有感於教學歷程的特殊性，以及理論與實踐結合、教師專業發展的重要性， 加上 反省思考對於提昇教學成效、促進教師專業發展的成效，普遍受到學者的認同，反省能力的 養成自 1980 年代以來即是師資培育方案的重要目標。雖然相關研究如雨後春筍般的蓬勃發 展，但卻鮮少專志於探討反省型教師於教學歷程的種種的展現。此外，教師思考雖然重要， 但並非所有對教學的思考均構成反省性教學，所謂的「反省」仍有其獨特的特質、內涵及規 準。因此倘能對反省型教師做一描摩，建立反省型教師的圖像，一來有助於教師的自我檢視 與修正；再者，亦可作為規劃提升反省能力方案之參酌。 本文即以教師的反省能力為主軸，先探討反省思考的概念內涵、反省能力對教師教學的意義 與價值；其次，剖析教學反省的內涵；繼而綜覽學者對反省型教師特質的描述，分別從教師 態度、教師能力、教師行為三方面描摩反省型教師的圖像。最後，針對如何促進教師反省能 力提出建議以供師資培育機構或教育相關單位參考。

　　　　　Recognizing the apparent appeal that the image of a teacher as a reflective practitioner has for teacher educators and noting the lack of clarity and consistency which accompanies its discussion, this paper undertake to develop a description of what a reflective teacher would "look like". This paper firstly clarifies the nature, purposes of reflective thinking and reflective teaching. Secondly, presents critical attitudes, competences and behaviors of reflective thinking to portray "reflective teachers' that can use to identify or distinguish reflective practitioners from others. Finally, offers some suggested strategies that author believe will help teachers become more reflective.