研究性学习教学模式下的教师职业能力发展路径研究

本文针对研究性学习教学模式对教师角色观念和教学能力提出的挑战,基于浙江万里学院已经实施三年多研究性学习教学模式的现实基础,通过问卷调查、访谈、调查数据的统计分析,对适应研究性学习教学模式的教师角色特征、专业能力构成和能力发展路径进行了讨论,形成了教师应是学习促进者、教学内容设计者、学术研究者的角色概念;归纳了教学设计创新能力、课堂把握能力、信息技术运用能力、科学评价能力等是教师核心的职业能力;在此基础上,提出了通过培训、合作、研究、开放等方式来提升教师职业能力的途径,为可操作的教师专业能力发展培训体系建设做了有益探索。     

面向混合学习的教师教育技术能力培训模式研究

混合学习通过整合面授教学和远程教学两种教学模式支持教师的继续教育,扩大了教师的学习机会,在时间上提供了便利。本文论述了面向混合学习教师培训模式的基本要素、学习特征及其教学设计模式,然后以深圳市中小学教师教育技术能力培训项目为例,系统探讨了面向混合学习的中小学教师教育技术能力培训课程的内容开发、教学活动设计与培训实施,并对课程的教学效果与存在问题进行了分析。     

TfU在高校教师教育技术能力培训中的应用研究

TfU是一种以"理解"为"招牌"的教学模式,强调理解的"表现观"。教学设计是教育技术的灵魂,加强教师对教学设计概念的理解是教育技术培训的一个重点和难点所在。以教学设计内容为案例,从启发性论题、理解目标、理解活动和持续性评估等TfU的四个组成部分来论述该模式在高校教师教育技术能力培训中的实际应用过程,以期对当前教学模式改革和教育技术培训工作提供借鉴。     

小学骨干教师培训的“自我教学”模式研究

"自我教学"模式突破了传统的培训教学模式,对于发展教师的教育教学能力,提高教师的教育理论水平切实可行并行之有效。这种教学模式包括"自学培训教材提出问题""集体备课思考问题""自我授课解答问题"和"分析归纳总结问题"四个阶段,以问题为主线,以教师为指导,由学员来讲授培训教材的相关内容;这种教学模式在教学实践中收到了理想的效果。     

以教育教学应用文档为纲,纲举目张——中小学教师Office应用能力培训的新思路与新方法

目前我国正在开展中小学教师教育技术能力建设,信息技术教育应用能力是教育技术能力的重要组成部分,因此研究如何有效提高信息技术教育应用能力仍是当前教师培训的重要任务。本文在分析中小学教师Office培训现状与存在问题的基础上,提出了针对中小学教师的基础与需求,基于Office教育教学应用文档案例,分层次进行Office教学应用能力培训的思路与方法,并介绍了典型培训案例的设计和新方法的实施与效果;最后提出基于教学专题活动建立案例库和开展Office教学应用培训的模式,该模式适合中小学教师教育技术(信息技术应用于教学)培训。     

美国EAP教学对我国大学英语教学的启示

美国EAP教学以提高学习者运用英语进行学术交流的能力为教学目标,选择与学习者所学专业、从事工作之相关文献作为教学内容,设置英语能力培训课程和学术能力培训课程,采用指导性教学模式和以内容为依托型教学模式.美国EAP教学经验可以为我国所借鉴,对我国大学英语教学的内容选择、课程设置、教学分段及教师合作教学有重要启示.     

融合英特尔未来教育理念 促进信息技术课程改革

新课程改革是以素质教育为核心，以建构主义和信息技术为支撑的一次重大改革。而“英特尔未来教育”是一种基于现代教育技术、以学生为中心、培训教师如何实施研究性课程和问题导向式学习的信息化教学设计，它彻底改变了过去传统的师资培训观念和模式，旨在提高教师信息素养、革新教学观念和信息化教学设计的实践能力，这是近年采在我国引进的一个全新概念的培训项目。“英特尔未采教育”的理念和新课程改革的思想一致，为高中信息教育教师探索新型教学模式提供了最佳的理论依据。     

中学STEM教师教学能力的结构模型研究

随着STEM教育的快速发展,STEM教师教学能力的构成及其关系亟待研究。基于此,文章首先在反思STEM教师教学能力相关研究的基础上,运用文献研究法和编码分析,整合了STEM教师的教学能力要素,形成了模型的维度及其内容,在此基础上构建了中学STEM教师教学能力的结构模型。随后,为更进一步探讨中学STEM教师教学能力要素之间的深层次关系,文章采用德尔菲法,对结构模型的内容进行了修改。最后,文章参考洋葱模型,形成了中学STEM教师教学能力的递进模型和互动模型,以分别体现教学能力的重要性程度和不同能力之间的相互关系,实现了结构模型的进一步完善。文章指出,结构模型可以被STEM教师作为教学设计框架用以提升教学能力,可以被学校管理者作为教学能力框架用以科学评价STEM教师,并且可以被教育行业作为教学培训设计的依据用以提升STEM教师水平。     

