自我的诞生：幼儿告状行为的教育现象学分析

幼儿告状行为在幼儿园一日生活中极为常见，通过揭示幼儿告状意识的结构和告状行为体验的情境性内涵，可以有效促进教师的教育学反思。作为童年基本现象的幼儿告状行为，其背后充满着交织的矛盾：在遭遇困境的呼喊中，幼儿本身是“弱小”却又是“强大”的；在渴望被爱的表现中，师幼关系是“亲密”却又是“疏离”的；在守护内心的秩序中，告状行为既是对班级规则的“保存”却又是某种意义上的“瓦解”。以教育现象学理论来审视幼儿园告状行为的复杂性，有助于教师理解告状行为在幼儿自我建构中的成长性意义，最终提升教师的教育机智。     

对数学教学创设"问题情境"的思考

新课程强调让学生在现实情境和已有的生活、知识经验的基础上学习和理解数学．同时倡导学生学习数学应经历“问题情境——建立模型——解释、应用与拓展”这一“问题解决”的过程。上述新课程所体现的重要理念中，都涉及教师要为学生学习数学创设“问题情境”。恰当的“问题情境”不仅为儿童学习数学拉开成功的序幕，也会成为学生主动探索数学领域的动力。然而，有的教师仅仅追求时尚．为了设计“引人人胜”的“问题情境”而绞尽脑汁，但结果事与愿违。     

思想品德课情境感悟化教学系列（二）学科情境感悟化教学情境选择的基本原则

新课改倡导“用教材教,而不是教教材”,给予教师再度开发教材的权利。“创设那种能激发道德行为和行动的情境,恰恰就是要靠教师对学生精神世界的理解。教师的这种品质对于青少年教育尤为重要。”（苏霍姆林斯基语）面对生活中举不胜举的情境,思想品德学科情境感悟化教学情境选择和利用应遵循什么原则,以更好地引发和催生学生的切身体悟,激发其道德情感和行为实践呢？     

教育叙事研究的类型和过程

对教育中的叙事研究目前基本存在着两种理解：一种是广义的，就是通过对有意义的教学事件、教师生活和教育教学实践经验的描述分析，发掘或揭示内隐于日常事件、生活和行为背后的意义、思想或理念。另一种是狭义的，专指教师叙事研究。如有的学认为，教育叙事就是教师“叙说”自己在教育活动中的个人化的教育“问题解决”和“经验事实”，并在反思的基础上转变自己的教学观念和行为。总体来说，当前似乎基于狭义理解的叙事研究居多。     

语文阅读教学中实现"感悟"的策略

阅读中的感悟，是指有所感触而领悟，是读者从对文本的表层意义的把握深入到深层内涵的认识的重要途径。教师应该注重激发学生内在的感悟意识，提高学生的感悟能力。而“创设情境、加强对话、链接生活、关注空白”正是“获得感悟基础、丰富感悟内涵、体现感悟个性、实现感悟创造”的重要策略。     

要“美丽”更应有“魅力”——例谈小学数学课堂情境的创设

随着新课程改革的深入，课堂教学越来越注重情境的创设，如故事情境、图片情境、操作情境、活动情境、信息情境、问题情境等，可谓形式多样。然而，我们也发现一些教师，由于对创设教学情境的意义和作用在理解上还存在偏差，经常导致教学情境的价值缺失，课堂热闹了，学生开心了，但教学的本质却淡化了。小学数学课堂教学情境的创设，迫切需要从追求形式的“美丽”转向注重内涵的“魅力”。本文试从几个教学情境实例的比较分析中，探寻其存在的问题和解决的策略。     

在教育情境中,探析教师的教育观念与行为

教育观念支配着教育行为，教育观念的形成是与教师对教育理论的理解分不开的。教师只有对教育理论有了较深刻的理解，才可能形成真正先进的教育观念。笔认为，造成目前很多教师教育观念与教育行为脱节现象的一个不可否认的重要原因，便是很多教师对一些先进教育观念的认识仅仅停留在“口头上(会说而已)”，而对“观念”背后的一些“理论依据”的理解却显得较为肤浅。笔从参与一所幼儿园的园本教研中深深地感觉到，如果能引导教师从她们所熟悉的各种鲜活的教育情境中，去解读她们的教育观念与行为，让老师知道“是什么”，并明白“为什么”，是有利于真正地改变她们的教育观念，改善她们的教育行为，从而提高她们的教育实践智慧的。     

关于"数学生活化"的再辨析——从美国的"木匠教学法"看我国的"数学生活化"

随着新课改的推行。“数学生活化”越来越受到一线教师的推崇。然而,在运用的过程中,却出现了各种各样的问题。笔者从美国的“木匠教学法”中受到启发,重新认识我国的“数学生活化”,并对其做了界定,从而提出了走出“生活化”误区的对策：正确处理数学和生活的关系;精心设计“生活化”的数学问题;正确理解“生活化”的情境。     

