华德福教师教育实践对我国中小学教师职后培训的启示

通过考察华德福教师教育实践,从我国各地区的实际出发,借鉴华德福教师教育的有益经验,进一步完善我国的中小学教师职后培训体系。     

无教学不足以成课程：美感认知理论的观点

美感认识理论的基本论点是：人的认知活动除了逻辑思考,还包含感官知觉和情感的作用。不同的感官知觉让人藉着不同的途径由外界获得信息,细致分辨其中的特质,让人有真切的认识。基于感官知觉所发展出来的表征形式,更让人藉以将自己的知识公开化,参与社会与文化的建构。当知觉与知识相互结合,人还能发展出直觉的能力,让我们藉着“有信息基础的猜测”,迅速掌握整体情境特质。学校课程若要改变孩子的心智能力,则应提供孩子通过多重表征形式去理解与建构意义的经验。如此具有美感体验的课程无法事先完全规划,而必须由教与学的历程经验来完成,所以,由美感认识理论来看,课程根本是在教学中形成的,无教学不足以成课程。     

How Television is Changing Our Children

The following vignette relates Becky Overholt's experience during a formal observation by her principal. At the time, Becky had a master's degree in curriculum, was a sixth-grade language arts teacher, and had 20 years of teaching experience.     

一言一语总关情——如何加强朗读训练中的情感体验

小学各年级的阅读教学都要重视朗读。文章本是有情物。朗读时,教师一定要引导学生发掘教材中的情感因素,让朗读"活"起来。利用情境渲染,促学生动情;通过引导辨析,与学生体情;采取多种形式,让学生抒情。     

Correspondence across three ethnic groups of constructs measured by the Iowa Tests of Basic Skills

A random sample of all sixth-grade students enrolled in a large urban school district completed the Iowa Tests of Basic Skills. Tests were administered by either a counselor or a teacher to groups composed of no more than six students. The correspondence of test vectors measured by the test was analyzed. Results suggest that the ITBS does not measure exactly the same constructs across student ethnic groups.     

实践教学法在《电子商务概论》教学中的应用

实践教学法是华德福教育的核心。1996年,联合国教科文组织将华德福教育郑重的推荐给全世界。目前,全球共有600多所华德福学校。华德福教育主要集中在幼儿园、小学和中学,在大学教育中运用的很少。本文探讨了在高校《电子商务概论》课程里,采用实践教学法与电商理论相结合,实验课为辅助的教学方法。在教学中,全部采用实践性作业,用开网店的形式进行期末考评,教学收效明显,学生创业热情高涨。通过这次教学实践,对于在高校电子商务教学中如何走出大学生自我创业的路子有借鉴意义。     

在英语教学中突显趣味性

抽象、枯燥的数学需要老师在教学过程中把英语的趣味性突显出来,教师可以通过利用实际生活资源创设情境,采用多种教学形式来突出趣味性,以此激发学生的学习兴趣,提高学习效果.     

哲学解释学视域下的教师权威探析

哲学解释学视域下要求构建民主、平等、对话、理解的新型师生关系,在这种新型师生关系的关照下,教师权威是否还有其存在的空间?对这一问题的探讨可以为教师权威转型提供有价值的参考。文章从教师权威的内容入手,继而探析了新型师生关系对教师权威造成了哪些冲击,哪些权威应该被消解,哪些权威应该被重构等问题,在此基础上对如何在新型师生关系中调整教师权威给予了一些建议。     

浅谈少数民族学生英语学习兴趣的培养

少数民族学生英语教学中，教师要培养和保持少数民族学生学习英语的兴趣，应该重视入门教育，打好基础；充分研究教材,认真备课，在各教学环节中增加趣味性；注重建立新型师生关系，重视师生情感交流,培养兴趣；开展内容广泛、形式多样的英语课外活动。     

Educational production and the distribution of teachers in Uruguay

In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.     

Self-system concomitants of discrepancies between children's and teacher's evaluations of academic competence

The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and 2 measures of their "actual" competence in this domain: teacher ratings and achievement test scores. Over-, under-, and congruent child raters were identified on the basis of the 2 external standards and then compared on child and teacher ratings of self-esteem, self-regulatory style, and coping with perceived failure. 6 teachers and 121 lower- to upper-middle-class suburban students participated. As predicted, no differences were obtained between congruent and distorted (combined over- and under-) raters on these self-system variables. Consistent with previous research, overrating children showed higher self-esteem on self- and teacher ratings than underraters. After controlling for level of perceived competence, overraters scored higher on anxiety, and, when overrating occurred against the teacher standard, these children were rated by teachers as having lower self-esteem, poorer coping strategies, and less internalized self-regulatory styles. Comparing the 2 standards, self-reported difficulties were associated with underrating against the teacher's standard but not the achievement standard. Teacher reported difficulties were associated with the opposite pattern of underrating against the 2 standards. Motivational factors contributing to patterns of discrepancies are discussed, as are the educational implications of mismatches between teacher and student perceptions of objective and intrapsychic aspects of school experience.     

