一线教师的培训愿景

<正>说起教师培训,不少一线教师们的心里是"爱恨交加"。"爱"的是教师培训给一线教师提高自身教育教学水平提供了机会,"恨"的是教师培训不能做到"以教师为本",满足不了一线教师的迫切需要。当前,针对一线教师所进行的教师培训多是会议式、讲座式、报告式、演讲式和网络式,主角是身为领导、专家和学者的主讲人,而本该是主角的一线教师却处于被动受训的地位。因此,在这样的教师培训过程中,一线教师参加培训的主体性、积极性和主动性往往无     

校本培训中教学案例的开发与应用研究

一、问题的提出为贯穿落实教育部关于教师继续教育的精神、推进新课程改革,我县于2005年4月启动了"校本培训"工程。培训中,大部分培训者沿袭了"专题讲座式"的方法,其结果是:作为培训者的一线教师,很难进行系统科学的阐述,其"专     

微培训下的中小学教师混合培训模式

微培训以"微"为主要表现形式,利用网络便捷地进行培训者与学员及学员间的交流互动;微培训关注教学小现象、小问题,通过微课程等方式增强教师培训实效性,实现线上与线下全新"混合式培训"模式。     

教师培训的依附性及其消解

教师在参与培训中"亦步亦趋"、"顺从附和"、"一味从师从众"等依附性现象的产生,源于社会、培训机构、培训者以及教师自身等因素,具体表现为各种依附性行为.教师培训者应在心理、制度、时间、组织上、物质等方面给予参与培训教师全方位的支持,进而消解培训的依附性,帮助教师形成自主意识,自觉自愿地投入到培训中,实现教师培训由传统型向现代型的转变.     

幼儿园教师培训需求现状分析及思考——基于对河南省幼儿教育国培学员的调查

"国培"计划既是贯彻落实《教育规划纲要》的重大项目,更是促进教师专业发展的重要途径。研究者对参加河南省幼儿园教师"国培"计划的教师进行了调查,结果发现,幼儿园教师普遍认为继续教育和在职培训是促进自身专业发展的重要途径,认为最需要接受现代教育技术、课程整合实施以及教学实践知识和技能方面的培训;青睐一线园长和教师做培训者:偏好下园观摩和听案例分析的培训方式;希望以半脱产的方式学习;主张以课堂参与和研修成果作为培训考核指标。为提高培训实效,应建立长效的培训制度,注重培训形式的多样性,提高对教师培训需求的适应性和引导性,把握教师真正的培训需求。     

论培训者自身素质对教师培训的影响

教师培训质量的保障是个系统化的工程，主要包括培训目标的确定、培训方案的制定、培训的内容和形式，以及培训者和培训经费等因素，其中培训者起着关键作用。如何提高培训者的素质和能力对今后教师培训的有效性，对实现教师培训的长久性具有深远的意义。     

论中职教师的“双技能”培训

中等职业学校教师培训的目的是提高教师专业技能水平和教学实践能力,即培训教师的“双技能”,必须树立“行为的改变”培训理念,改变纯理论教学模式,让培训教师参与到整个培训过程中来,采用企业、中职学校实践的形式,以培训者本人的即时效果和持续效果,以及培训者影响他人的扩散效果作为评价标准,构建职教师资的“双技能”培训模式。     

需求导向的农远教师培训

"农远"项目学校的教师培训者包括大学专家、部分项目学校的校长和骨干教师,以及其他相关行业的专家、学者.培训者在选择培训内容和培训方式时必须考虑项目学校教师成人学习的基本特点.在明确教师需求,确定培训起点,阐明培训目标的基础上,制定培训策略,设计培训方案,评价培训业绩.     

一线教师需要什么样的教研员

教研员是教师专业发展水平和教学能力提升的导师,现在基本上每个县都设置了教研室,负责全县的教育科研以及教师学习与培训等工作。教研员除了组织参与测评、赛课、研训等活动,更多地要在教育观念、教学思想、教研策略上给予教师指导、帮助、引领,只有"常下水""会游泳""善总结",才会深受一线教师的喜爱。"常下水"指的是教研员敢于亲自"操刀",拿起教科书和粉笔,走上讲台上课。现实中,有的教研员     

通过培训使教师成为研究者——小学数学区级骨干教师培训的启示

小学教师能否做研究,始终是一个困惑教育研究者、教师培训者与一线教师的问题。培训在小学教师的研究中到底起什么样的作用？小学教师能否成为研究者？本文结合小学数学区级骨干教师的培训行动,探讨通过合理的培训,促使小学教师成为研究者这一课题。     

教师专业化背景下特殊教育一线教师的培训现状及思考

特殊教育一线教师的素质,直接关系到特殊儿童受教育的权利和特殊教育的质量。在倡导教师专业化背景下,特殊教育一线教师的培训越来越受到有识之士的关注。本文从特殊教育一线教师的任职及其培训的现状,梳理并归纳了他的特点、主要培训形式,深入剖析了特殊教育一线教师培训中的不足,并就特殊教育一线教师的培训工作提出了建设性建议,以期为特殊教育发展及相关政策的制定提供参考。     

教师课程行动研究纲要

课程行动研究是教师为了解决自己面临的或本校必须解决的课程教学实践问题而进行的研究.其基点为寻找、发现和解决自身的课程教学问题;重心为在行动中发展课程,在研究中优化行动;具体形式有尝试性行动研究、反思性行动研究、设计性行动研究三种.具体路径有三学习、行动、思考与合作;课程理念与课程行动的双向转化生成;行动、积累、思考和总结.     

