Long-Term Teacher Orchestration of Technology-mediated Collaborative Inquiry

This explorative case study longitudinally examines teacher orchestration of an inquiry learning process in a technology-enhanced elementary classroom. A 13-month investigative study on cultural artifacts was conducted on 32 fourth grade students who progressed to the fifth grade during the project. The activities were mediated and documented using Knowledge Forum, a technology-enhanced collaborative environment. Data were gathered from video recordings of whole-class sessions and the teacher’s reflective diary entries. The coding scheme for the video analysis focused on identifying the various orchestration events, while drawing on theory and data-driven qualitative content analysis. Six types of orchestration events effectively maintained the process during whole-class sessions. These events supported the advancement of knowledge, reflection on inquiry, and pragmatic organization of inquiry. The study also adopted CORTDRA diagrams that highlighted temporal aspects of the orchestration events throughout the project. Knowledge Forum enabled the longitudinal advancement of the project.     

体态语在英语课堂教学中的作用

作为英语教师不仅要运用好口头语言与书面语言 ,还要科学、合理、艺术地运用体态语。英语课堂教学中通常使用的体态语主要有表情语、手势语和姿势语     

影视教具和身态语的教学意义

讨论了影视手段与身态语在语言与文化教学中的应用及其功效。     

A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher’s understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee’s (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher’s identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

     

对教师教育有关概念的认识

上世纪末,我国的教师教育步入了转型期。十多年来,学界对教师教育的研究掀起了热潮,高师院校的改革实践也方兴未艾。但在改革实践中人们对教师教育、教师教育转型、教师教育特色等几个基本概念的认识尚存在一定的模糊性。本文在已有研究成果的基础上,对上述几个基本概念进行了重新梳理和界定。     

我国教师教育领域中的一些重要概念厘定

对教师教育领域中基本概念的澄清是教师教育学科发展和教师教育事业发展的迫切需要。"现代教师教育体系"、"教师教育转型"、"以师范院校为主体、综合大学参与"等概念是教师教育领域中的基本概念和高频词汇。基于词典工具书、政策文本和学术研究文献等,对这些概念进行了厘定。     

第二语言教学中的教师语言

本文详细说明了教师语言（TT）的两种分类方法、语言特征和主要影响因素。并通过案例分析提出了加强TT有效性的可行途径。     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.     

Complexity Science and Cohorts in Teacher Education

In this paper we examine the nature of our self-study practices in an elementary teacher education cohort called CITE (Community and Inquiry in Teacher Education). We argue that self-study is not only important to our continued work in CITE but also a critical feature of professional practice in general. Two general questions frame our analysis: (1) What is significant about cohorts in teacher education? (2) How might complexity science inform our understanding of cohorts in particular and of teacher education programs in general? We argue in the paper that the use of a cohort-type structure in a teacher education program provided us with flexibility and potential for improvisation to address the perennial problems of program fragmentation. To better understand our own teaching and learning practices in this community setting, we sought an analytic framework that emphasized the importance of the learning potential of the collective as opposed to just the learning potential of the individual. We argue that complexity science, with its ecological emphasis on learning systems, is such an analytical framework. We generate six propositions about the role and value of cohorts in teacher education that arise from self-study of our own practice.     

多维解读教师发展理念

新经济发展对资源的利用已经由自然界物质资源的大量消耗转向对人力人才资源的消耗。人才资源是国家持续发展的资本,教育是打造国家人才资源强国的保障,教师是担负传播人类文明、开发人类智慧、塑造人类灵魂的工程师。只有具有爱国主义和强国理念的教师,才能忠诚于国家的教育事业;只有高素质的教师,才能推动学生的素质教育;只有具有创新精神和创新意识的教师,才能对学生进行启发式教育,培养学生的创造能力;只有了解世界高新技术发展最新成果的教师,才能站在高科技革命的高度,鼓励学生勇敢地探索;只有掌握丰富知识的教师,才能教会学生如何学习、如何研究问题。教师应志存高远,敬业爱生,做青少年学生的良师益友;为人师表,教书育人,努力满足社会发展和人民群众不断增长的对优质教育的需要;严谨笃学,与时俱进,不断地为打造中国“人才精英航母”推进中国和平远行作出辉煌的贡献。     

语文教师的口语修养

随着素质教育的拓展,语文教师提高自身的口语修养成为必然要求。语文教师要怀着对学生诚挚的爱,把握学生的心理状态,营造愉快的课堂气氛,在口头语言表达中体现出科学美与艺术美的高度统一。     

The Vanishing Science and Engineering Teacher

The extreme shortage in recent years of engineers and scientists with advanced degrees has caused a severe depletion of younger university teachers in these fields. The simultaneous increase in the number of technical students in universities has put an added load on the remaining faculty. While the larger student population promises to provide warm bodies to fill technical positions, there is a great danger that the quality of the product will deteriorate.     

厘定教师和校长专业发展中的若干基本概念

教师和校长专业发展概念在全球范围内的提出还不到半个世纪,进入我国的研究领域也不过是近一二十年的事情,但发展至今,教师和校长专业发展不仅仅在理论层面成为显学,而且在实践层面也呈现出活跃多元的样态。要对教师和校长专业发展概念有比较准确的理解,保持研究的科学性,首先需要厘定其中相关概念的联系与差别。