严字当头爱在其中

如何育人?这取决于教师的教育思想,也取决于教师的教育方法和管理艺术.我认为"严字当头,爱在其中"是教书育人工作中的八字真言.     

新世纪教师的基本素质

知识经济的发展，综合国力的强弱，越来越取决于劳动的素质和各类人才的质量和数量，而这又取决于教育，搞好教育的关键又是教师，这对现代教师的基本素质提出了更高的要求。     

论教师威信

教育不仅是一个理智过程,更是一个情感过程。教育目的的实现,学生个性的发展,不仅取决于知识传授的性质和数量,而且更重要的是取决于教育过程中师生关系本身的性质和水平。在师生关系处理上很容易出现两种偏差:或滥用教师权威,或否定教师权威。这二者均有损于教育。其主要根源就在于未能正确理解和运用教师的权威和威信。本文拟从教师权威观入手,对两者之间的关系进行简要剖析,着重探讨教师威信的基本涵义及其在教育活动中的必要性,并提出培育和提高教师威信的几种基本方法。     

城市中小学教师培训的两难选择及其对策研究

教育是塑造与产出人才的事业与工程,人才的数量与质量取决于教育教学的规模以及从业教师的素质品位。教育教学的规模取决于教育市场的需要以及国家和社会对教育的重视程度,而教师的素质与能力取决于从业前的学习以及从教中经验的积累和继续学习。教书育人的职业要求教师与时俱进,但是     

发展中的教育理念

教育理念是指教师对教育工作的本质在深刻理解的基础上所形成的关于教育的观念和理性信念.教育理念不是摩天大楼,它看不见,摸不着,但却是教育改革过程中实实在在的思想统帅.没有科学的教育理念,任何教育改革都无非走走过场,流于形式,难逃中途夭折的厄运.当今时代,科学教育理念的建立,取决于教师能否认识基础教育的未来性、生命性和社会性这三大特征,取决于教师能否在此认识的基础上形成新的符合时代特征的教育观、学生观和教育活动观.     

试论教师群体素质提高

目前,虽说教师群体素持从总体上来说,还不够高,但办好教育也只能依靠这支队伍,唯一可取的办法是采取有效措施提高他们。这就是教育内部要解决的问题。提高教师素质,应着眼于教师群体,不应局限于少数骨干教师。整个教育质量的高低,完全取决于教师群体素质,不取决于少数尖子教师的水平,少数骨干教师的工作代替不了教师群体的工作。近几年来,有些地区开     

论师生关系——基于对人的主体性与客体性的认识

教育是一种有目的地培养人的社会实践活动。在这一实践活动中,教育质量和效率,取决于教师和学生这两个人的要素之间的相互作用的性质、方式和效率。     

国外中小学教师的工资待遇

国外教育家普遍认为,“在影响教师地位的诸要素中”除了工资外,对教师工作重要性的评价和对教师的尊敬也是非常重要的.但这一切又“都在很大程度上依赖于教师的经济地位。”苏联认为,学校的教学和教育工作的效率,不仅取决于师资队伍的质量,而且还取决于教师的劳动报酬的制度。美国新泽西州长基恩说:“美国教育质量下降的最大因素就是忽视教师的地位和作用”。教     

教师主要应具备哪些角色意识

国家的兴衰,取决于教育;教育的兴衰,取决于教师。教师是教育教学工作的主力军,教师必须明确自己的角色意识,担负起应尽的社会责任。     

关于教师专业成长支点的探索

学校发展的立校之本是教师,而教师的立业之本则取决于教师的专业化发展程度和水平,即教师的专业化发展决定着教师的成长和发展,决定着他的教育教学质量,更决定着学校的内涵建设和可持续发展.这是教育现代化所必须,也是办人民满意的教育所必须.     

语言教育中的自主能力培养

随着素质教育的不断推进,学习者自主能力的培养已成为教育界讨论的热门话题。语言教育也毫不例外,越来越多的外语教师和研究人员参与到这场促进主体性发展运动的讨论和实践中。主体性教学课堂对学习者和教师提出了一定的要求,因此,要积极采取措施加强语言学习者自主能力的培养,当然自主性是相对的、不是绝对的;作为社会的人,我们独立自主的最根本条件是相互依赖。     

义务教育阶段教师队伍基本情况分析与对策——基于对江西省宜春市教师队伍相关数据分析

建设一支数量充足、结构合理、业务精湛、相对稳定的高素质教师队伍是全面推进素质教育的基本保证。现行义务教育教师队伍存在总体超编、实际缺编,大班化现象普遍,教师负担过重,学科结构严重失衡,学历层次偏低,老龄化现象严重等诸多结构性问题。为此,必须通过挖掘现有教师队伍潜力、适当降低生师比,有计划按需求引进高素质人才充实教师队伍、对现有教师进行有效培训等途径来优化教师队伍结构,提高教师的整体素质。     

Attracting,recruiting and retaining male teachers: policy issues in the male teacher debate

Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models.     

Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading

In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.     

浅议我院青年教师培养使用的研究与实践

教育质量是学校的生命,教师是生命之源。教育的高速发展,对师资素质提出了越来越高的要求。随着我院教育事业和形势的发展,青年教师人数的比例越来越高,到2009年5月止,我院青年教师人数占在职教师总人数的70%以上,青年教师日益成为我院发展的主力军,如何对我院青年教师进行培养使用,这是提升学院知名度、增强学院发展后劲和创新学院发展成果的关键。     

Reframing Teacher In-Service Training in Kenya: Recommendations from the Literature

Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future.     

美国教师教育改革新趋势对中国的启示

美国奥巴马政府执政以来,增加联邦教育经费,招募教师和吸引人才,进一步提高学生学业标准并奖励优秀教师,出台了一系列对美国的教师教育发展产生深刻影响的教育革新计划。美国大学在通识教育、培养模式、教学实习、教师资格等方面的改革举措有:在教师教育课程方面,更加注重多学科知识基础;在培养模式上更加多元化;延长教育实习期,完善实习专业标准;严格教师资格认定标准,建立考试体系。美国教师教育改革的经验和创新措施,对我国的启示主要有以下四点:建立和完善国家教师教育课程标准,强化教师综合素质提升;完善教育实习顶层制度设计,建立国家级教师教育实习基地;健全和完善国家评定标准,把好教师准入关;完善多层级的专业发展模式,建立教师资格证书进阶制。     

课程体验问卷在中小学教师远程继续教育教学质量评估中的应用

课程体验问卷是国外用来评价高等教育教学质量的一种工具,其特点是能够在课程层面,对不同学科、不同学校的教学质量进行比较。以课程体验问卷的评价理念为依据．运用心理测量学的方法与技术编制了中小学教师远程继续教育课程体验问卷。探索性因素分析和验证性因素分析结果均表明．可以从良好教学、目标的明确性、测验的适当性、难度与任务量及一般教育能力5个维度,对中小学教师远程继续教育教学质量进行评估。对500余名选修5门远程继续教育课程的中小学教师的调查结果表明．课程体验问卷具有良好的效度,能够鉴别不同课程教学质量在不同评价维度上的差异．教育管理部门可以据此对任课教师提出教学改进的建议。研究讨论了评价主体与评价指标对于教学质量评估的重要意义．并对未来研究方向提出了建议。     

高职院校教师人文素质的缺位与思考

高职院校教师人文素质的高低,直接影响着高职院校人文素质教育的成效。造成高职院校教师人文素质偏低的原因是多方面的,既与部分教师未能形成正确的人文素质教育思想观念有关,也与市场经济、传统教育模式的影响有关。要树立技能教育与人文教育并重的素质教育观,多途径有计划地全面提高高职院校教师的人文素质。     

Teacher Scaffolding in Small-Group Work: An Intervention Study

Adapting support contingently to student needs by first diagnosing their current understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use of classroom scaffolding is rare, however. We therefore investigated the benefits to teachers of a professional development program that was based upon a model of contingent teaching (MCT) with the following 4 steps: diagnostic strategies, checking of diagnoses, giving contingent support, and checking of student learning. In our experimental study, 17 of 30 teachers participated in this program. All of the teachers (prevocational education; teaching social studies) taught the same 5-lesson project on the European Union. The frequency and quality of their use of the 4 steps from the MCT were then compared. The teachers who worked with the MCT increased their teaching quality more than the teachers who did not participate, especially with regard to the steps of contingent teaching. They also showed more complete cycles of contingent teaching at postmeasurement than the other teachers. Less successful teachers showed a tendency to provide less support because they mistakenly thought that prompting was not part of scaffolding. Future scaffolding research and professional development efforts aimed at promoting scaffolding can benefit from the MCT, provided that teachers’ understanding of scaffolding is closely monitored.