教学指导：促进初任教师专业发展的有效途径

初任教师入职阶段是教师专业发展的关键环节。在这一阶段，安排有经验的教师对其进行教学指导，是促进初任教师专业发展的有效途径之一。文章主要论述教学指导在教师专业发展过程中的作用、教学指导的特点，以及成功教学指导计划的标准等。     

The University of the Twenty-First Century: From Blueprint to Reality

During the 1990s, a typical theme of a conference on the role of the university was "the university of tomorrow". Now, however, tomorrow has arrived, and universities are undergoing very powerful stimuli to transform themselves. The principal driving forces are the development of knowledge societies and economies, the all-pervasiveness of the information technologies, globalization, and the debate on the public or private nature of higher education. These forces generate a myriad of responses that, while defying the elaboration of blueprints, call for constant change and diversity.     

合作-竞争教学：专业发展训练的有效方法

随着高等教育大众化时代的到来,专业发展训练成为现代大学关注的焦点.合作学习有助于大学生的专业准备训练,但在实践教学中由于各种因素的影响并没有真实地发挥作用.文章认为,竞争性的合作教学,即合作-竞争教学可以弥补这一遗憾,成为一种更为有效的教学选择.     

基于有效教学的教师专业发展平台建设

教学有效的关键在教师,加强教师专业发展平台建设,是推进有效教学实践的支撑性工程,而健全教师专业研训组织体系、完善教师专业研训运行机制、丰富教师专业研训实践方式,是实施这一支撑性工程的三项重要举措。     

基于有效教学的教师专业发展平台建设

教学有效的关键在教师,加强教师专业发展平台建设,是推进有效教学实践的支撑性工程,而健全教师专业研训组织体系、完善教师专业研训运行机制、丰富教师专业研训实践方式．是实施这一支撑性工程的三项重要举措。     

课堂教学案例开发：教师专业成长的有效载体——新课程背景下践行陶行知教师学习观的探索

现代学校发展和竞争的核心是教师的素质,教师素质提升的关键在于教师的后续学习。陶行知认为学习是教师份内的事情,并提出了＂一、集、钻、剖、韧＂五字教师学习法。为了有效地促进教师学习,提高教师的专业化素质,我们依据陶行知的教师学习观,进行了课堂教学案例开发的实践探索,取得了良好的成效。     

The Hammer and the Carpenter: Lessons From the Field for Effective Professional Development by Teaching Artists

This article draws on lessons from the field to offer further guidance for arts organizations and teaching artists leading professional development.     

Teaching and Learning About Inquiry: Insights and Challenges in Professional Development

The purpose of this study was to determine if teachers who participated in a professional development program continued to learn about inquiry and inquiry teaching as they implemented inquiry in their classrooms. A qualitative design utilizing inductive analysis was used to investigate teachers’ understanding and classroom implementation of inquiry. Findings are presented as assertions, drawing support from four focal teachers. For each assertion, confirming and disconfirming data are presented. Based on these data, we assert that a) there was little or no change in teachers’ individual understanding of inquiry, and b) professional development enhanced teachers’ ability to design inquiry-based activities – however, classroom implementation did not reflect a high level of inquiry.     

寻求外语教师自身发展的有效途径:反思性教学

传统的教师培训模式难以适应当前课程改革对教师专业发展的要求,反思性教学作为新型教师发展模式已成为教师教育的热门话题,有目的地开展反思性教学活动对促进外语教师的专业发展具有积极的作用。     

区域性教研:一种促进幼儿教师专业发展的有效途径

区域性教研是指在一个特定的区域范围内,以优质园或示范园为引领,区域内公办民办园共同参与,以解决教育教学实践中的问题,促进幼儿教师专业发展的教研形式,具有区域性、互动性、共享性、自主性等四大显著特点。区域性教研可以实现教研的一体化、激发幼儿教师专业发展的动机,弥补园本教研的短板、拓展幼儿教师专业发展的空间,均衡教育资源、促进幼儿教师发展的多元化。为了实现这些作用,相关人员必须树立区域性教研的理念、构建区域性教研的制度、丰富区域性教研活动的形式。     

教师专业化:提升教师职业品位的有效途径

本文从教师专业化的含义和特征入手,在对教师专业化的发展历程回顾中得出教师专业化是现代教育发展的时代要求,教师专业化和教师职业品位的关系是目的和手段的关系,并认为应从五个方面通过教师专业化来提升教师职业品位.     

Professional Development for Teaching Artists: A Sampling

Teaching Artists report their findings about TA professional development across the country in theater and through museums.     

Professional Development for Teaching Artists: A Sampling

Professional development of Teaching Artists-an overview and multi-arts program training ideas kick off a series of articles.     

21世纪初期的历史学——一个批判性的回顾

进入21世纪以来,世界范围的历史研究呈现了一些比较显著的变化。本文从历史理论与实践的关系,口述史和历史记忆的兴盛,妇女、性别史的扩展,历史研究与自然、社会科学的联盟,全球史的发展与民族国家史学的变迁,环境史和情感史的兴起等方面,对当今史学的现状及未来变化的原因,作了不同程度的描述和剖析。作者指出,上世纪末盛行的后现代主义思潮,对于历史研究的冲击有所减弱。随着全球化发展趋势的深入,各地区的历史研究交流日益频繁,历史研究的范围进一步扩大。以当代史学的走向而言,史学与自然科学和社会科学正在寻求结成新的联盟,以应对全球化所带来的诸种挑战。     

Professional Development for Teaching Artists: A Sampling

Teaching Artists report their fndings about TA professional development in dance, writing and music.