谈幼师学生视唱能力的训练

视唱是幼师音乐课中的一门基础课程。视唱的目的在于训练学生的读谱能力 ,培养学生的音准、节奏感和乐感 ,为学习声乐、器乐打好基础。本文针对幼师学生的特点 ,结合自己的教学实践 ,对幼师学生视唱能力的训练 ,提出了有益的建议和方法     

Teacher Appraisal in Special Schools

From September onwards the phased introduction of teacher appraisals will begin in schools. So far, in the six areas where DES pilot schemes are being run, special schools have not been to the fore. In this article, however, the authors concentrate on issues which are relevant to special schools. They draw on a survey of 32 headteachers in special schools in the north west of England and also suggest some guidelines for an effective and fair system. Kath Williams is deputy head, Underlea Special School, Liverpool, and Ian Petrie is a lecturer in special education at Liverpool University and honorary editor of this Journal.     

美国的教师职业发展学校

美国的职业发展学校（ＰＤＳ）兴起于八十年代中期,是由大学教育学院与中小学或学区合作创办的一种新型学校,其主要目的是改善大学师范教育的培训计划和给予在职教师职业发展的机会。职业发展学校在美国发展迅速,并得到了美国众多全国性专业组织的肯定与支持。全美教育革新网络（ＮＮＥＲ）和全国教育协会（ＮＥＡ）正致力于ＰＤＳ的网络建设,以加强合作与交流。本文对此予以介绍。     

从幼儿园数量扩张谈高职儿童卫生保健课程教学改革

随着国家对学前教育的高度重视,各地幼托机构数量的迅速递增,造成幼儿园从教人员的短缺,特别是能承担农村保教工作的人员严重不足。为使学前教育专业学生能顺利承担农村幼儿园保教工作,高职学前教育专业中学前儿童卫生保健课程应从强化学生职前教育、提高学生学习兴趣、编写校本教材、构建双师型教师队伍建设等方面做全面的改革应对。     

Student Teacher Efficacy in Inner-City Schools

The resolution of five middle-class student teachers' conflict and growth toward efficacy during their year interning in an inner-city school is described in this qualitative study. Analysis of 4 interviews, 12 written reflections, and 7 transcribed group discussions revealed a sense of culture shock felt by interns upon entering the inner-city schools. In particular, their concerns focused on problems in the children's home lives. Aggravating their worries were the normal concerns of student teachers about getting along with their collaborating teachers and their students and coping with doubts about their own abilities and values. Growth in self-efficacy began as the interns attempted to manage problems and take risks.     

师幼对话中教师的话语水平及面临的挑战

师幼对话的水平会深刻影响幼儿的语言能力与认知能力的发展。针对现实中师幼对话存在的问题,教师可以充分利用阅读、游戏、就餐等场合,引导幼儿与教师、幼儿与幼儿之间进行富有挑战性的对话,以更好地促进幼儿的发展。     

追问有效的课改--一种立足于现实的幼儿园课改的价值取向

探讨课改的有效性问题是新一轮幼儿园课改得以健康、可持续进行的必然要求.课改看似是在本体论与工具论两种不同的教育价值观间作"钟摆",而实质上是一种"螺旋式"的上升.现实的课改应走"扬弃"与"整合"之路,在课程实施上应着重处理好目标模式与过程模式的关系,并明确课程类型的设置与课时的安排.     

Teacher Perception of Play: In Leaving No Child Behind Are Teachers Leaving Childhood Behind?

The value of play seems inherent to the understandings of early childhood, but teachers of young children in the elementary grades have rarely been studied as to their attitudes toward play (Wing, 1995). The research explored teacher perceptions of the role of play in learning and the implications for practice. The study involved 4 first-grade teachers from 2 diverse socioeconomic school settings. The pheno-menological work followed a qualitative format of interview with an analysis of related documents. Although the instructors held a common value for play in the development of young learners, they did not make a corresponding provisions for such in their classrooms with the exception of 1 participant. Varying perceptions of the definition and place of play resulted in differing levels of willingness to include child-initiated play that were spawned within the educational contexts. These perceptions led to the inductively realized outcome variables of instructional goals, student products, and classroom climate. Dewey's (1916) view of work and play, Bredekamp and Rosegrant's (1995) Continuum of Teacher Behaviors, and Ajzen and Fishbein's (1980) theory of reasoned action provided frameworks for deductively understanding the teachers' instructional decisions.     

浅谈师范生与教师角色的接轨点

师范院校的毕业生走上工作岗位之际,决有角色对接问题,即由学生变成教师,经理论验证和实践方面考查,主要从角色的心理准备,角色的环境适应,角色的知识扩充,角色的技能完善四个方面来完成。     

Children,Television and Learning in Nursery and Infants’ Schools

Whether young children learn from television is a contentious issue. Some people believe that learning takes place through the very fact of watching a television picture while others feel that young children view passively. The child as an individual, the purposes for using television and the facilities at a teacher's disposal are rarely taken into account within the considerations. This paper argues that attention needs to be given to levels on mental development, interpretation of curriculum and resources available when children, television and learning in nursery and primary schools are examined.     

The Nature of Teacher Shortages in Secondary Schools

This paper draws on a study which was made possible by a Visiting Fellowship of St Cross College, Oxford and a Research Associateship of the Department of Educational Studies, University of Oxford, for the year 1980‐81. The study was based on 22 comprehensive schools and their ten local authorities over a wide area of the country. The views in this article are entirely the author's and are not necessarily those of HM Inspectorate or the DES.     

