民办中学教师教育观念与教育方式的特点及其关系研究

用问卷法对民办中学教师教育观念与教育方式的关系研究发现:民办中学教师在教育方式上性别、职称影响不显著,教龄显著影响放任的教育方式。高职称教师在个人教学效能感、总效能感中与低职称教师存在显著差异。各类型教师在学生观诸维度均没有出现显著的性别、职称、教龄差异。教育作用的认识和教学效能感对积极的教育方式有正面的预测功能,对消极的教育方式有负面的预测功能,对遗传和自然成熟作用的认识与此相反。     

中学教师的学生人才标准观及相关因素研究

中学教师的人才标准观是教师对自己所教对象的基本观念。即教师如何看待、评价学生，如何看待什么是人才的标准。本研究发现，不同教育方式、不同教龄、不同学科、不同学校的中学教师在学生人才标准观上存在显著差异和交互作用。     

强化期望效应教育智慧

在教育实践中,教师对学生抱有何种性质的期望,都会有意无意地以相应的态度、方式对学生施加影响,在他们身上产生不同的教育效果。教师的行为观念、学生的行为反应与期望教育智慧之间存在着循环往复的锁链关系。教师的期望被学生所接收和理解后通过影响学生的学习动机和自我概念促进或阻碍学生的学业成绩。为了发展学生的智力,实现教育目标,教师应当强化“相信学生学得更好”的期望效应教育智慧。     

关于中学教师学生观特征的研究

从教师的学生发展观和人才标准观两个方面研究教师的学生观，结果表明：不同特征(教龄、学科、学校性质)的教师其学生观存在显差异。     

中学教师的学生人才标准观及相关因素研究

中学教师的人才标准观是教师对自己所教对象的基本观念,即教师如何看待、评价学生,如何看待什么是人才的标准.本研究发现,不同教育方式、不同教龄、不同学科、不同学校的中学教师在学生人才标准观上存在显著差异和交互作用.     

教育公平的教师视角

影响教育公平的原因是多方面的，其中教师的素质是一个重要因素，不同的教师在职业态度、教育观念、知识水平和教学技能上的差异是显的，这种差异必然会造成教育实施过程中学生接受教育的事实上的不公平。     

教师期望与教育公平

教师期望的性质和程度影响教育资源在不同学生身上的分配，从而造成教育不公平。传统的智力观和学生观是造成期望效应中的教育不公平的根本原因。加德纳的多元智力理论和斯腾伯格的成功智力理论要求建立发展的、乐观的、科学的学生观，只有在这种新型学生观指导下，教师才能公正合理地运用期望效应，促进每一个学生成长。     

教师教育观念及其相关因素的研究综述

国内外研究较多的是教师的学生观。学生既是教师对学生表现的期待，教师期待对学生的发展有巨大影响。在对教师的教学行为影响上，观念比知识的影响更大。教师的教育行为和他所拥有的教育观念是一致的。教育行为反映教师的教育观念。     

观念为鞭放牧教育黑马

教育观念的创新是WTO框架下中国实现教育现代化的重要手段.本文从教育价值观、教育新本质观、教育的新使命观、知识观、教育制度观、学生观、教师观的角度分析了加入WTO对我国教育产业的观念影响,阐述了新教育观念的重要作用.     

教师教育观念及其相关因素的研究综述

国内外研究较多的是教师的学生观。学生观是教师对学生表现的期待,教师期待对学生的发展有巨大影响。在对教师的教学行为影响上,观念比知识的影响更大。教师的教育行为和他所拥有的教育观念是一致的。教育行为反映教师的教育观念。     

教育机器人的需求分析与功能设计

文章以需求为起点,采用问卷调研和文献调研的方法,从用户视角和研究视角分析了教育机器人的需求:用户视角方面,主要归纳了学生(包括小学生、中学生和大学生)、教师(包括幼儿教师、小学教师、中学教师)和家长三类用户所需教育机器人扮演的角色;研究视角方面,从STEAM教育、身心障碍治疗、第二语言学习、社会化教育、学科教育等五个方面分析了教育机器人应用需求的特点。在此基础上,文章提出了教育机器人功能设计应关注的要点,以期推动教育机器人的功能完善和创新应用,促使教育机器人更好地服务于教育教学。     

Attitudes toward teachers as a function of student academic self-concept

The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males.     

