窗户和镜子

一位很富有的年轻人去见拉比,向他询问以后日子应该怎样过。拉比把他领到窗户前,然后问他:"透过玻璃你可以看到什么?"年轻人说:"我可以看到人们来来往往,看到一个盲人在大街上乞讨别人施舍。"然后,拉比给他拿来一面大镜子,对他说:"看看这面镜子,然后告诉我你看到的东西。"年轻人说:"我可以看到我自己。"拉比说:"而你看不到别人。请注意,     

我的偶像是公鸡

正《礼记·学记》中说:"故学然后知不足,教然后知困。知不足,然后能自反也;知困,然后能自强也,故曰:教学相长也。"由此诞生了成语"教学相长"。我在课堂上,经常受到学生的启发、教化。讲授《白鹅》这篇课文的时候,一个学生为公鸡创作了一句名言:"我只叫了一声,人们就被我唤醒了。"我立刻就联想到我的课堂、我的追求……原来,我的偶像是公鸡。我喜欢看黑白电影,因为我不用担心五色令我目盲;我喜欢听巴赫的无伴奏小提琴     

放假第一天

放假了,我人还没到家,心早已飞进了大院里.今天我可得好好松弛一下! 三下五除二,放下书包,我满心欢喜地开始打着"如意算盘":先痛快地洗个澡,然后听音乐,然后写日记,然后……     

我们是新课标的“陪葬”

我想我真是一个彻头彻尾的"90后",每天在QQ上用火星文聊天,神采飞扬地和同学们谈论着八卦问题,然后一有空就疯狂地去购物。我们"90后"的日子平凡而又快乐。但我也没辱使命,以不错的成绩考上了一所重点高中的重点班。初中时,曾一度痴迷于"80后"那些华丽文字,然后固执地认为高中     

心态决定状态

正某外企为新接纳的员工设计了一个岗前培训:主讲师首先给每位员工发一张白纸、一支圆珠笔,然后自己在书写板上画了一个大大的心形图案,在图中写上"我无法……"这样一个句型,要求大家立刻造出三个句子,然后大声读出来。一个员工写的是:"我无法孝敬年迈的父母。""我无法实现梦寐以求的人生理想。""我无法兑现所有的美好愿望。"结果越读越感到压抑,越读情绪越是低落。接着主讲师将"我无法"改成"我一定能",要求大     

真假只在一瞬间

"你会吹笛子吗?"主任用挑剔的眼光看着我。我知道,有一项不符合他的要求,我就要被OUT了,然后又要经历那无业游民的长时间漂泊了。再然后天天是向爸妈要钱,被他们骂无用,这日子实在太不好过了。"嗯,我会。"我充满自信地回答。天知道我的心是没有底的,我不会吹笛子,可是为了生计,我也是没有办法呀。"那吹一段来试试!"主任眼里露出欣喜,从身后拿出一个长笛。     

追“星”记

"就她了!"然后我一不做二不休,向林子讨教了几招,就开始追起"星"来。听好友林子神侃追星的奇妙感觉,我这个"平庸族"心动了,我也要追追星。     

奶奶,我的AJ鞋是200块买的

正01去年暑假,我奶奶来我家,刚好我在拆快递,那是一双鞋子——AJ6胭脂红,奶奶看见了就随口一问:"这鞋多少钱啊?"我略加思索后回答:"200块。"没想到奶奶拿起那双鞋看了半天,然后痛心疾首地说:"这么丑的一双鞋,居然这么贵?"我哭笑不得。但后来当奶奶从我家离开时,往我兜里塞了200块钱,然后对我说:"这鞋就当是奶奶送你的。"     

奔跑

"唉,怎么搞的,我那么努力,结果还是考砸了。"我一个人默默地走在回家的路上,这样想着想着,猛一抬头,不觉已到自己家的门前。我轻轻地推门进去,蹑手蹑脚地走进自己的房门,悄悄关上门,然后倒在床上,想着这"考试"的事情该如何向父母交代。不知过了多久,父亲进房叫我出去吃饭,我答应了一声,然后心不在焉地走到桌子旁坐下。父亲好像看出我的心思,可并没说什么。     

写话两篇

玩"斗牛"今天下课的时候,我和朋友一起到大操场玩"斗牛"。我当牛,志耀当斗牛士。他假装手里拿着一块红布,我一"看见"红布就一头撞过去,他就赶紧躲开,然后又     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

连云港师专—附小教育集团丁兆岩

<正>江苏省连云港市是一个依山傍海的美丽城市,生长于此,从某种意义上说,港城山的高远与海的博大为我的个人树立了成长目标。我成长过程中的各位师长更是我的"山"与"海",是他们让我懂得     

师者

我有一个梦想,梦想全世界的老师都变得和蔼可亲;我有一个理想,希望所有的老师都能够担当起自己的责任;我有一个"妄想","妄想"我要是当了教育部长……嘿嘿。梦想终究不太现实,因为这个世界上还有很多的烦恼忧伤;理想却一定可以实现,我看到美好的前景就在远方。至于"妄想"嘛,呵呵,还是算了吧。     

Neuromyths Among Teachers and Student Teachers

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.     

老师(英文)

好的老师能作出解释。出色的老师会表演示范。伟大的老师则知道如何激励学生。——威廉·沃德It’s hard to think about what life would be like without teachers. Who would guide you through     

在教师培训中帮助教师完成角色转变

新一轮课程改革已经在我省14个地市展开，我省广大教师能否适应新课程．是新课程实验能否成功的关键。各级各类培训都应懂得．大多数教师都已形成由许多旧的教学传统、教学观念、教学方法、教学评价所综合构成的教学习惯，因此．各级各类培训都要以帮助教师在实施新课程中转变角色为核心内容，并把帮助教师角色转变渗透到提高本学科专业知识的培训中。但从理论研究到教师在教育教学实践中完成角色转变，有一个艰难的过程。从事继续教育工作的同志，要在教师培训中开动脑筋，充分利用当地的教学资源，完成好新课程培训。     

Teachers Anonymous

ABSTRACT

The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.     

Teaching Teachers

Abstract

Women Against the Odds The Campus Troublemakers: Academic Women In Protest By Athena Theodore Houston: Cap and Gown Press, 1986 xxiv + 293 pages, $23.95 hardbound, $15.95 softbound. Reviewed by Claire Hirshfield

“Artistry of Discussion Leadership” and Other Skills Teaching and the Case Method By C. Roland Christensen, with Abby J. Hansen Boston: Harvard Business School, 1987, 290 pages, $29.95 Reviewed by Richard Leahy

Valuable Background Reading College: The Undergraduate Experience in America By Ernest L. Boyer, president, The Carnegie Foundation for the Advancement of Teaching New York: Harper &; Row, 1987, 328 pages, $19.95 Reviewed by Frederick S. Weaver     

智慧型教师与教师类型转换

一 所谓“智慧型教师”,是指通过教育科研不断探索教育规律,寻求教育实践活动所必需的教育智慧,从而具有高情商、高