教师在职培训:英国的经验与启发

本文首先对英国教师在职培训的历史进行了简要回顾,在此基础上从培训的法律规定、管理机构、实施机构、模式和经费保障等方面重点介绍分析了教师在职培训现状,最后总结出了若干特点与经验.     

In-Service Teacher Training in Higher Education: the Netherlands

In-service training within an organization is justified only if day-to-day practice does not meet certain standards. Not all the gaps, however, between the desired and the actual practice can be bridged or even narrowed by in-service training. A preliminary analysis of the practical problems may be warranted before one can decide upon any in-service training programme. Other solutions should be considered as well.     

Action Learning: A Model for In-Service Teacher Education

Technology has changed the way the world functions on a day-to-day basis, but what about education? Education has been directly affected by the increase of technology in the United States. This change has not been well accepted by some members of the educational community, thus leaving the realm of education behind in the technology era. This article seeks to focus on the benefits of technology in the classroom as well as some of the issues that surround teachers and technology. The article also delves into the future of technology and education and provides some helpful tips for technology use in the classroom.     

中学英语教师语音培训模式初探

目前我国中学英语教师的英语水平，尤其是在系统地、准确地掌握英语的发音体系及发音方式、方法方面存在许多不足。针对这些不足，应以关注培训对象的实际需求与提升学员的语音理论水平相结合的培训模式，促进其学习的积极性和自主性，从而提高培训效果。     

终身学习与教师培训

终身学习是人类社会的发展趋势,教师是建构学习化社会的重要的人力资源,因而加强师资培训,提高自身素质和能力,是一项具有战略意义的根本任务.     

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.     

学习型组织与师资培训

教师素质与教师培训等教师继续教育的问题已成为教育理论界和实践界的热点问题。本文试图以学习型组织的研究为出发点，并借鉴学习型组织的一些观念与方法，提出改革传统师资培训工作的若干建议，以期有助于教师素质的真正提高和我国师资培训体制的整体改革。一、学习型组织的缘起及内涵学习型组织(the Learning Organization)是美国麻省理工学院教授Peter M. Senge在其所作《第五项修炼──学习型组织的艺术与实务》(The Fifth Discipline:The Art and Practice of the Learning Organization)中首倡，现在学习型组织已经作为一种全…     

专业学习:澳大利亚中小学校长培训的启示

澳大利亚的校长培训大多采用"专业学习"一词,体现了"尊重对象"的态度,明确研修主体。其运作模式主要有:目标导向下的资源学习、标准导向下的工作视导、基于实践问题的会议研讨、接轨学位教育的系统课程、实践体验与选择课程相结合的综合研修。我国应重视"培训"与"研修"的机制区别。研修是关于教师实践的策略性知识的学习,它应以具体实践任务的经历为基础,以体验和反思为主要学习方式。     

行动学习及其在教师培训中的应用

行动学习作为一种新的培训理念和方法,正受到追捧。以团队合作为基础,以解决工作实际中的问题为目标,通过其循环式的学习方式开展学习,从而达到培训的预期目的。行动学习对教师培训具有重要的实践意义。掌握运用行动学习的时机、选择有针对性的问题、有效组织学习活动、合理的反思、培训教师理念和角色的转变、实现培训学员教师观念的转变是取得行动学习成功的关键。     

职后培训中教师所处困境解析

目前的教师职后培训具有明显的政策导向,教师个体的需要被淡化、教师在培训中的主体地位受到忽视,这使教师在培训中处于困境之中,培训成效低下.本文指出,回归教师立场、给予教师更多的参与权、改革培训方式、充分重视教师经验的个别差异,是提高职后培训有效性的关键所在.     

Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers

The purpose of this article is to analyse teachers’ perceptions of using the modular object-oriented dynamic learning environment (Moodle) platform as a learning management system in a small-scale blended learning (b-learning) Advanced Certificate in Education (ACE) programme for in-service secondary school mathematics teachers in South Africa. It describes how the Moodle platform was used in combination with on-campus and later off-campus contact sessions for a widely dispersed population of 76 in-service mathematics teachers over a four-year period. Qualitative data was gathered by means of a questionnaire with open-ended items, while quantitative data was gathered from the centre's archives. The main findings were that Moodle enabled in-service teachers to experience social, cognitive and teaching presences, through synchronous and asynchronous discussions with peers and facilitators, and a teaching presence by submitting their inquiries and assignments online for facilitators to provide them with answers and feedback. The main obstacles to the integration of Moodle were limited availability of technology, slow speed, and unaffordable cost when available. With increased broadband connectivity Moodle holds the prospect for diversifying b-learning experiences that can support teachers’ professional learning outcomes and throughput for distributed populations of practising mathematics teachers, in particular.     

CALL教学中应当怎样注意网络交流中的礼仪问题

外语教学中非常注重学生跨文化交流能力的培养,计算机用于教学中以后,广大教师和学生经常地使用到电子邮件、键友、电子论坛、电子聊天、网络视频会议等等资源。因此,网络跨文化交流能力变得尤为重要。作为一名外语教师,特别是担负基础外语教学任务的外语教师,了解一定的网络交流礼仪是十分必要的。     

Computer-Assisted Learning of Introductory Economics

This paper examines firstly the rationale behind the use of computer-assisted learning in the field of economic studies, and then reviews the literature devoted to an evaluation of this method of learning economics. The paper goes on to describe how a group of students studying this subject in a UK polytechnic reacted to an experimental use of computers in their curriculum. The survey measures quantitatively the attitude of students to this learning process. The results are on the whole very encouraging but the paper also reveals that there are still serious resource and organizational constraints which may prevent any rapid or widespread adoption of this approach.     

《国家英语课程标准》与继续教育的实施

《国家英语课程标准》的颁发与实施对广大的中学英语教师提出了相当高的素质要求。为了尽快地实施素质教育,教育部启动了“园丁工程”,对在职教师进行继续教育,目的在于提高教师的教学意识和自主的教育反思能力。继续教育的实施将培养出一大批高素质的教师,并由此而培养更多的对社会有用的人才。     

研究性学习与中小学专家型教师的培养

在基础教育改革新课程标准实施过程中,研究性学习作为重要的学习方式进入中小学教学,其对学生的创新和实践能力的培养具有重要意义.研究性学习需要专家型教师,本文阐述了专家型教师的特征、指导作用及其相对有效的培养途径,提出了如何更好地发挥研究性学习的作用的方法.