Writing reflectively

沉思地写作

Reflective writing at university

大学里的反思写作
Many university courses require students to engage in More than merely summarising what happened, it
reflective writing tasks to help them analyse practice and involves critically evaluating such experiences, thinking
theory, and consider their own place in that context. about the connection between theory and practice, and
许多大学课程要求学生从事反思性写作任务， linking these ideas with what you have learned from your
coursework and reading and elaborating on it. It also
以帮助他们分析实践和理论，并考虑自己在这 asks you to reflect on what you have taken out of the
种情况下的地位。 experience in order to further inform practice.
不仅仅是总结发生了什么，它还包括批判性地
Reflective writing may be required for such things as
professional portfolio entries; learning journals; logs or 评估这些经验，思考理论和实践之间的联系，
workbooks; part of personal or professional profiles; 并将这些想法与你从课程作业和阅读中学到的
evaluating project work or practical work (e.g.
placements) or directed assessments. 知识联系起来，并详细阐述它们。它还要求你
可能需要进行反思性的写作，例如专业的档案 们反思你们从经验中得到了什么，以便进一步
记录;学习日志;日志或工作簿;个人或专业档案 告知实践。
的一部分;评估项目工作或实际工作(例如植入) Reflection goes far beyond just describing what we do,
或定向评估。 to thinking about why we do things and to whether they
have gone as we thought they would, why we think they
may have worked well, and how we might do them
What is reflective writing? differently next time (Brookfield, 1995).
什么是反思性写作？ 反思远远不止是描述我们做了什么，而是思考
Reflective writing requires you to look 我们为什么做事情，事情是否如我们所想的那
back at (reflect on) an experience or 样发展，为什么我们认为它们可能运作良好，
situation and offer your perspectives 以及下次我们可能如何做得不同(布鲁克菲尔德，
on it. 1995 年)。
反思性写作要求你回顾(反思)一段经历或情景，
To do this effectively, we need to take the perspective of
并提供你的观点。 an ‘external observer’.
Reflective writing is about analysing, reconsidering and 为了有效地做到这一点，我们需要从一个“外部
questioning experiences within a framework, e.g. in 观察者”的角度出发。
Education, applying learning theory to a classroom
experience, or in Medicine, reflecting on your clinical
approach to a patient.
Reflecting on practice
反思实践
反思性写作是在一个框架内分析、反思和质疑
经验，例如在教育领域，将学习理论应用于课 Reflective writing may ask you to consider the link
between theory (what you study, discuss and read
堂经验，或在医学领域，反思你对病人的临床 about at university) and practice (what you do, the
治疗方法。 application of the theory in the workplace). Reflection on
practical contexts enables you to explore the relationship
Reflective writing encourages you to consider why things between theory and practice in an authentic and
occur, to evaluate situations and to apply critical thinking concrete way. Examples:
and problem solving skills. It gives you practice
反思性写作可能会要求你考虑理论(你在大学学
反思性写作鼓励你思考为什么事情会发生，评
习、讨论和阅读的东西)和实践(你做什么，理
估情况，运用批判性思维和解决问题的技巧。
它给你练习的机会 论在工作场所的应用)之间的联系。通过对实践
环境的反思，你可以真实而具体地探索理论与
实践之间的关系。例子:
at self-analysis: considering what n
occurred, what worked, what didn’t e
and what you might do differently x
 t time, with the aim of learning from the experience. 1) Education reflection on a placement class:
自我分析:考虑什么发生了，什么起作用了，什 1)就业班的教育反思:
么没起作用，以及下次你可能会做什么不同， Yesterday’s class brought Vygotsky’s concepts of
scaffolding and the ‘significant other’ into sharp  Links theory
目的是从经验中学习。 focus for me. Without instruction, ‘Emily’ was able to practice.

