电子学习时代的教师教育

在全世界范围内，人们对教师的期望值日益增加。教师不仅要为学生提供基本技能，还要在这急剧变化的全球知识社会中，教授学生取得成功所需要的技能。无论是发达国家还是发展中国家，都面临着塑造具备21世纪技能的新一代教师的挑战，同时各国还需对现有师资力量进行技能升级，使之达到这一目标。电子学习作为一种为教育工作者提供丰富学习资源和多种全新职业发展机遇的途径，在全球范围内日益普及。本报告将探讨教师发展中应用电子学习所面临的各种机遇和挑战，以及电子学习实践的显现出来的趋势和问题。报告还将探讨高校和政府机构在教师发展领域开发、应用电子学习的策略案例，同时将包括报告人为UNESCO撰写的一本新书《电子学习时代的教师发展》中的内容。     

Teacher Evaluation in an Era of Educational Change

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately, upper-elementary and middle-level learners are still naturally curious, are developing cognitively, and have acquired some basic reading skills. Teachers can therefore extend students' previous learning by using a spiral curriculum, in which curricular concepts are introduced at an appropriate level and then revisited at more challenging levels. Teachers can also increase the academic complexity for students by using strategies that include picture books, word recognition skills, intensive subject matter, vocabulary in a meaningful context, Readers Theater, and after-school activities.     

从中小学教师到教师教育者的关键转变——实习指导教师培训:美国做法与有效策略

实习指导不是课堂教学的简单延伸,从中小学教师到教师教育者的关键转变有一个过程。实习指导是看不见的、复杂的专业行为,而非简单的、个人的师傅带徒弟。实习指导教师需要专门支持去开发他们作为教师教育者的知识、能力和性向。因此,实习指导教师培训是必要的,也是必须的。美国的实践表明,实习指导教师培训应该启发思维而非传授技巧、实习指导教师培训应该坚持长期性原则、实习指导教师培训依赖中小学校与大学深度合作。在我国,实习指导教师培训也应该成为教师教育重要组成部分,并尽快建立实习指导教师培训相关制度。     

国际成人教育师资建设历史沿革

长期以来,成人教育发展缓慢,成人教育师资建设更是举步维艰,发展十分薄弱。直到第二次世界大战后,随着国际成人教育快速发展与教师专业化思想的广泛传播,成人教育师资建设问题才逐渐受到国际社会的普遍关注,各国相继采取一系列措施增加成人教育师资数量,制定各种政策法规保障成人教育师资合法地位,建立健全培训机构提升成人教育师资素质。     

论高校英语教师在研究性学习中的角色转变

研究性学习是学生在教师的指导下,以问题或课题为内容,以研究为手段主动地提出问题,分析问题,创造性地获取知识和经验的学习活动。在研究性学习中,英语教师的角色必须进行相应的转变。即由知识的传授者转变为学习的参与者、组织者、促进者和引导者;由一桶水转变为一条流动的河;由关注学生的成绩转变为关注学生的发展。     

论历史教师的教学观及其教学实践

《历史教学》2003年第1期刊登庞卓恒教授的文章《历史教育的根本目的是培育科学的历史观》,文章说:“中学生对历史课的满意度在各科中倒数第二,作为历史教师,我们对此感到震惊。”文章认为,导致这种局面的主要原因是老师对“系统历史知识”的“满堂灌”和要求死记硬背大量“系统知识”的考试,并建议通过对历史教材进行“一番大改革”来改变这一局面。文章还指出,历史教材的编写标准要紧扣培养学生科学的历史观,凡与这一标准相违背的内容就应“大刀阔斧地砍掉”,符合的“就应当不惜课时和篇幅尽可能生动详细地讲述”。庞教授的建议是可以作为…     

教师角色的转变与校本培训

当今社会转型的基本特征要求教师切实转变自己的角色定位，即从教学模式的执行变为教学智慧的创造，由单一的知识传授转变为知识的批判性分析，由管理转变为引导、合作、协助。在这种转变中，校本培训发挥着引导、加速、强化等一系列作用，它通过诊断、对策、计划、实施、反思等环节，促使教师持续不断地反思探究自身的行为，逐渐实现角色的转变。     

