Identification of the Most Critical Content Knowledge Base for Middle School Science Teachers

Much has been said about what science content students need to learn (e.g., Benchmarks for Science Literacy, National Science Education Standards). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to identify core middle school physical science teacher content knowledge. Analysis across all four documents identified critical middle school physical science content and the relative weightings of this content. This parsimonious selection of content synthesized from these major sources provides guidelines researchers, assessment developers, and professional development providers can use in determining how to expend limited time and other resources.     

Transformative Professional Development: A Model for Urban Science Education Reform

This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.     

美国科学教师的专业发展及其启示

美国科学教师的专业发展已经形成了较为完整的体系。在标准上建立了全国性的政策框架,在内容上强调课程学习与教学改革并重,在路径上形成了非官方组织、大学以及专业发展学校共同参与的多元模式。其经验对我国有一定的启示。     

应对“外语学业水平测试”背景下的中学外语教师专业发展研究

新一轮的高考科目设置改革方案极大地强化了基础外语教学往实用方向和功能方向前进的目标,外语学科整体被推向:学业水平测试、综合素质评价的科学境地。本文基于学习型组织的构建来探索基础外语教学越过应试教育成为素质教育的背景下,中学外语教师专业发展的路径:一是基于学习型组织的中学外语教师团队学习;二是基于学习型组织的中学外语教师职业反思;三是基于学习型组织的中学外语教师心理认知顺应。     

反思与中小学教师专业成长

对于中小学教师而言,反思直接指向的是教师个人以及群体的教育实践,它促使教师去思考教育实践的发生发展及实践的意义。反思唤醒了教师的主体意识,它可以帮助教师去审视自己的教育行为,意识到自己是教育实践的承担者。反思也使教师在复杂的教育情境中,评价自己行为的后果,形成工作的主动性、能动性和自觉性,不断地改进自己的教学实践,更好、更有效地开展教育活动。     

高职英语教学与学生能力培养

培养学生的能力是高职院校教育改革和发展的目标。通过分析我国高职英语教育的现状,提出了在英语教学中培养学生语言能力的相应对策。     

初中科学实施反思性教学的策略

反思是个体成熟的标志,教师的反思性教学有助于提升教学的有效性。在教学过程中,由于教师对反思性教学的认识存在片面性,实施的自主意识不足,操作缺乏有效策略,出现了为反思而反思的现象。教师惟有真正深刻理解反思性教学的真实内涵和重要意义,才能积极开展反思性教学,主动探索提高反思性教学能力的策略。     

教师专业性学习现状调查研究——以上海中小学教师为例

本研究采取整体分层抽样的办法,对上海中小学教师的专业性学习现状进行调查研究．研究结果表明,上海中小学教师的专业性学习状态较好,即教师比较认同学习应与外部关联、建立了教师学习共同体、开展了专业性学习以及积极寻求自我改变等。但教师学习的专业性还不强、教师自主学习的状态不佳。差异性检验结果显示,除自主学习外,女教师明显好于男教师;在教师学习的外部关联、教师学习共同体、教师专业性学习和自主学习等方面,小学教师的专业性学习明显好于初中教师和高中教师,初中教师也好于高中教师。     

中学英语教学中以学习小组为核心的合作教学方法探讨

以学习小组为核心的合作式课堂教学方法,改变了传统课堂教学重结果轻过程的不足,由学生来主导构筑知识、发现知识、转移知识和扩展知识的过程,全面提高了课堂教学效果。     

初中数学教师专业发展欠佳归因分析

教师专业发展影响着学生的成长和新一轮基础教育课程改革的推进。初中数学教师专业发展欠佳的表征是教育信念消极、教学活动低效、职业认同度不高,而知识结构不合理、人文素养薄弱和评价制度的非人性化是导致教师专业发展欠佳的主要原因。提高教师社会地位、优化职业环境是促进教师专业发展的路径之一。     

Probeware and Handhelds in Elementary and Middle School Science

This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions.     