论高校思想道德修养课的教学魅力

思想道德修养课的魅力所在是要揭示人的生活意义，生活着的人，并不一定理解自己的生活，教育的启示与促进是必须的。道德教育“难”之所在：个体生命的发展不在抽象的科学世界，而在富有人性的完整生活世界；人的道德品行的养成与体现发生在每个具有真实生活的情境中，其实现的重要途径就是教师与学生一起走进道德教育中“理解的王国”——在生活世界中理解，进而产生教学的实效性。     

"契机"与"情境"--幼儿园德育课程资源的发现与整合

我国许多教育工作已经清楚地意识到：我们现在所面临的挑战不仅是经济或学术上的，它更与我们在道德和品质上的一些缺陷有关。如果我们从“课程理解的范式”去思考的话，德育至少应该成为早期教育课程对话的一个部分。也许幼儿间所有的活动都有其道德含义，也许幼儿园所有的课程都拥有一种道德本。然而，这些德育资源都需要教育去发现和整合，幼儿只有去体验、理解和实践后才能将德育融入自己的生活世界，在面临不同道德情境时做出及时合适的行为举措。     

高职院校教师职业倦怠成因及对策

教师职业工作时间长，任务繁杂，工作压力大，是最容易产生职业倦怠的行业之一。职业倦怠会降低教师的工作热情，危害教师的身心健康，进而影响整个教育事业的健康发展。高职院校教师产生职业倦怠的原因，有社会以及当今离职教育大环境，高职院校内部管理机制，教师自身心理素质等。解决教师职业倦怠，首先需要社会各界改变对高职教育认识上的不足；其次，要改变高职院校的管理机制，为教师创造良好的学习、工作、生活环境；高职院校的教师也要调适好自己的心态。     

Aristotle’s conception of practical wisdom and what it means for moral education in schools

Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed.     

Preparing teachers for inclusive education in Latin America

This article analyzes the current challenges facing inclusive education in Latin America and explores some possible solutions. The author suggests that teachers play a key role in providing education that is inclusive for all. In Latin America, today, however, inclusive education often does not respond to the needs of children and young people, and teachers often finish their professional training without acquiring the skills they need to work with children and young people living in difficult circumstances. Teachers also need incentives to work in remote or difficult geographical areas, and they benefit from national efforts to improve their status, including awards for innovative work. Much remains to be done, but the training of teachers for a more inclusive education system is gradually being incorporated as part of the educational policy agenda in Latin America.     

Fill the classroom with life: deepening the reform of Chinese primary and secondary classroom teaching

Classroom teaching is a life-practice in which both teacher and pupils engage and bring in their authentic and living experiences. Classroom teaching should be seen as a period of life-experience that is a meaningful component of the lives of both teachers and students. However, this is not how teaching is seen in most pedagogical and educational theory, teacher education, and in Chinese classrooms, and this perception inhibits reform. What must be understood to facilitate a view of teaching as a life-practice?     

“Rights are the Words for Being Fair”: Multicultural Practice in the Early Childhood Classroom

This article addresses the practices of multiculturalism and social justice as they are explored by an early childhood classroom. In response to the school requirement of participation in the Martin Luther King assembly, the children and their teachers seek to create a meaningful contribution reflective of the children’s voices and conceptions of justice and equality. The article examines classroom practices as children and teachers co-construct meaning around multiculturalism in early childhood. Through classroom research and discussion, the children develop their own concepts around these issues, finding meaningful ways to share their knowledge with the larger school community.     

民办教育教师的困境及其应对措施

民办教育教师是一个特殊的群体,是我国人民教师队伍中的一个重要组成部分,为我国的教育事业做出了杰出的贡献。然而这个特殊群体的生活现状却游离于人们的视野之外。文章从社会、学校、个体本身三方面剖析了民办教育教师的困境,并从该三方面提出了应对措施,以帮助民办教育教师重拾职业幸福感。     

湘南民间石雕艺术的分布与生存环境现状调查

湘南民间石雕有着深厚的历史文化背景和丰富的形成环境.因其艺术特色鲜明,且数量多,分布广,具有很高的研究价值.从湘南民间石雕所处的地理、人文环境和艺术手法、内容入手,通过对其中较有代表性的作品的研究,探析湘南民间石雕的艺术特征、内涵,揭示其文化价值,对湘南民间石雕艺术的传承,弘扬地方文化等具有重要意义.     

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.     

Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development

With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how teachers use it that will determine its worth to education. Thirty-three teacher-designed technology-based tasks from eight subject areas were analysed for their effective use of ICT, and their potential to involve students in constructivist learning. Few of the tasks made effective use of ICT for meaningful learning, for reasons associated with teachers’ beliefs, attitudes, and missing TPACK components or competencies. These factors provide the basis for a model of areas to target when structuring professional development courses to help teachers better utilize educational ICT to design meaningful learning tasks.     

民办学校教师生存状态透析——基于教育人类学考察

人们总是聚焦于教师作为一种职业,在其职业生涯中应该被给予的责任与义务,而忽视了教师作为人而应该有的生存状态。在现代社会转型和教育变革中,相当一部分生活在城市中的民办学校教师丧失了工作的热情,对自己的职业认同度较低,产生了职业倦怠,对自我的发展也不确定,失去了作为人的生命意义存在的价值,成为现代教育进程中的"工具"。