谈谈化学教师的教育观念

文章指出：化学教师应从教学观、学生观、质量观、人才观、教师观五个方面转换思想，以全新的观念进行研究，搞好课程教学应明确自身角色定位。     

在教学中培养学生形成基本的化学观念

介绍了化学观念的意义和基本内容,提出了在中学化学教学中提炼化学观念、感悟化学观念、深化化学观念的方法和途径。     

论化学教师教学观念的转变

为了尽快适应新课程标准的要求,化学教师教学观念的转变成为当务之急。笔者以为,化学教师在教学中应转变以下几个观念。     

论化学教师教学观念的转变

为了尽快适应新课程标准的要求,化学教师教学观念的转变成为当务之急。笔者以为,化学教师在教学中应转变以下几个观念。     

新课程中化学教师教学观念的更新

化学新课程改革给化学教师带来了巨大的挑战和机遇。新课程改革，归根到底，需要一批有改革意识和能力的教师来操作。处于第一线的广大教师自身素质的提高，对新课程的改革有着举足轻重的作用。新的课程需要新的教学观念，化学教师本身的素质能否跟上课程改革的步伐，从根本上决定了课程改革的成败。     

乡镇初中教师培养学生化学观念的策略

化学是一门以实验为基础的学科,同时,化学知识体系繁杂而分散,需要学生识记的知识点是学习化学的基础。从学科特点入手进行初中化学教学,需要强调学生化学观念的树立,帮助学生从微观到宏观、从意识到形态、从手段到方式夯实化学观念基础,建立起化学学科独特的逻辑框架。     

如何在初中化学教学中进行绿色化学观念教育

在初中化学教学中培养学生的绿色化学观念,加强环境保护意识的教育,是改善我国公民环境意识的重要途径,也是中学化学教师应有的责任。笔者现将在初中化学教学中渗透绿色化学观念的几点做法总结如下。     

新课程改革中化学教师教育观念的更新

化学新课程改革能否顺利进行，关键在于教师的素质。教师首先必须树立新的教育理念，即树立新的课程观、教学观、师生观、环境观和评价观，以充分发挥教师的作用，适应化学新课程改革的要求。     

化学教育观念的几个转变

近年来,随着科技和经济的飞速发展,教育也在发生着变化。在化学教学中,枯燥的讲解模式开始转变为开放的教学模式。本文就简单谈谈化学教育观念的转变问题。     

改变英语教学理念发展英语教学方法

教学活动是一种带有鲜明的智力色彩的持续发展过程,学术活动与教学活动应当相互促进。在教师教育中,最重要的是要建立合作的气氛与习惯。需要开展针对具体教学的研究工作,不应仅仅醉心于产生新的观点,必须彻底修正以往的教学理念,为教学探索提供迅速成长的空间。     

Attitudes and self‐efficacy of pre‐service teachers towards inclusion in Pakistan

This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region.     

认知同化论在初中化学概念教学中的研究与实践

化学概念教学是初中化学教学的重点，也是学生学习的难点。奥苏贝尔认知同化理论可为初中化学概念的教学提供理论指导，本文分别从概念的上位关系、下位关系、组合关系的同化方式对初中化学概念的教学进行了初步的探讨。     

职前英语教师实习前后教学信念的调查研究

教学信念是一种比较复杂和隐晦的概念,随着最近几年的教学发展,而逐渐被相关领域的学者关注和研究。有关学者认为,所谓的教学信念就是教师在教学过程中所坚持的一种价值观念,它反映了教师对教学内容的设定、对教学活动的看法以及对相关教学目标的设定和评价方式的选择。本文先后阐述了在英语职前教师实习过程中教学信念的发展情况,从英语的教学内容,教学方法以及学生角度进行了探讨。     

Perception of teacher education and professional identity among novice teachers

This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach.     

Drama Teacher Training in Greece: A survey of attitudes of teachers towards drama teachers

The provision of drama teacher education in Greece is discussed. Its past and current states are examined and new trends in drama teaching are outlined. The pros and cons of specialist drama teachers are considered. The provision of specialist drama teachers is supported with the proviso that they should be fully integrated into the life of the school.     

Turkish pre-service science teachers' understanding of science and their confidence in teaching it

This study examines Turkish pre-service science teachers' understanding of science concepts and their confidence in its teaching. A total of 299 senior science education major students participated in the study. Data collection instruments included the Science Concepts Test, and the Science Teaching Efficacy Belief Instrument. Although findings of the study indicated that majority of the participants held misconceptions concerning fundamental science concepts, they generally felt confident about teaching it. The relationship that might exist among pre-service science teachers' confidence in their effectiveness in teaching and the number of the science courses completed in university is examined.     

The nature of the relationship between teaching concerns and sense of efficacy

This study examined the relationship between prospective teachers’ concerns about their teaching and their beliefs about their sense of efficacy. Three hundred and thirty‐nine prospective teachers participated in this study. Two instruments, the ‘Teaching Concerns Checklist’ and the ‘Teachers’ Sense of Efficacy Beliefs Scale’, were used to elicit the participants’ teaching concerns and their sense of efficacy. Canonical correlation analysis, conducted to explore the relationships between these two constructs, revealed that concern variables were negatively correlated with efficacy variables. This means that if teachers believe their efficacy is weaker, they tend to have more concerns about teaching. The results of this study have implications for teacher education programmes.     

论职业教育教学理念现代化

职业教育教学理念现代化是现代化思想在职业教育教学领域的体现,具有时代性、科学性、世界性、适应性、创新性的特征,职业教育教学活动中应树立“一体化”、行为导向、能力本位、互动共振等现代化理念.实现这些理念应树立开放教学意识;建立教学和生产、科研相结合的管理体制;倡导“主动参与、乐于探究、交流与合作”的教学方式;并重视发挥现代化教学手段的作用.