共查询到20条相似文献,搜索用时 93 毫秒
1.
王卫霞 《学位与研究生教育》2017,(6):61-67
通过对华东地区10所高校理工科博士生的调研,实证分析博士生导师资助制对导师责任心提高、博士生学习科研积极性激发、学生学业成就提升的实际效果。研究结果发现:理工科博士生导师资助制并没有显著提升导师指导博士生的责任心;理工科博士生导师资助制显著提高了博士生的科研课题参与度和学业科研投入时间;理工科博士生导师资助制没有有效促进博士生学业成就和创新能力的提升。针对调查结果,对进一步完善导师资助制度提出了若干建议。 相似文献
2.
乡村新任教师是乡村教育发展的新生力量,是乡村教育未来持续发展的希望所在,关注他们的生存与发展问题具有重要现实意义。当前,乡村新任教师在发展过程中面临身份认同较低、生存压力较大、专业发展较难三方面的困境,影响着新任教师的留教意愿与教学成效。建立乡村新任教师"双导师"制,由乡村学校和城镇学校共建导师队伍、协同完成对新任教师的培养任务,有利于增强新任教师身份认同、减轻生存压力、促进专业发展。因而,推进"双导师"制建设需要出台系列制度作运行保障、构建多主体良性合作机制、借力数字赋能与政策优势、做好导师组建与规划引领。 相似文献
3.
4.
5.
曙光 《宁波大学学报(教育科学版)》2022,(2):75-081
研究生培养已实行导师制,但目前普遍采用辅导制模式。从辅导制模式发展为导师工作室制模式,对应用型学科创新型人才培养具有教学创新意义。与辅导制模式相比较,导师工作室制在构建研与学传导机制, 以及在培养研究生的科学素养与团队合作精神方面具有明显的功效;导师工作室制教学模式有其特有的教学方法与教学手段,推进导师工作室制模式有效运行,应采取有效的政策促进措施,构建相应的政策体系。 相似文献
6.
近年来,乡村教师“留不住”成为教育界痛点问题,原因在于新手教师缺少融入集体机制、熟手教师缺少学习借鉴平台、能手教师缺少展示提升机会、领军教师缺少拔高发展空间这四个方面。需要在乡村学校构建有效的梯队发展机制,为新手教师提供成长导师、为熟手教师提供学习通道、为能手教师提供进步阶梯、为领军教师提供“领导”平台。为此,需要四大保障机制整合师徒制+轮训制,创设逐级辅助的指导机制;组合小组制+合作制,构建多向互动的交流机制;融合论坛制+年会制,实施开放多元的展示机制;综合“工作室制”+竞聘制,形成专业示范的引领机制。 相似文献
7.
对工程硕士师资队伍建设的初步探讨 总被引:2,自引:0,他引:2
黄秋萍 《长春工业大学学报(高教研究版)》2009,30(3)
师资力量是决定工程硕士培养质量的关键因素.目前工程硕士师资队伍存在诸多问题:学校师资工程背景知识不足;企业导师的培养与管理亟待加强;双导师之间的联系不够密切.要解决这些问题,可以通过以下途径:建立和完善聘任遴选机制,有计划地选拔任课教师和遴选导师,完善培养机制,促进教师素质的全面提升;完善"双导师"制,发挥双方合作指导的功能;完善评价和激励机制,促进师资队伍的良性发展. 相似文献
8.
对年轻博士生指导教师素质的分析与思考 总被引:2,自引:0,他引:2
本文首先较为深入地分析了博士生指导教师素质与博士生素质之间的关系,指出博士生导师自身素质与博士生素质的培养有着高度的相关性,提高博士生培养质量,关键在于优化导师素质;其次,从年轻博士生导师与年长博士生导师的一些素质特点及差异考察入手,着重对新一代年轻博士生导师的素质作了分析与评价,认为从更高的要求和标准衡量,新一代年轻博士生导师的素质尚需大力培养完善;最后,本文就如何从机制上促进年轻博士生导师素质的提高,提出了几点政策建议。 相似文献
9.
本研究以北京市四位新教师为个案,分析当前我国促进新教师发展各途径的效果、问题及建议。研究发现,我国已形成了促进新教师发展的制度化途径,对新教师予以全方位引领和支持,师徒制是其中最有效的途径。但这些途径更多关注新教师的教学能力,对班主任工作能力和教师情感文化方面的支持有限,实操层面的培训缺乏系统性和计划性。研究建议:制定全方位帮扶新教师计划;调整过度关注操作技能层面的做法;全面改进师徒制;提升区教研员对新教师发展的责任;建立校本教研与师徒制相结合培养新教师的专业学习共同体。 相似文献
10.