职业教育师资培训中合作互动式教学模式探究

随着职业教育外延、内涵的不断扩展,职业教育师资质量与需求不匹配的情况日益严重,加强职业教育师资培训,探索相应的教学模式成为迫切需要。在探讨教学模式概念的基础上,结合职业教育师资培训对象的特征,以建构主义为理论指导,从教学目标、教学内容、教学方法三个方面论述了职业教育师资培训中以教师为主导、学生为主体的合作互动式教学模式。     

森林公安情报信息培训模式构建研究

为了提高我国森林公安干警情报信息能力,各地森林公安必须根据实际情况因地制宜地制定科学的培训模式.本研究在对我国森林公安培训客观调查的基础上,科学地总结了适合我国森林公安情报信息能力培训的相关模式.研究得出,现场组织培训模式、电化教育培训模式、远程网络培训模式是适应当前我国森林公安情报信息能力培训的主要模式,通过对比分析为全国各地森林公安情报信息能力培训提供参考.     

国外科学教育中计算机模型研究进展与启示

近年来,计算机模型的广泛运用是国际科学教育的一个重要趋势,相关研究十分繁荣。文章阐述了国外科学教育中计算机模型若干研究领域的新进展,主要涉及基于计算机模型的学习研究、教学研究、评价研究以及教师研究等方面,在此基础上提出对我国相关研究的启示。     

Integrated science teaching as a challenge for teachers to develop new conceptual structures

Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching.     

The (non)making/becoming of inquiry practicing science teachers

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.     

我国高等理科教育发展现状:成就与挑战——高等理科教育改革调研专家调查分析

在高等教育扩招的背景下,我国高等理科本科教育发展面临新的挑战。为了全面准确了解现状,推进教育改革发展,"高等理科教育改革调研组"对我国高等理科专家进行了网络问卷调查案例访谈。调查发现:高等理科本科质量仍面临严峻的挑战;高等理科教育要以"激发学习兴趣,培养自主学习能力"为核心目标,建设有利于学生自主发展的条件和环境;建构整体性的学习支持体系;开创革新性的学习工具,让学生能够高效学习海量知识;相关研究要总结并标识理科人才培养模式普遍性的关键特征;加大教学资源投入的制度保障;改革教师教学激励机制,提升教师的教学研究动力和教学能力;加强专业教师的发展和培训。     

我国高校青年教师胜任力发展的困境与提升路径

高校青年教师作为教师队伍中的生力军,身负教学、科研、社会服务等多项职责于一身,其胜任力发展程度极大地影响到我国高等教育质量。然而,当前高校青年教师胜任力发展的现状却不容乐观,其中存在着不少问题有待探讨和解决。帮助他们走出困境,可以从建构青年教师实践性知识、培养反思能力、构筑学习共同体、历练教师职业韧性等方面来提升我国青年教师胜任力的发展水平。     

When rural meets urban: the transfer problem Chinese pre-service teachers face in teaching practice

Traditional teacher education’s supposed failure to prepare prospective teachers for classroom realities (the transfer problem) is a widely discussed topic in the teacher education literature. Previous studies have focused on causal relationships between teaching and such factors as pre-service teacher education programmes, contextual factors in the practicum school, and transition shock; however, most of these studies have been set in developed countries, and have paid little attention to the interactions among such factors. This study, involving 35 East China Normal University pre-service teachers, explores the transfer problem in a rural/urban divide context, discusses the possible impacts of pre-service teachers’ previous educational experience (i.e. before teacher education) on their teaching, and examines the interactions among teachers’ previous education experience, teacher education, and practicum schools.     

The Interactions of Conceptions of Teaching Science and Environmental Factors to Produce Praxis in Three Novice Teachers of Science

One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the profession. This article presents case studies of three secondary science teachers that follow them from their science teacher education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’ pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews with participants; and their action research journals. As they approached the end of their first or second year of teaching, all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching approach that was the specific goal of their teacher preparation program.     

When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators’ conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to prospective science teachers. Among a total of twenty NOS elements considered by the Chinese science teacher educators to be important ideas to be taught, five were suggested by no less than a half of the educators. They are (1) empirical basis of scientific investigation, (2) logics in scientific investigation, (3) general process of scientific investigation, (4) progressive nature of scientific knowledge, and (5) realist views of mind and natural world. This paper discusses the influence of Marxism, a special socio-cultural factor in China, on Chinese science teacher educators’ conceptions of NOS content to be taught to prospective science teachers. We argue the importance of considering ideological traditions (mainly those in general philosophy and religion) when interpreting views of NOS or its content to be taught in different countries and regions and understanding students’ conceptual ecology of learning NOS.     

The role of classroom research projects in the preparation of science teachers

Research undertaken by educational researchers based in universities has not had the desired impact on the practices of classroom science teachers. Yet Goodlad (1990) has argued that if teaching is to be recognised as a profession there is a great need for the marrying of the knowledge of the practitioner with that of the researcher. Student teachers might learn to respect the potential for such a union by undertaking minor classroom research projects during their teacher preparation programs. This paper discusses the role of research projects in pre-service teacher preparation with reference to an inquiry conducted with teacher education students. Specializations: science education, teacher learning and preparation, teaching thinking.