试论历史教师的探究式学习

指出探究式学习对历史教师的重要性,并结合作者的教学实践,从5个方面论述了历史教师应当怎样进行探究式学习。     

论高师历史本科课程体系的改革

随着人才市场竞争机制的引入和高师毕业生统分制度的改革，高师历史本科课程体系存在的问题日益显露：角色定位不明确，课程内容陈旧，课程结构不合理。解决这些问题，一是要坚持教学与历史科研并重的办学方向；二是要优化课程体系结构，适当合并必修课，大量增加选修课；三是要多层次开设历史教育理论与技能课，汲取分散实习的教训，探索委任实习与共管实习相结合的新方式。     

裙装的历史演变

裙子自从其诞生以来一直在服装领域中占领着它独有的一席之地。裙子的魅力在于它总是能产生令人新奇、振历的变化。     

教师培养制度的变革:从师范教育到教师教育

我国高等师范教育正处于从数量满足型向质量提高型转变的重要变革时期,灵活开放的教师教育培养体系适应了知识经济社会对高素质教师的需求,师范教育向教师教育的转型是历史的必然。建立“开放型”、“综合类”、“高层次”、“专业化”的教师教育体制对提高基础教育质量具有十分重要的作用。     

The Development of Teacher Appraisal: A Recent History

The Conservative government made appraisal compulsory to monitor teaching more effectively. Unable to elicit the type of data required, the process became marginalised. Labour is now turning to appraisal to raise standards. Though appearing more conciliatory, it is argued that the end result will be to achieve the Conservatives' original aim of controlling teachers     

高职院校兼职教师政策的变迁

兼职教师是高职院校师资队伍的有机组成部分,是支撑高职院校健康发展的重要力量。对高职院校兼职教师相关政策文本分析发现,关于兼职教师的政策以及政策关注重点处在不断变化之中,政策重心经历了从概念提出、数量规约、关注质量到质量全面提升的过程,政策变迁也可相应地划分为四个阶段。基于政策分析,结合当前的职业教育改革背景与发展战略,对如何进一步提升兼职教师队伍建设质量提出了具体改革建议。     

网络时代教师培训的变革与创新

网络时代,教师培训需求的多元化要求变革教师培训.教师培训变革与创新的主要内容应是:培训者角色由教学者、管理者向助学者、自助者转变;受训者(中小学教师)角色由被动受教者向自主学习者转变;教学内容从静态改变为动态;教学手段从口授板书改变为多媒体交互;教学组织形式从单向灌输式改变为以受训者为中心的多维立体式.     

荷兰教师教育理念变革与课程实验

荷兰教师教育制度改革在理念和实践的统合上作出了一些新的尝试，包括各级各类教师资格证书的规定、教师角色在变革社会中的定位等；与此同时，荷兰积极开展教师教育课程的实验，致力于优质教师的培养，以适应信息化社会的需要。     

Research and Practice in History Teacher Education

This article describes a study designed to investigate what history student teachers from a range of higher education institutions read during their year of post-graduate professional education (PGCE) and, in so far as their reading can be taken as a proxy for acquaintance with research, what value they thought that had for them and their professional development. Despite its methodological limitations, the study suggests that whilst many of the students have a positive view of the value of research findings for their professional development, their reading is very limited and that just three books predominate. On the basis of our evidence, we suggest that if the foundations for the increasingly popular concept of developing teaching as a research-based profession are to be laid in initial teacher education they are currently somewhat insecure.     

Reflective Reform in Mathematics: The Recursive Nature of Teacher Change

Historically, teachers have been criticized for verbalizing innovations while not acting on them. This study suggests that something more involved and complex may be happening as teachers move toward change. The study examined teachers' inner reflections and exterior manifestations as they participated in a mathematics reform effort. The article describes the analysis of three elementary mathematics teachers as they struggled with issues of reform and traditional teaching in relation to personal values and beliefs. Methods included observation, reflective dialogue, and group processes that took place over the course of a whole school year. Through careful analysis of the data, models evolved that describe how the participants mentally and experientially moved toward belief change. Intermediary steps included the teachers' use of visual images, verbalization, and experimentation. Findings revealed that the teachers devised personal, complex, internal and external feedback networks that integrated changes over time. Implications for future research are discussed. This revised version was published online in August 2006 with corrections to the Cover Date.