Students’ classroom experience in foreign-faculty and local-faculty classes in public and private universities in Taiwan

This study investigates university students’ perceptions of classroom experience in foreign-faculty and local-faculty classes and their relations to the type of institution in which they studied. The sample included 714 undergraduate students from 14 universities in Taiwan. The instrument consisted of seven dimensions: peer supportiveness, peer pressure, teacher supportiveness, teacher approachability, study preparedness, class participation, and learning comprehensiveness. The results indicate that students in both types of universities are reluctant to participate, feel pressure, and experience difficulty comprehending course content in the foreign teacher’s class. However, they feel that foreign teachers are more supportive and approachable than local teachers, especially in private universities. Compared with local-faculty classes, private university students prepare more and obtain more peer support in foreign-faculty classes. They also participate more and feel more peer support; however, they comprehend less course content than their public university counterparts in foreign-faculty classes. Detailed discussions regarding the university classroom experience of Taiwanese students in local-faculty classes and foreign-faculty classes are provided.     

Waiting for Gabriel: Philosophical literacy and teacher education

Abstract

The author presents a case for expanding the philosophical literacy of preservice teachers. It is argued here that increasing the philosophical literacy in teacher education programs will enable teachers to think deliberatively and, consequently, reflectively on the exigencies of their practice. For example, through guided experience with philosophy of education, preservice teachers can gain familiarity with the hermeneutics of inter‐subjectivity, thus making them better able to communicate and understand their own students and their families. The author uses John Dewey's pragmatic ideas about reflection, hermeneutics, and equity as examples of how philosophical literacy can guide preservice teachers’ professional contemplation.     

Who is granted authority in the mathematics classroom? An analysis of the observed and perceived distribution of authority

The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher–student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students’ mathematics-related questions; and (3) who was allowed to evaluate students’ responses. For each of these aspects, we were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other’s learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved.     

The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background

The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL.     

TPACK框架下的教师专业素养研究

面对如何混合多种形态和不同的教育技术去促进和加强学生的学习这一挑战,Matthew J.Koehler和Punya Mishra提出教师必须获得并发展整合技术的学科教学法知识(TPACK)这一解决方案。TPACK教师知识框架引起了新时代教师专业素养要求、培养方式和策略的变化,在这种背景下笔者在河北省遵化市某中学进行了为期一学期的教师整合技术的学科教学法知识素养研究。实验表明教师应当具备与TPACK相关的7种教师专业能力素养,并通过实验证明了富有成效的五种培养策略。     

“Oh,I have a story”: narrative as a teacher's classroom model

This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal reflection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which reflects teaching strategies previously identified as those used by effective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to reflect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.     

幼儿绘本阅读教学的艺术同构策略

绘本一般借助于文字和图画共同讲述一个完整的故事,内容贴近幼儿生活,兼具文学性与艺术性,蕴涵着丰富的教育价值.利用绘本进行教学时,教师应努力利用其中的多元艺术表现形式,实现文学、音乐与美术形式的共通,以此深化和提升幼儿的绘本阅读经验与体验.具体而言,教师可以采取多样化情景创设、多元化表达表现、生活化行为迁移、多途径角色体验等策略进行艺术同构,激发幼儿阅读兴趣,促进幼儿与绘本的心灵对话和交流,提高绘本教学的效果.     

New Qualifying Requirements for the Mentoring of Student Teachers in the Netherlands

In 1997, courses at Dutch teacher education institutes were changed so that students nearing completion of their courses are now expected to teach without immediate supervision over a period of a few months. The introduction of this more school-based teacher training has been introduced to minimise the ‘practice shock’ that the beginning teacher (ieraar in opleiding--hereafter lio) often experience. This paper describes a study of 83 mentors and 12 institute teachers on the consequences of this change for the content as well as the process of mentoring of students in the final stages of their teacher education.     

Exploring the Impact of Varying Degrees of Cognitive Conflict in the Generation of both Subject and Pedagogical Knowledge as Primary Trainee Teachers Learn about Shadow Formation

Primary teacher preparation courses to need support students in developing not only science content knowledge, but also pedagogical knowledge appropriate to the effective translation and representation of subject matter for learners in classrooms. In the case of the generalist primary trainee, this constitutes a considerable challenge. This study explored how a group of 13 primary trainees developed subject and pedagogical knowledge during university‐based training as they investigated shadow production in a variety of contexts using cognitive conflict as a strategy for promoting conceptual change. By using a metacognitive approach, students analysed their own learning in response to increasing depth of conflict within a series of shadow investigations. The results indicate that the depth of conflict perceived by the learners in this study was instrumental in inducing conceptual change and generating pedagogical insight within the domain of light.