民办学校教师管理中的情感激励

激励是管理心理学的一个概念,情感激励是其中的一项重要内容。民办学校作为市场经济的产物,其民营性质的经济基础决定了它在对教师的管理实践中会有不同于公办学校的特殊经验。基于此特点,本文对民办学校教师管理中的情感激励功能、情感激励途径作了阐述,并对如何实践情感激励提出了自己的看法     

Learning Networks in German Schools and Teacher Education

In the nationwide project “Schulen ans Netz” in Germany a network will be created to give a support for information, communication and collaboration of schools, universities and institutes. In the IKARUS project at the University of Dortmund a multimedia learning environment is being developed and evaluated to educate teacher students on the topic of Information and Communication Technology. It integrates the information, communication and collaboration aspects of the media in a study laboratory.     

少数民族幼儿园民汉双语教学实施问题探讨

少数民族幼儿园民汉双语教学对少数民族幼儿的习惯养成、智力开发以及接受进一步的学校教育,促进身心发展和民汉正常交往,均具有重要的基础意义,同时也是民族教育的奠基工程和目前发展少数民族地区教育亟待研究的迫切问题.当前少数民族幼儿园民汉双语教学实施主要存在以下问题:教师对双语教学目标的认识存在偏差;教学内容的选取具有片面性;教师双语水平和教学能力有待提升;班额较大,民汉双语教学的组织形式单一;教师对教学活动的反思不足.改进少数民族幼儿国民汉双语教学实施应:确立科学的少数民族幼儿园民汉双语教学目标;选择正确的实施途径,合理选取并开发双语教学内容;建立一支具备良好师德、专业知识与能力的双语师资队伍;缩小班额,采用灵活多变的教学组织形式;建立评价与激励机制,鼓励教师进行教学反思.     

教育公平视角下的师幼对话教学

师幼对话教学是近年来幼儿教育领域讨论较多的一个话题,它是一种弘扬主体性的、人性化的新型教学模式.但是,在当前的教育实践中,师幼对话的开展深受各种因素的影响和制约.从教育公平的视角对师幼时话教学进行理性审视,并进而为公平、合理的师幼对话教学实践模式的构建作一点探讨.     

论幼儿教育中平等的师幼关系

师幼关系是教育过程中最基本的、最重要的人际关系。但在实际教育过程中,教师与幼儿往往处于一种不平等的地位,这种师幼关系直接影响着幼儿的发展,影响着教育效果。平等的师幼关系是指师幼双方基于对人格、地位及主体权利的尊重,在合作意向上的交往关系。平等的师幼关系对幼儿认知、情感、社会性、心理健康有着积极的影响。在创建平等的师幼关系的过程中所应注意五个方面的问题。     

How Teaching Conditions Predict Teacher Turnover in California Schools

A number of studies have found that teachers are prone to leave schools serving high proportions of low-achieving, low-income, and minority students for more economically and educationally advantaged schools. In schools with very high turnover rates, this can pose a number of challenges, including lack of continuity in instruction, lack of adequate teaching expertise for making curriculum decisions and providing support and mentoring, and lost time and resources for replacement and training. If high rates of turnover are caused largely by student characteristics, then policy strategies to correct the problem are limited. However, due to data constraints, little research has sought to disentangle the effects of student demographic factors from occupational factors such as salaries and working conditions that may also influence turnover and are amenable to policy interventions. Using California teacher survey data linked to district data on salaries and staffing patterns, this study examines a range of school conditions as well as demographic factors and finds that high levels of school turnover are strongly affected by poor working conditions and low salaries, as well as by student characteristics. Although schools' racial compositions and proportions of low-income students predict teacher turnover, salaries and working conditions-including large class sizes, facilities problems, multitrack schools, and lack of textbooks-are strong and significant factors in predicting high rates of turnover. Furthermore, when these conditions are taken into account, the influence of student characteristics on turnover is substantially reduced.     

中小学教师职业生涯发展与教学工作激励——来自中国农村的经验

传统的教育经济学观念认为,教师的受教育水平是有价值的,较高的受教育水平往往可以带来较高的经济收益,从而促成教师较好的工作激励和积极性。但是关于发展中国家教师经济收益的研究结果并没有很好地支持这一观念——越好的教师可以得到越高的工资。教师如何在整个教学过程中发挥作用,这是分析教师教学行为与教学质量的一个非常重要的问题。那么,在教师薪酬激励失效或者无法实施的情况下,从教师职业发展、职业生涯的角度进行教师的教学工作激励研究显得更为重要。基于中国农村数据的经验分析结果表明,农村中小学教师的工资主要取决于教师的教龄和职称,而与教师个人的教学质量没有直接的显著相关性;良好的教师职业生涯发展可以提高教师工作的积极性和努力程度,从而提高教师的教学质量和学生的学业成绩。教师学历提高的时间越短、速度越快、学历提高增长值越大、教师积极地参与教学研究,那么教师所教学生的学业成绩提高的越快;对于不同年龄段教师的分析表明,教师职业发展对提高教师教学质量的有效性,在40岁之前较为突出,这在25岁到30岁年龄段体现得更为明显。因此,虽然良好的教师职业发展作为一种教学激励,可以提高教师的教学质量,但这种有效性是有年龄阶段限制的。可以判定,在农村地区中小学教育系统中形成的、通过教师职业生涯发展体现的教学激励,能够提高教师的教学质量和学生的学业成绩,这是在薪酬激励失效后,较为有效的一种教学激励,是值得赞许和推广的。