哲学。一方面,教师的行为,他们的行为真正能定义他们的哲学,因为他们有某种模式的行为,习惯,他们往往不能改变,但有时他们应该改变为了建立一套真正有效的教育理念。在这样的情况下,这是很重要的考虑另一个重要的因素,即老师思考他们的行为,因为它是反思自己的行为不仅可以改变教师行为,但是他们的教育哲学逍遥法外。显然,他们应该非常关键性的分析他们的行为,并试图尽可能作为客观评估以选择的方向是正确的,在他们的教育哲学的发展。这样一来,教师,能够对学生的行为和想法,应该发展他们的教育理念的基础上,这些重要的元素之一。
基本上,有必要强调,存在两种可能的方法教育理念的发展。首先,它可能发展教育哲学在行动。它意味着一个老师能反映在他/她的行为;而他/她是做一些动作和分析它立即。例如,老师可以扫描,教室里上课时通过询问学生为了查明是否教训或讨论的问题是有趣的。在分析接收到的信息,一个老师可以改变他/她的行为或继续学习的话,它运行成功。
然而,这是一个相当短期的做法是错误的,因为它提供了一个机会去学习的现状和分析只有当前的行为是教师,并评估是否有效与否,非对即错。与此同时,它不提供机会分析与深度的情况,因此,它几乎是不可能完全了解学生的反应对教师行为和经常是很难选择最有效的方式与行为立即。
在这样的情况下,另一个策略的教育哲学的发展可能是很有效的。什么是这里的发展是教师教育理念的基础上,分析了他们过去的行为。跟以往的方法,这一个意味着老师不分析现状在教室里,比如,但是,相反,试图客观评价他们过去的行为和举动,他们考虑他们所做的事,无论它是对是与否,也许是他们可以更好的方法对给定条件下的表演。在分析他们的过去的行为、教师得到一个极好的机会有一个更大的观点及其对工作和行为,客观、更深刻地分析。这自然会开启发展机会的长远策略和一般的有效性分析教育哲学的长远发展。
很明显,这两种方法都可以很有效的教育哲学的发展,但真正的专业老师宁愿采用两种的人只专注于一个方法。事实上,这样的组合简直是必不可少的,因为它是重要,老师可能会改变他/她的行为,提高立即在具体情况,根据具体情况,但他/她也需要能够做了一次深刻的战略分析他/她的行动,以揭示更为深刻的细节上能保持注意简要分析在一个教训,例如。#p#分页标题#e#教育哲学论文
然而,它可能认为,无论教师使用的方法对于培养学生的教育理念,必须记住他们是负责他们的学生,不仅在当前时刻,但对其进一步的生活因为或不自觉学习,教师和学生逐渐受到他们的行为、行动、思想、观念和哲学逍遥法外。
参考书目:
1。“什么形状的个人哲学教育教师吗?”
The role of teacher can be hardly underestimated in the process of education. It is obvious that teaches play an important role in the learning process and shaping of students personality and their cultural identity. In fact, teachers possess certain authority and it is extremely important that they used this authority effectively and contributed to the balanced development of students. To achieve this goal teachers need to develop their own educational philosophy that would help them not only to teach but, what is more important, to learn.
First of all, it should be pointed out that teachers’ philosophy may be shaped under the impact of different factors but it is possible to distinguish two the most important constituent elements of their philosophy. On the one hand, it is the actions of teachers, their behavior that can really define their philosophy since they have certain models of behavior, habits that they often cannot change but which sometimes they should change in order to develop a really effective educational philosophy. In such situations it is very important to take into consideration another important factor, namely what teachers think about their actions because it is the reflection on their actions can change not only teachers’ behavior but their educational philosophy at large. Obviously, they should be very critical in the analysis of their actions and attempt to assess them as objectively as possible in order to choose the right direction in the development of their educational philosophy. In such a way, teachers, being able to impact on students by their behavior and ideas, should develop their educational philosophy on the basis of these essential elements.
Basically, it is necessary to underline that there are two possible ways to the development of educational philosophies. First of all, it is possible to develop the educational philosophy during the action. It means that a teacher can reflect on his/her behavior while he/she is performing some action and analyze it immediately. For instance, a teacher can scan the situation in the classroom during the lesson by questioning students in order to find out whether the lesson or the problem discussed is interesting for them or not. On analyzing the received information, a teacher can change his/her behavior or continue the lesson if it runs successfully.
However, this is rather a short-term approach since it provides an opportunity to learn only the current situation and analyze the current behavior of teachers and assess whether it is effective or not, right or wrong. At the same time, it does not provide the opportunity to analyze the situation in depth and, consequently, it is practically impossible to fully understand the reaction of students on teachers’ behavior and often it is quite difficult to choose the most effective ways of behavior immediately.#p#分页标题#e#教育哲学论文
In such situations, another strategy of the development of educational philosophy may be quite effective. What is meant here is the development of teachers’ educational philosophy on the basis of the analysis of their past actions. Unlike the previous approach, this one implies that teachers do not analyze the present situation in the classroom, for instance, but, instead, attempt to objectively evaluate their past actions and behavior, they take into consideration what they did and whether it was right or not, or probably their could be better ways of acting in the given situation. On analyzing their past behavior, teachers get an excellent opportunity to have a larger view on their work and behavior and objectively and more profoundly analyze it. This will naturally open opportunities for the development of the long-term strategies and the analysis of the general effectiveness of educational philosophy in the long run.
Obviously, both approaches could be quite effective in the development of educational philosophy but the real professional teacher would rather apply both of them than focus on one approach only. In fact, such a combination is simply essential since it is important that the teacher could change and improve his/her behavior immediately in the concrete situation depending on the circumstances but he/she also needs to be able to make a profound strategic analysis of his/her actions in order to reveal more profound details that can remain unnoticed on a brief analysis during a lesson, for instance.
Nevertheless, it is possible to conclude that, regardless the approaches teachers use in the development of their educational philosophy, it is necessary to remember that they are responsible for their students and not only at the present moment but for their further life as well because consciously or not students learn from teachers and gradually are influenced by their behavior, actions, thoughts, ideas and philosophy at large.
Bibliography:
1. “What Shapes Teachers’ Personal Philosophy in Education?”
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