The Efficacy of Frontline Near-Peer Teaching in a Modern Medical Curriculum

Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9. © 2018 American Association of Anatomists.     

Extra-Required Service: A Radical Shift in Frontline Geriatric Caregiving

Much research examines the professional nursing practices of traditional and modern caregivers, but it remains unclear whether the delivery of extra-required services is diminished as the caregiver moves from traditional to modern community. Building on the classical works of sociologists Ferdinand Tonnies, Max Weber, and Emile Durkheim, this paper discusses traditional and modern caregiver practices to see whether extra-required services are currently being offered in city-based care settings. Using data from a purposive sample of 21 registered nurses and nursing assistants at six long-term care centers in the cities of Toronto, Ontario; Miami, Florida; and New York, New York, this paper examines registered nurses' (RNs') traditional and modern caregiving practices. Findings suggest that extra-required services are more richly provided in traditional communities than in urban city settings. Differences exist in both the form and extent of delivering extra caregiving services in the two types of settings. Implications of these finding are discussed relative to recruitment of foreign nurses.     

构建酒店管理者与一线员工的和谐劳动关系

在整个社会寻求和谐、健康发展的大环境下,酒店作为社会的一份子也要创立和谐企业。构建酒店管理者和一线员工之间的和谐劳动关系,为游客提供良好的旅游环境,是构建和谐酒店的重要内容,是促进旅游业可持续发展的根本保证。     

抗击COVID-19疫情一线护士压力知觉现状调查及分析

目的了解参加抗击新型冠状病毒肺炎疫情临床一线护士的压力知觉现状,并分析其影响因素,为制定缓解疫情抗击一线护士压力感知相关措施提供理论依据。方法采用中文版压力知觉量表(CPSS)、领悟社会支持量表(PSSS)对盐城市区参加支援湖北COVID-19疫情抗击的95名一线护士进行问卷调查,并对现状进行分析。结果95名参与COVID-19疫情抗击的临床一线护士CPSS总分为(38.11±6.88)分,PSSS总分为(38.11±6.88)分,压力感知与社会支持呈负相关(r=-0.462)。多元回归分析显示,性别、是否独生子女、社会支持水平是影响疫情抗击一线护士压力感知的主要因素。结论COVID-19疫情抗击一线护士压力知觉得分总体较高,压力较大,医疗机构管理者应采取适当的激励制度等积极有效措施,缓解其压力,改善其身心健康。     

FolFox4与Xelox一线治疗晚期大肠癌分析

目的探讨FolFox4与XElox方案一线治疗晚期大肠癌的临床疗效及不良反应。方法将晚期大肠癌患者64例随机分为两组：FolFox4组采用L—OHP85mg／m2,CF200mg／m2,5-FU1000mg／m2,2周重复1次,28d为一周期;XElox组采用L—OHP130mg／m2、每2周1次,Xeloda1800mg／（m2·d）,21d为一周期。两组都化疗164周期,记录疗效与治疗期间毒副反应。结果FolFox4组总有效率56．3％（18／32）,中位缓解期7．5月,中位生存期11月;Xelox组总有效率46．9％（15／32）,中位缓解期、中位生存期分别为7．0月、9．5月。两组在客观疗效以及中位缓解期、中位生存期方面均无显著性差异。结论FolFox4与XElox方案一线疗效晚期大肠癌客观疗效中位缓解期及中位生存期比较无显著性差异,两组毒副反应均较轻,作为一线治疗晚期大肠癌两方案均可作为首选方案,     

功能训练理念与篮球运动体能训练

体能良好是在篮球比赛中获佳绩的重要基础。然而,当前国内篮球体能训练没有得到应有的重视,存在一系列问题迫切需要解决。功能训练近几年来日益受到人们的重视,应用的领域由田径项目逐渐延伸到武术与足球等运动项目。     

The Training Evaluation Inventory (TEI) - Evaluation of Training Design and Measurement of Training Outcomes for Predicting Training Success

Training evaluation in research and organisational contexts is vital to ensure informed decisions regarding the value of training. The present study describes the development of a valid and reliable training evaluation inventory (TEI), as it does not exist so far. The objectives were a) to construct an instrument that is theoretically and empirically founded, but at the same time applicable within typical organisational constraints, and b) to include the assessment and perception of training design as a formative evaluation aspect. Based on previous research, ten scales were constructed, covering the training outcome dimensions subjective enjoyment, perceived usefulness, perceived difficulty, subjective knowledge gain, and attitude towards training, as well as the training design dimensions problem-based learning, activation, demonstration, application, and integration. Reliabilities of the scales were satisfactory. Data from two training studies show that the training outcome dimensions were related to external training outcome measures, underlining the validity of the TEI. Two survey samples were used to predict training outcomes based on training design. Demonstration, application, and integration emerged as the most important design dimensions. The TEI is applicable in both training research projects and in organisational contexts. It can be used for formative and summative training evaluation purposes.     

Training

The problems and apparent contradictions analyzed in the following article for the English situation will strike anyone connected with teacher training as familiar phenomena. The solutions offered deserve attention and experiment. The article by Professor Leslie R. Perry, of the University of Warwick, is based on a paper read to the A TCDE Education Section in January 1969 and was published in Education for Teaching in the summer 1969 issue. It aroused such lively interest and discussion that the demand for the issue soon exceeded the available supply. We are glad to reprint this article—with the consent of the author and the journal editor-for our readers' consideration in the context of the international perspectives on common problems in teacher training.