Science Students' Perceptions of Engaging Pedagogy

During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.     

高职语文实施兴趣教学的调查报告

一般的职校生中普遍存在着"重专(专业课)轻文(文化课)"的倾向,在文化课学习中又存在着"重理轻文"的倾向,认为文科课程的学习和后续的专业课的学习联系不大,因而对语文课没有多大兴趣,应付了事。俗话说:"兴趣是最好的老师。"所以,如何提高职校生语文学习兴趣是当前职校语文教师的一个主要任务。为了深入了解当今高职学生语文学习的现状,探究现行的高职语文教学规律,笔者采用了问卷调查法,文献搜索法,谈话观察法等研究方法,从2007年初开始以学校2000多名高职学生及语文教师为研究对象着手进行调查研究。     

职业学校学生心理特征与发展任务研究

从职业学校学生心理特征及发展任务看,职业学校的教育教学和学生管理工作应侧重于运用心理学、教育学与社会学的知识,科学地了解职业学校学生;以多元智能理论为指导,科学地评价学生心理状况;学生工作应由"管理型"转向"服务型",深入开展学生的心理健康教育和职业指导工作.     

语文教学的出路在于实现三个转变

中学语文教学改革是教育决策部门的责任。目前,中学数理化学科学得太难,大量的训练题挤去了学生的课外阅读时间,学生已由读书郎变成了做题工。因此,要使语文教改有实效,首先要改善语文教学的外部环境,进一步降低中学数理化科的难度,扩大高校文科生的招生面,交“重理轻文,人文滞后”为“文理并重,人文优先。”同时应改变中学语文教学的评价方式,变“标准化测试”为“主观性测试”。在实现这两个转变的基础上,才能达到变“语文训练”为“语文学习”的目的。“背诵”应成为中学语文训练的能力之一,当前要加强对中学生的读、写、背三种能力的训练,把中学语文教学的重点转移到培养学生吸纳、进而创新知识的能力上来,让他们到书籍中去寻找在21世纪生存下去的智慧。     

Boundary crossing by science teacher researchers in a PhD program

The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action or interaction. Boundary crossing refers to the efforts made to establish continuity. The purpose of this article is to provide a better understanding of how these boundaries can be crossed by teachers who are also PhD students in a national PhD program for educational research in the context of science education. Sixteen teacher researchers as well as their professors and school principals were interviewed. Additionally, two stories were studied of two teacher researchers who seemed successful in crossing boundaries between the two communities. Many differences were found between the two communities, not all of them being boundaries. Specific personal characteristics - such as communication skills and flexible switching – seemed to facilitate boundary crossing, just like particular contextual factors such as school teams with open learning climates and supportive supervisors. All 16 teacher researchers contributed to better science teaching in their own practices, while eight teacher researchers had been able to share insights from their PhD projects with others.     

Learning What It Takes to Teach Science: High School Students as Science Teachers for Middle School Students

This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed.     

谈美术课堂教学的组织

在美术课程中贯彻新的教育理念,关注学生的身心发展,会使美术课堂丰富多彩、师生互动。美术教师要根据实际不断创设新的教学情境,营造适合学生成长的课堂氛围,满足学生发展的需求。美术教学必须善于引导学生提高审美能力,创造美的能力,要引而不发,让学生自己去发现生活中的美,用多种形式表现生活中的美,创造和谐的美。     

大学本科小学教育专业建设问题

大学本科小学教育专业应定性在教育,定向在小学,定格在本科,对小学教育专业学生进行综合培养,促进学生全面发展。要合理构建小学教育专业课程体系,使学生在教育理论、学科专业知识、教育科研方法、教学实践能力等方面明显高于中师和小教大专;处理好文化基础与专业基础、教育理论与学科知识、科学与人文的关系。在提高小学教师学历层次、学术水平、科研能力、教学能力和管理能力的同时,促进教师专业化发展。