《南昌教育学院学报》2014,(3):114-116
通过实地观察和跟踪访谈收集S中学师徒制和三对高中英语教师第一学年师徒结对活动的事实资料,主要描述学校师徒制运行原貌和师徒教师带教状况,着重探讨师徒带教的成功与不足,继而提出促进师徒制有效实施的实际建议从而促进教师专业成长。 相似文献
11.
教师教育一体化是在终身教育思想和教师专业发展理论的影响下伴随教师教育的不断变革而逐渐发展的一种发展趋势,它坚持把教师的职前教育、入职教育和职后教育进行有效的统整,形成一个连续不断而又相互支持的教育体系。教师教育一体化凸显教师教育的专业性,坚持教师发展的终身性,突出教师培养的连续性,强调教师素质的整体性,在实践过程中需要基于一体化的视域,建构连续性的目标体系,设置层级式的课程结构,创新协同型的培养机制,建立整合化的保障系统。 相似文献
12.
Shihkuan Hsu Ping-Yin Kuan 《Educational technology research and development : ETR & D》2013,61(1):25-50
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. 相似文献
13.
“培养培训一体化教师教育模式”解析——地方高师院校完善教师教育体系的探索 总被引:1,自引:0,他引:1
教师教育的培养培训一体化问题是完善教师教育体系的关键。西华师范大学将学科专业教育与教师职业教育相结合,高师的职前培养与中小学教师的职后培训相结合,构建了一种开放的培养培训一体化教师教育模式,并通过教训一体化、研训一体化、实训一体化等途径得以顺利实施。 相似文献
14.
教师校本研修及其区域协作机制探索 总被引:6,自引:0,他引:6
如何兼顾质量和效率,一直是困扰我国中小学教师教育的问题。立足学校开展教师校本研修,能够有效地改进教师教学行为,提高教师的专业素养;将校本培训、校本研究和教师专业进修有机地结合起来,建构以学校为基地的教师校本研修区域协作机制,可以有效地整合区域教师教育资源,能够满足教师教育的数量规模要求,提高教师教育的效率,从而解决当前我国中小学教师继续教育质量和效率兼顾的难题。 相似文献
15.
从“专业人”走向“文化人”——论当代教师认识论的转变 总被引:1,自引:0,他引:1
教师发展是教师文化的创生与转变,“文化人”是现代教师的一种崭新形象。教师的本性是文化性,教师是文化的建筑和寓所,教师文化能够充分表达教师的完整形象和存在方式。从“专业人”走向“文化人”,整合教师的多元发展路径,致力于为教师打造一种“通过文化、在文化中、为了文化”的发展方式,努力实现教师发展与教育实践转变的同步化变革,是当代教师教育改革的应有之义。 相似文献
16.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
17.
教师发展是教师文化的创生与转变,"文化人"是现代教师的一种崭新形象。教师的本性是文化性,教师是文化的建筑和寓所,教师文化能够充分表达教师的完整形象和存在方式。从"专业人"走向"文化人",整合教师的多元发展路径,致力于为教师打造一种"通过文化、在文化中、为了文化"的发展方式,努力实现教师发展与教育实践转变的同步化变革,是当代教师教育改革的应有之义。 相似文献
18.
Minjeong Park 《Asia Pacific Education Review》2008,9(3):308-319
This study examines 1) how Korean elementary teachers implement curriculum integration in their teaching practice and 2) what
Korean elementary teachers experience in implementing curriculum integration. Several issues evolved from the analysis of
three teachers ’ experiences: firstly, the teachers ’ lack of theoretical frameworks for curriculum integration, secondly,
the teachers ’ pragmatic approach to curriculum integration, and thirdly, the limitations on implementing curriculum integration.
In order for curriculum integration to be properly implemented and sustained, teachers ’ roles in and understanding of the
curricula are crucial. Thus, the implications of the findings are discussed in terms of teacher preparation and training. 相似文献
19.
教师专业化视野下的教师教育改革 总被引:1,自引:0,他引:1
教师专业化既是教育发展的客观要求,也是教师个体发展的内在需要。当前要真正促进教师专业化发展,就必须进行教师教育改革:一是要建构专业化理念,提升教师专业化发展的意识和能力;二是要以专业化为导向,优化教师教育课程结构;三是要明确专业化标准,提升教师的学历层次;四是要进行整体设计,实现职前职后教育一体化;五是要建立教师专业发展学校,加强理论和实践的结合。 相似文献
20.
Pi-Sui Hsu 《Teaching Education》2013,24(2):195-213
The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large university in the mid-western USA. Data sources included interviews, documents, and observations. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses. The present study provided a number of suggestions on different activities that could be built into educational technology courses to better prepare pre-service teachers to teach with technology. 相似文献