中小学教师专业发展历程的质性研究

运用深度访谈法对济南市基础教育阶段的20位优秀教师专业发展阶段的心理历程与成长过程进行考察,分析了影响教师各阶段发展的内、外因素,此研究可以帮助教师以积极的态度应对专业成长中的问题,顺利完成各阶段的发展任务,同时对教育培训部门制定有针对性的培训方案有一定借鉴作用。     

论中学教师继续教育中的教学脱节问题

对当前中学教师继续教育中存在的心理脱节,内容脱节,理想和现实脱节等教学中存在的教学脱节问题进行分析,并提出解决的对策,即在教学之间先进行问卷调查,了解学生所需,在政策资金上给予支持,使学生有能力有兴趣参加,在心理上变成想学,对参加教学的教师进行培训,改革现行教育体制。     

探索我国初中学生学习科学的自主性动机

本研究的主要目的是调查和描述我国初中学生学习科学的自主性动机状态。为了辨明学生对自己学习科学的自主性感知,研究中采用了四个归因变量：学习科学的自主性、科学学习的价值功能、社会控制归因及不明确动机的状态。研究结果表明,我国初中生学习科学的动机中学习自主性扮演着重要的角色。     

中小学英语教师的角色定位及专业发展

新课改背景下的中小学英语教师角色的转变,积极促进了教师的专业发展。通过自我激励、自我反思、自主探究、自主学习,不断更新自身的知识结构、提高教学能力和反思能力以及科研能力,实现教学、反思、学习、研究的一体化,更好地承担教育教学中的多元角色,服务于学生,促进学生的综合语言运用能力的形成,培养学生的探究能力和创新能力,最终实现学生的全面发展。     

Collaborating in the Evolution of a Middle School Science Learning Environment

This study describes a collaborative study involving a teacher and university researcher using learning environment research to transform a middle school science learning environment. Habermas' idea of knowledge constitutive interests (technical, practical, and emancipatory) is used as a perspective to make sense of the learning environment. Student perceptions of science and the nature of science were explored. Classroom observations and student interviews were the primary data sources. Students perceived science as primarily a set of facts to be learned and did not view it as an inquiry method or a social process. Despite the characterization of the course by the teacher and students as hands-on and experimental, technical interests were prevalent. Through negotiation, a plan of action was outlined for recreating the learning environment to make it more practical and emancipatory, as well as more consistent with contemporary perspectives on the nature of science.     

远程教育教师教学反思与教师专业化发展初探

在终身学习社会的构架下,远程教育成为一种重要的学习方式,而远程教育教师的教学质量、教师的专业化发展成为决定远程教育教学质量的重要因素.本文从教师反思入手,针对远程教育的特点,探究了远程教育教师反思的现状、存在的问题,并提出了适合远程教育教师的独特反思方式,通过提高远程教育教师的反思能力和反思水平来促进教师的专业化发展,...     

中学教师自我和谐状况分析

采用自我和谐量表(SCCS),对江西省宜春市6所中学的275名教师进行了问卷调查.结果表明,大多数中学教师自我处在比较和谐状态,但个体差异较大,有一部分教师自我和谐水平不高;教师自我和谐水平在年龄、教龄、学历、职称、人际关系、工作能力等方面存在差异(p<0.05);而性别、是否班主任等对自我和谐没有显著影响.提示相关管理部门应采取针对性的干预措施.以维护中学教师的心理健康.     

赣州市初中物理教师专业发展的问题与对策

近几年来,赣州市实施新课程的理念及思想正有计划、有步骤地逐步渗透到学校和教师,从赣州市的情况看,各县(市、区)中小学教师专业发展整体水平极不平衡,主要是对教师专业发展的认知、制度设计、专业支持等存在密切关系.通过问卷调查,分析调查数据,问题主要体现在:教师多数缺乏职业幸福感,适应新课程实施欠缺的知识与能力,工作压力过大,专业发展的途径与方式单调,自身学习的动力不足等.并提出了加强经费投入,建立保障机制;开发多元化教师研修方式,加强校本培训;激发动力,加强激励,促进教师专业自我研修提高;改进对教师的评价机制,加强教师心理健康教育;引导教师专业发展,促进教师较快成长等对策.     

自我导向性学习与教师专业发展

教师专业发展具有个体性、主动性、内在性等特征,而自我导向性学习则能很好地适应教师专业发展的这些特点。文章在介绍自我导向性学习的含义与特点的基础上,对自我导向性学习与教师专业发展的关系以及如何促进教师的自我导向性学习进行了阐述。