论农村小学全科教师职前师德的培育

师德培育是教师队伍建设的灵魂与核心。对农村小学全科教师进行职前师德培育不仅有助于提高他们的诚信履约意识,而且有助于增强其职业胜任力,从而获得职业的尊重。当前,地方高师院校的师德培育有待完善,小学全科师范生的师德素养有待提升。构建多元协同的师德培育体系,开设配套的师德培育课程,凸显培养特色的德育内容,强化实践体验的德育方法,是培育职前农村小学全科教师师德的有效路径。     

Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.     

Instruction Characteristics and Cognitive Achievement of Young Children in Elementary Schools

This ongoing Dutch study into the school careers of young children in elementary schools, facilitated by the Educational Priority Policy, has focused on the influence of school and class organization on linguistic and cognitive development. In this article, the development in word decoding, reading comprehension, and math of 3rd graders (6 years of age) is analyzed. The data are gathered in 28 elementary schools by means of tests, questionnaires, and logbooks. A multilevel analysis shows that for word decoding and reading comprehension differences in development caused by differences in instruction are very small. For math, on the contrary, there is a substantial proportion of variance at the class level. Instruction characteristics and years of experience by the teachers seemed to be important.     

Achievement and Attitudinal Differences among Students in Regular,Remedial, and Advanced Classes

The collection of data by the National Center for Educational Statistics for the High School and Beyond study offered an opportunity to examine differences in achievement and attitudinal measures among students in regular, remedial, and advanced classes. Groups of low achieving and high achieving sophomores and seniors were identified on the basis of overall grades. Comparisons were made between students in regular and ability-grouped English and mathematics classes. The data were consistent with views that grouping leads to improved achievement and attitude toward subject matter for students in regular and remedial classes. The data were not consistent with a view that remedial group placement leads to poor self-concept or attitude toward school.     

Open-Closed-Mindedness as Related to the Rating of Teachers by Elementary School Principals

From time to time, investigators have proposed various solutions to the problem of identifying all contrasts in classic ANOVA design. A few years ago, Sparks (2) reviewed and then compared four of the newer procedures in their application to a completely randomized 4-method x 7-class design. Specifically, only significant differences between pairs of means were dealt with in the methodological comparisons., In this paper, Tukey’s “Compact” (5) and the Link-Wallace (3:119-22) ANOVA shortcuts are also applied, using Sparks data.     

Cognitive,Affective, Personality,and Demographic Predictors of Foreign-Language Achievement

Abstract

The ability of cognitive, affective, personality, and demographic variables to predict second-language acquisition among college students was investigated. An all possible subsets regression analysis was used to compare the proportion of variance in foreign-language achievement explained by each variable. The analysis revealed that variables from each of the 4 domains were important predictors of foreign-language achievement. Overall, academic achievement, as measured by GPA average, was the best predictor, explaining 11.5% of the variance in foreign-language achievement. Foreign-language anxiety, the next best predictor, explained 10.5% of the variance. The educational implications of these findings for understanding foreign-language achievement are discussed, along with suggestions for future research.     

Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints

This paper broadly addresses the question of whether university students whose major does not require expertise in logic can improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and constraints of the study are discussed in the educational context. The names of the authors are listed alphabetically.     

Factors Affecting Retirement Attitude among Elementary School Teachers

This study investigated the relationships of teacher efficacy, perceived organizational control, and the teacher-student age gap with teachers’ retirement attitudes. Stratified random sampling was adopted to collect survey responses. A total of 498 valid surveys from 33 elementary schools were collected. Correlational analyses revealed significant positive correlations of efficacy for classroom management (teacher efficacy subdomain), efficacy for student engagement (teacher efficacy subdomain), efficacy for instructional strategies (teacher efficacy subdomain), and the teacher-student age gap with three subdomains of teacher retirement attitude. In addition, there were significant positive correlations of efficacy for instructional strategies and perceived organizational control with the cognitive and behavior subdomains of retirement attitude. Hierarchical regression analysis revealed that efficacy for classroom management can positively predict the affective and cognitive subdomains of retirement attitude. Perceived organizational control can positively predict retirement attitude and its cognitive and behavior subdomains. Finally, the teacher-student age gap can predict retirement attitude and all its subdomains. Discussion of the results and recommendations for future research are provided.     

