大学教师教学发展中心的主体功能

大学教师教学发展中心的主体功能是促进大学教师的专业发展,正经历从重视组织建设向全面促进教师专业发展的功能释放的转型。当前大学教师教学发展中心在回归主体功能的过程中存在重硬件建设,轻服务教师专业发展的内生力提升;重支持教师专业发展的理智价值取向,忽视基于教学实践情景的生态价值取向;重行政管控功能,轻教学学术引领功能;重教师群体专业发展支持,轻教师个体专业发展关切等问题。基于组织动力结构理论,大学教师教学发展中心需要确立以教学文化革新为促进大学教师专业发展的原动力;以“学教”发展的理念为促进大学教师专业发展的驱动力;以教师参与行为提升作为促进大学教师专业发展的能动力。     

农村初中语文教师培训的针对性与实效性研究

农村初中语文教师培训应当具有针对性,也应当具有实效性.其针对性指向农村语文教师需求什么、用什么满足需求,其有效性指向让农村初中语文教师清楚教什么和怎么教.农村初中语文教师需求的是：如何独立自主、富有创意地解读文本;如何针对各种文体实施文体教学;如何根据自我性情气质展开个性化教学.农村初中语文教师培训凭借专家出思想、一线教师出教学案例、指导教师出交流指导、培训学员出实践尝试来满足农村初中语文教师的需求.农村初中语文教师培训的实效性体现在如何让农村初中语文教师清楚教什么和怎么教,这能促进初中语文教师正确筛选教学内容和合理安排教学过程.农村初中语文教师培训在时间紧、任务重的情况下必须精心选择,认真组织,确保培训的内容让农村初中语文教师受用一生一世.     

教学有效性相关问题的思考

高效课堂成为教师实施课堂教学的目标,什么样的课堂是高效课堂?高效课堂与教师专业发展有哪些联系?在实施高效课堂中,教师应该解决的问题是什么?本文结合目前教学现状谈教师发展与教学有效性相关问题的认识。     

把课堂还给学生--对语文课堂教学有效性的思考

听了很多语文公开课,常为教师天衣无缝的教学设计而赞叹,为教师环环相扣的教学环节而折服,为教师无懈可击的教学语言而心醉。不错,有的语文课确实精彩,但总觉得精彩的是老师,显露的是教师的才华,为人们津津乐道的是教师高超的教学艺术。     

论教师教学执行力的内涵、特征及功能

教师教学执行力是教师在主观能动性作用下创造性地落实教学目标和任务的专业实践合力。其存在的前提是教师对教学目标的深刻领悟,行为过程中表现为教师的专业实践合力,追求教师的教学智慧形成与外显。教学实践中,教师教学执行力表现为个体差异性、育人指向性、场域依赖性、课标先导性以及政策引领性等主要特征,具有落实教学目标、凝聚教学合力、促进教学改革以及激励教师发展等功能。     

论教师教学效能感与教学监控能力

教师心理研究的一个重要目的在于提高教师素质,而全面提高教师素质是推进和实现素质教育的基本保证,教师教学效能感和教学监控能力是教师教学素质的核心成分,是促进教师专业化发展的重要方面,因而有必要探讨二者的内涵、结构、作用及相互关系和培养提高的方法与途径。     

让学生尝试“评课”

在公开课或示范课后,学校往往会组织有关教师围绕课题,展开说课、评课活动,并且还通过名师的点评,取其精华,剔其糟粕,借以发扬光大教学艺术,提高课堂教学效益。然而,教师们审视课堂教学的角度,难免会从单一的教师视角来品评教师的教法,这样,对教师课堂教学的评价往往会有失偏颇。所以,我们能否换一个角度,从学生的学法角度来重新审视教师的课堂教学呢?     

教师教学个性的遮蔽和彰显

教学个性是教师教学成熟的标志,是教师"人性"在教学中的体现。教学的主体和客体的多元性和不确定性决定了教学的个性化特征,也决定了教师必须有个性。但在教育实践中,中小学教师的教学个性却由于学校管理、评价机制和教师个体思想的缺乏等原因被遮蔽了。通过教师主体回归、个体意识觉醒和自我提升可以彰显教师的教学个性。     

教学机智在物理教学中的实践

在当前新课程理念下,教师不仅要转变教育观念,更新教育内容,更需要与生活、社会实践紧密结合,还要强调主动学习和探究性学习。课堂教学中出现的新情况、物理课程性质的特殊性,以及学生在物理课上思维的活跃,都要求物理教师随时发挥自己的教学机智。在教学实践中怎样才能做一个机智型的教师,培养出具有创造性思维的学生呢?本文就新课改下物理教师的教学过程进行探讨,阐述物理教师在教学中机智成长的过程,从而提高教师本身的素质。     