to scaffold ‘Emma’s’ solving of the Keystone Puzzle 理论联

Writing reflectively: it is about without directing her or supplying her with the
系实际。
answer – she acted as the ‘significant other’. It
you – putting the ‘i’ in reflection really highlighted for me the fact that I do not 
 Clearly states
深思熟虑地写:这是关于你——把“我”放在反 always have to directly be involved in students’ where learning
learning, and that students have learning and occurred
思中 knowledge they bring to the classroom context. 清楚地
Academic writing tasks usually require you to support 昨天的课让我对 Vygotsky 关于脚手架 说明了
your main points with references to literature and take an 和“重要的另一半”的概念有了清晰的 学习发
objective perspective largely without personal ‘I’ or ‘me’
references. Reflective writing, by contrast, involves 认识。在没有任何指示的情况下，“艾 生的地
学术写作任务通常要求你参考文献来支持你的 米丽”能够帮助“艾玛”解决楔形拼图问 方
主要观点，并且在很大程度上采取客观的观点， 题，而不需要指导她或提供答案——
而不是个人的“我”或“我”参考。相比之下，反 她扮演了“重要的另一半”的角色。对
思性写作包括 我来说，这真正突出了一个事实，那
就是我并不总是直接参与学生的学习，
学生们有他们带到课堂上的学习和知
识。
recording your views, reactions, impressions or 2) Environmental Sustainability reflection:
observations, using ‘I’ and other personal pronouns. 2)环境可持续性反思:
记录你的观点，反应，印象或观察，使用'我'和 The lectures and tutes this semester have
broadened my views of what sustainability is and  Clearly states
其他人称代词。 the different scales by which we can view it. I
where learning
occurred
learned that sustainability is not only something
In reflective writing, the use of ‘I’ is not that differs at an individual level in terms of how we 清楚地
only acceptable, but expected. approach it ourselves, but also how it differs in
scale. We might look at what we do individually to
说明了
在反思性写作中，“我”的使用不仅是可以接受 act sustainably, such as in what and how we 学习发
recycle, but when we think about how a city or state
的，而且是可以预期的。
does this, we need to consider pollution, rubbish 生的地
Reflective writing, however, needs to be more than a collection and a range of other systems that point to
description of your observations or thoughts, or a simple sustainability on a much larger scale. 方
summary of what happened in a situation. E.g.: 这个学期的讲座和课程拓宽了我对可 
 Elaborates

然而，反思性写作需要的不仅仅是描述你的观 持续性的认识，以及我们可以从不同 on key issues

阐述关
察或想法，或者简单地总结在某种情况下发生 的角度来看待可持续性。我认识到，
了什么。例如: 可持续性不仅仅是个人层面上我们自 键问题

In yesterday’s class ‘Emily’ helped ‘Emma’ solve the Keystone 己处理问题的方式不同，而且在规模  Gives
examples
Puzzle, which is great as she had not been able to do it before.
上也有所不同。我们可以看看我们个 举例
在昨天的课上，艾米莉帮助艾玛解决了基斯通
人为了可持续发展所做的事情，比如 说明
拼图，这很棒，因为她以前从来没有做到过。
我们回收什么以及如何回收，但是当
我们思考一个城市或国家是如何做到
这一点的时候，我们需要考虑污染，
垃圾收集以及一系列其他系统，这些
系统指向了更大范围的可持续。