教师职前培养的问题与对策

教师专业发展由职前培养、资格任用和在职培训三个阶段组成。职前培养是教师专业发展的起始阶段，对其今后的专业成长有着至关重要的影响。针对当前我国教师职前培养存在的问题，借鉴国外成功经验，提出相应的对策和建议。     

幼儿园教师教学技能职前培养路径探索

教学技能是幼儿园教师专业能力的核心。幼儿园教师的教学技能是指在教育学、心理学和学科(领域)教育理论等的指导下,以专业知识与相关职业技能为基础,通过运用某种知识和规则顺利完成某种教学任务的能力,包括教学设计、教学组织、教学反思等三方面。幼儿园教师教学技能的职前培养很有必要。通过有效路径进行教学技能的职前培养,有助于教师的专业成长和幼儿园教育质量的提升。     

幼儿园教师教学技能职前培养路径探索

教学技能是幼儿园教师专业能力的核心.幼儿园教师的教学技能是指在教育学、心理学和学科(领域)教育理论等的指导下,以专业知识与相关职业技能为基础,通过运用某种知识和规则顺利完成某种教学任务的能力,包括教学设计、教学组织、教学反思等三方面.幼儿园教师教学技能的职前培养很有必要.通过有效路径进行教学技能的职前培养,有助于教师的专业成长和幼儿园教育质量的提升.     

AHA Moments of Science and Mathematics Pre-service Teachers

This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process.     

高职院校如何加强教师教学成果考核

高职院校对教师进行教学成果考核十分必要,文章提出依托项目建设、技能竞赛、特长生指导、课程积累、毕业设计展示等几个方面,对教师的教学成果进行考核,从而提高教师的技能。     

创建特色社团 促进师范生的教师专业化发展

学生社团在大学生成材中的作用越来越凸显,在高师院校创建学生特色社团是促进学生达成教师专业化目标所不可缺少的。所以,高师院校应围绕教师专业发展来设置一批区别于非师范院校的特色社团。这些特色社团可分三个层次:以班级兴趣小组活动为基础,以院(系)级社团为主阵地,以校级传统社团和跨学科社团为提高。高师院校的管理者必须树立新的课程理念,将学生社团活动纳入学校课程计划;并应加强对社团的管理,以充分发挥学生社团促进教师专业化的职能。     

创建特色社团促进师范生的教师专业化发展

学生社团在大学生成材中的作用越来越凸显,在高师院校创建学生特色社团是促进学生达成教师专业化目标所不可缺少的.所以,高师院校应围绕"教师专业"发展来设置一批区别于非师范院校的特色社团.这些特色社团可分三个层次:以班级兴趣小组活动为基础,以院(系)级社团为主阵地,以校级传统社团和跨学科社团为提高.高师院校的管理者必须树立新的课程理念,将学生社团活动纳入学校课程计划;并应加强对社团的管理,以充分发挥学生社团促进教师专业化的职能.     

The Effect of Multiple Representations of Physical and Chemical Changes on the Development of Primary Pre-service Teachers Cognitive Structures

Research in Science Education - The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service...     

国外教师职前培养特点及其启示

教师职前培养是教师教育的核心组成部分,其发展状况直接影响着教师教育质量和教师专业化发展水平。在对当今世界发达国家教师职前培养入学条件、教师标准、课程体系、教育实践方式和教师资格制度等各方面特点进行总结和概括的基础上,结合中国教师职前培养现状,从中剥离出有益于中国教师教育改革的诸多经验,提出对教师教育的入学条件进行限制、确立专业化的教师标准体系、完善教师教育课程体系、加重实习的力度和完善教师资格制度等方面的改善措施,旨在借此启示中国教师职前培养的发展与完善。