能力本位教育理念下的高职院校英语教师素质结构探析

当前高职英语教学应以能力本位教育为核心,以英语教师能够适应能力本位课程教学改革为前提,突出英语教师职业素质和教学能力的培养。文章结合高职教育教学特点,就构建基于能力本位的英语教师素质结构和优化发展提出了一些建议。     

试论教师素质的核心内涵——能力本位

知识经济时代是以知识、智力和创新能力为基础的,突出了能力对知识的重要意义。实施素质教育,以培养学生的创新精神和实践能力为重点,对传统教育观念和教师的素质结构提出了新的要求,能力本位成为教师的基本理念和素质结构的核心内涵。     

浅论以能力为本位的高职英语第二课堂体系的构建

现阶段,社会及企业对人才的需求方向逐渐改变,高职院校承担着为社会培养专业性人才的重任。高职英语专业是英语专业人才培养的主要阵地,其教学效率直接决定了英语专业人才的综合素质。目前,高职英语教学仍然存在一定的问题,严重阻碍教学效率的提高。文章分析了高职英语专业开展英语第二课堂的意义,提出了以能力为本位的高职英语第二课堂体系的构建途径。     

以素质为基础 以能力为本位 构建高职创业教育模式

开展高职创业教育是现代高职人才培养理念的应有之义和必然要求,因高职创业教育的不足,致使创业素质与能力缺失,成为制约高职生创业的“瓶颈”因素,因此,高职院校应积极探索以素质为基础、以能力为本位的适合高职特点的创业教育模式。     

高职教育应由能力本位向素质本位转化

高职教育以什么为本位,这是一个涉及职业教育思想观念和人才培养模式的根本性问题。我国加入WTO后,高职教育面临新的机遇与挑战,深刻地探讨与正确地认识高职教育的本位及其本质特征,对于推动我国高职教育的改革和发展具有十分重要的意义。一、能力本位能力本位是以职业能力作为教学和课程设置的基础与教学的目标和评价标准,通过职业分析来细分职业专项能力,从而确定课程的内容和教学计划的教学模式。能力本位教学模式包括五个基本步骤,即市场调查分析、制定能力图表、开发学习包、教学实施和教学管理。能力图表的制定,具体包括技能操作评…     

立足实地本位,提高教师专业素质

未来社会是知识经济的社会 ,是终身学习的社会 ,对人才提出了更高的要求。教师是教育的第一要素 ,是实施课程的关键 ,教师的素质和教育理念影响着当今的教育和国家未来。教师应立足实地本位 ,反思教育实践 ,形成研究课题 ,通过教育评价的导向和引领 ,更新教育行为 ,促进教师专业素质的提高     

以素质为基础以能力为本位构建高职创业教育模式

开展高职创业教育是现代高职人才培养理念的应有之义和必然要求,因高职创业教育的不足,致使创业素质与能力缺失,成为制约高职生创业的瓶颈因素,因此,高职院校应积极探索以素质为基础、以能力为本位的适合高职特点的创业教育模式。     

浅谈英语教师的素质与提高

当今，我国改革开放不断深入，除了在政治、经济、军事、外交、医疗、科技方面与世界各国交往合作外，在教育文化方面的交往与合作也日益密切。因此，培养和造就大批能适应对外交往的外语人才，尤其是英语人才，就成了广大英语教学工作者义不容辞的责任。要完成这一重任，就要有一大批高素质的世纪英语教师。那么，具备哪些素质才能成为一个称职的英语教师呢？怎样提高英语教师的素质呢？根据多年的教育工作实践，这里谈谈个人的粗浅体会。     

浅谈高职英语教学中的能力本位教育

高职院校的英语教学要立足能力本位,改革和创新教学方法和手段,科学定位教学目标以及教师角色。     

能力本位视域下高职英语项目化教学改革

随着我国对职业教育重视度的不断加大和职教办学理念的日趋成熟,以往的人才培养模式和教学模式已经不能满足现代职业教育的需求.2000年的《高等职业教育英语课程要求》指出:高职英语课程教学的目标是培养学生实际应用英语的能力,尤其侧重培养职场环境下的语言交际能力,使学生逐步提高用英语进行交流与沟通的能力.以能力为主的教育将成为时代对职业教育的要求,在能力本位视域下探讨高职英语项目化教学改革具有很重要的意义.     

英语学科教学与素质教育

本文简述了英语学科教学在素质教育中的意义,提出了“文道”统一和“大英语”的素质教学观,并从英语素质教育的基础和核心等方面就如何进行素质教育进行讨论。     

“中国英语”应用于英语教学的几点思考

“中国英语”目前尚未成为一种独立的英语变体,现在将“中国英语”引入英语课堂并不符合实际,也无此必要.本文从坚持标准英语规范更能促进对外交流、坚持标准英语是否是一种语言偏见、语言功能与语言形式孰轻孰重、教师对学生英语表现的评价、翻译标准的讨论、本土教师与外教的比较等多个角度,论述了这一观点.     

Narrative inquiry for teacher education and development: Focus on English as a foreign language in China

Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. Critical to successful teacher development when Western ideas are being adopted in other cultures is narratively linking development programmes to this local education system, such as in China, and to its culturally established ways of knowing and being. This paper presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being. The paper concludes with the potential of teacher development to shape global values that may be shared among cultures.     

对英语教学的几点思考

本文从教师素质、教学思想、教学内容、教学手段、英语教学方向等几方面,分析了近几年英语教学的实际情况,提出了自己的看法.     

涉外护生英语水平的调查与思考

文章通过对我院涉外护理实验班的学生英语水平摸底考试的结果的分析,找出了存在的问题,提出了应对措施。     

以交际性为价值取向的小学英语教学法研究

我国的小学英语教学目前处于一种自发状态,未形成有自己特色的教学方法,不利于学生学习英语。英语学习的最终目的是学生能实际使用英语进行交际,应着重发展语言运用的能力。小学英语教学应以交际性为价值取向,通过分析英语交际教学中知识学习与知识运用的脱节,小学英语教师能力不足的现状,对小学英语交际教学法提出具体实施策略。     

English in action: school based teacher development in Bangladesh

In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.     

The cost-effectiveness of raising teacher quality

Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to meet a minimum 1000 SAT test score requirement, while raising teacher salaries by 45 percent in order to maintain an adequate pool of candidates. Results indicate that the cost-effectiveness of this approach to raising teacher quality is substantially lower than the cost-effectiveness of a competing approach for raising student achievement, involving the implementation of systems that provide formative assessment feedback to students and teachers regarding student performance in math and reading. The implementation of formative assessment instead of less cost-effective approaches would help to achieve the important goal of raising math and reading achievement while using fewer resources. The savings in resources may then be used to achieve other important educational goals—those that are not well-addressed through formative assessment.     

Metaphor as pedagogy in teacher education

Two teacher educators used metaphors to create spaces for students to express their shifting understandings of curriculum over time. This paper centers upon their reflection and analysis of affordances and limitations of metaphor as a pedagogical strategy for supporting students. Instructors noted a) critical shifts in students' dispositions and understanding over time, b) meaningful insights into students’ needs for addition support, c) how powerfully relationships were nurtured with students, d) and the quilted nature of the metaphors created, both across students and over time. Limitations are noted, as well as directions for future research.     

谈标准英语、中国英语和中国式英语

根据我国学习英语及使用英语之现况，结合国内外语言学家对标准英语、中国英语和中国式英语的论述，探讨这三间的差别以及它们之间的不确定性。指出必要的区分将有助于我们学习和使用规范的英语。