Academic Skills
学术技能
www.services.unimelb.edu.au/academicskills • 13 MELB • academic-skills@unimelb.edu.au
Www.services.unimelb.edu.au/academicskills •13 MELB • academic-skills@unimelb. edu.au
Go for excellence
追求卓越
You are generally required to de-identify actual people The actions (verbs) are usually those of expressing
you have observed or dealt with on placement or work feelings and thoughts, e.g. felt, thought, considered,
experience. You can do this by using ‘pseudonyms’ experienced, wondered, remembered, discovered,
(other names, not real ones), initials or even numbers, learned E.g.:
so that real identities are withheld. E.g. It was great to 动作(动词)通常是表达感情和想法的动作，例
observe ‘Kate’ try to … / I observed G’s reaction to
this … / Student 4 felt that this was … 如:
你通常被要求去辨认那些你在工作安排或者工 On the ward rounds yesterday, I felt Mr G’s mobility had
作经验上观察或者处理过的人。你可以通过使 noticeably improved from last week. This may be due to the
altered physio program we have implemented and it
用“假名”(其他名字，不是真名)、首字母甚至 allowed me to experience a real feeling of satisfaction that
I had made a real difference.
数字来做到这一点，这样就不会暴露真实身份。
在昨天的查房中，我感觉 g 先生的行动能力
例如:。很高兴看到‘Kate'试图.../我观察到 g 对
比上周有了明显的改善。这可能是由于我们
此的反应.../学生 4 觉得这是..。
实施的改变了的物理治疗计划，它让我体验
Note that the style in both of these examples is quite
到了一种真正的满足感，我做出了真正的改
simple and direct. Also note that ‘Vygotsky’ is not cited
as it part of reflection where the focus of the writing is on 变。
the application, not an exploration, of theory. Reflective
writing at times will require you to reference sources When reflecting, as in ‘standard’ academic writing, the
when the focus is more on the theory (see next section). language is usually cautious with tentative words such
as may, perhaps or might. See use of ‘may’ in the
请注意，这两个示例中的样式都相当简单和直
previous example.
接。还要注意，《维果茨基》并没有被引用， 当反思的时候，比如在标准的学术写作中，语
因为它是反思的一部分，写作的重点是理论的 言通常是谨慎的，使用试探性的词汇，比如
应用，而不是探索。反思性写作有时需要你参 may， perhaps 或 者 might 。 参 见 前 面 例 子 中
考资料来源时，重点是更多的理论(见下一节)。 “may”的用法。

Reflecting on theory
对理论的反思 Checklist: questions to ask
Another form of reflective task may be purely theoretical,
yourself about your reflection
where you are asked to consider texts you have read, or 清单:问自己一些关于你自己的倒影的问
ideas you may have discussed in tutorials, and reflect on
题
them. This form of reflective writing is more of a
theoretical / ideas-based response paper and will likely In order to check if you have actually reflected with
require some referencing. E.g.: depth, rather than merely summarised, it may help to
另一种形式的反思任务可能是纯理论性的，你 ask yourself the following questions:
被要求考虑你读过的文章，或者你可能在教程 为了检查你是否真正用深度思考，而不是仅仅
中讨论过的想法，并对它们进行反思。这种形 概括，这可能有助于问自己以下问题:
式的反思写作更多的是一个理论/想法为基础的  What happened? Have I provided detail about this?
回应文件，可能需要一些参考。例如: 发生了什么事?我有提供细节吗？
Comparing the approaches of Mayr and Ulich  Clearly states 经表明了什么
(2009) and Laevers (2005) to what 'wellbeing' where learning
means for the early childhood setting was very occurred
illustrative in that I discovered they seek to 清楚地
do similar things but within different frameworks.
Analysing the two constructs highlighted that 说明了
the detail in Mayr and Ulich’s framework
provided a much richer framework in defining 学习发
and measuring wellbeing than Laevers’ does.
比较迈尔和尤里奇(2009 年)和拉瓦 生的地
斯(2005 年)的方法对于早期儿童环 方

境的“幸福”意味着什么，这非常能  References
correctly
说明问题，因为我发现他们寻求做 正确引
相似的事情，但在不同的框架内。
用
对这两个概念的分析突出表明，在 
 Considers
定义和衡量幸福感方面，迈尔和乌 what the theory
has shown
里希框架中的细节提供了比拉瓦斯
考虑一
更为丰富的框架。
下这个
理论已
 Is it about the experience or me? 有没有 ng? What did I learn or get out of this experience?

是经验还是我？ 什么“灯 学习?我从这次经历中学到了什么？

 What critical moments or events occurred?