提升教师教学品质规范课堂教学行为

在教师的专业化发展中,课堂教学行为是教师教学品质最显现的体现。本文首先对教师教学行为作出界定,指出教师教学行为的性质、特点及其在教学实践中的具体表现;然后分析教师教学行为的形成及其影响因素,讨论如何完善教师课堂教学行为,最后就规范良好的课堂教学行为,提出可行性方法和建议。     

天保房地产开发公司发展战略研究

天保房地产开发公司根植于天津滨海新区。依托控股公司带来的资源优势，基于滨海新区列入国家发展战略部署的背景，在近年来取得了迅速的发展。但是随着国家一系列政策的出台，中国的房地产行业面临着一次大的重新洗牌过程，同时企业内部仍然存在着制度缺陷、管理不规范、流程不清晰、人员激励不足等各方面的问题，所以，天保房地产公司在面临着滨海新区良好发展机遇的同时，也面临着很大的挑战。如何在机遇与挑战并存的环境中，认真分析和评估企业的外部环境及内部资源与能力的优劣势，对企业内部的资源与能力进行积累与培养，制定相应的竞争与发展战略，引导企业的健康长远发展具有一定的必要性与迫切性。 本文从竞争战略的角度，综合分析天保房地产开发公司所面临的外部环境和内部条件，研究探讨天保房地产开发公司的发展战略框架，包括战略的指导思想、战略定位、战略目标及相应的实施措施，以期实现天保房地产开发公司的发展愿景和核心价值。     

Burning a Candle in a Vessel, a Simple Experiment with a Long History

The experiment in which a candle is burned inside an inverted vessel partially immersed in water has a history of more than 2,200 years, but even nowadays it is common that students and teachers relate the change in volume of the enclosed air to its oxygen content. Contrary to what many people think, Lavoisier concluded that any change in volume in this experiment is negligible; moreover, the explanation relating oxygen consumption in the air with its change in volume is known to be wrong. In this work we briefly review the history behind the candle experiment and its relationship with some typical erroneous explanations. One of the key factors behind Lavoisier’s success was the use of experiments carefully designed to test different hypotheses. Following these steps, we performed several closed volume experiments where the candle wick was replaced by a capillary stainless steel cylinder supported and heated by a nichrome filament connected to an external power supply. Our recorded experiments are displayed as web pages, designed with the purpose that the reader can easily visualize and analyze modern versions of Lavoisier’s experiments. These experiments clearly show an initial phase of complete combustion, followed by a phase of incomplete combustion with elemental carbon or soot rising to the top of the vessel, and a final phase where the hot artificial wick only evaporates a white steam of wax that cannot ignite because no oxygen is left in the closed atmosphere. After either a complete or incomplete combustion of the oxygen, our experiments show that the final gas volume is nearly equal to the initial air volume.     

指鹿为马

秦二世时,丞相赵高野心勃勃,日夜盘算着要篡夺皇位。可朝中大臣有多少人能听他摆布,有多少人反对他,他心中没底。于是,他想了一个办法,准备试一试自己的威信,同时也可以摸清敢于反对他的人。     

Short a and Long a

Easy Phonics带你学习自然拼读,让你学会字母的发音规律,正确地拼读单词。本期让我们继续来看看、读读、写写重读音节中包含字母a的单词,区分它们读短音short a-/e/,还是长音long a-/ei/。     

Short a and Long a

Easy Phonics栏目带你轻松地学习自然拼读!在读读、听听、拼拼和玩游戏中,你将了解字母的发音规律,并正确地拼读单词。这一期,我们来学习元音字母a的短音(short a)和长音(long a).     

做校长·做学问·做人

从前,有一句话,叫做"吃得苦中苦,方为人上人".这句话被认为动机不纯,怎么可以做"人上人"呢?其实,对于"人上人"可以作不同的理解,一种理解是"骑在人民头上,作威作福",这种"人上人"当然不好;但也可以解释为比别人做更多的贡献,吃更多的苦,经过更多的挫折与困难而比一般人更成熟、更坚强,更知道怎么做人.实际上,对这句话应是作后一种理解的,因为这种"人上人"是与"苦中苦"联系在一起的.     

毕飞宇:一镜、一钟、一影、一胡琴而已

本文从毕飞宇小说中一再出现的镜、钟、影和胡琴的意向入手,考察毕飞宇小说的叙述人称、叙述速度、叙述结构和叙述意图。深入阐释＂我＂与＂他＂的分离与揉合,＂快＂与＂慢＂的交替与演变,＂是＂与＂非＂的分明与模糊,＂语言＂与＂沉默＂的相反而相成。     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.