泡”时刻  What positives can I take out of this? Why?
发生了什么关键时刻或事件？ 导致了 我能从中得到什么积极的东西?为什么？
le  What were the negatives? Why? What would I
 Were there any ‘light bulb’ moments which ar
led to 否定的是什么?为什么?我会怎么做
ni
If the emphasis is on your interpretation of theory, it may change next time?
be enough to mention (not cite) the source. E.g.:
下次换衣服？
如果重点在于你对理论的解释，那么仅仅提及
(不引用)来源就足够了。例如:  Was there evidence of theory in practice? How?
理论在实践中有证据吗?如何证明？
Diamond proposes that human exploitation of Refers to
the environment led to societal collapse in the theorists  How can I explain this situation?
area as a result of resource depletion.
Considers 我该怎么解释这种情况呢？
However, Hunt argues that that a range of what the theory
factors, including introduction of new fauna, has shown
may have led to this. What I learned from this
was …
Works cited
Language features of 引用作品
reflective writing Brookfield, S. (1995). Becoming a Critically Reflective
反思性写作的语言特征 Teacher. Oxford: Jossey-Bass Publishers.

You can / should refer to yourself through the use of

布鲁克菲尔德(1995)。成为批判性反思型教师。
personal pronouns when reflecting on experiences or 牛津:Jossey-Bass 出版社。
expressing opinions. E.g.:
你可以/应该在回顾经历或表达观点时使用人称 Further resources
代词来称呼自己。例如: 更多资源
I conducted the first class with the mentor teacher and we Gillet, A., Hammond, A., & Martala-Lockett, M (2009).
took the students through the activity. It seemed to me it 吉列，a，哈蒙德，a，&马塔拉-洛克特，m(2009)。
was successful at first, however, after discussing it with my
Successful academic writing. London: Pearson Education.
mentor, I realised that …
成功的学术写作。伦敦:培生教育。
我和导师一起主持了第一堂课，我们带领学
生参加了活动。在我看来，一开始是成功的， Hillkirk, K., Tome., J, & Wandress, W. (1989). Integrating
reflection into staff development programs. Journal of Staff
然而，在与我的导师讨论之后，我意识到.....。 Development.10:54–8.
References to people (i.e. I, me, you, we) are removed Tome.，j，&Wandress，w.(1989).将反思纳入员
or less frequent when referring to the theory. E.g.: 工发展计划。员工发展杂志》10:54-8。
当涉及到这个理论时，提到人(即我，我，你，
Robertson, K. (2005). Reflection in professional practice
我们)的次数会减少。例如: and education. Australian Family Physician. 34(9),
September.
Analysing the two constructs highlighted (for me) that the
detail in Mayr and Ulich’s framework provided a much 罗伯逊(2005)。职业实践与教育中的思考。澳大
richer framework …
利亚家庭医生。9 月 34 日(9 月)。
分析这两个结构(对我来说)突出表明，Mayr
University of the Arts London. (2007). Visual Directions.
和 Ulich 的框架中的细节提供了一个更加丰 Guidelines on Reflective writing. Retrieved from
富的框架..。 http://www.arts.ac.uk/cetl/visual-
directions/flash/reflective/flash_reflective_textversion.htm
The ‘for me’ reference is not needed as the emphasis, in 伦敦艺术大学。(2007 年)。视觉导向。关于反思
this case, is on the content not on you.
这里不需要“forme”这个参考，因为这里的重点 性写作的指南。检索自
http://www.arts.ac.uk/cetl/visual-
是内容，而不是你自己。
directions/flash/reflective/flash_reflective_textversio
n.htm

Academic Skills
学术技能
www.services.unimelb.edu.au/academicskills • 13 MELB • academic-skills@unimelb.edu.au
Www.services.unimelb.edu.au/academicskills •13 MELB • academic-skills@unimelb. edu.au
Go for excellence
 追求卓越
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