中小学教师专业核心素养模型构建研究

中小学教师专业核心素养是中小学教师从事教育教学活动所必备的基本素质。近年来我国有学者开始关注中小学教师的核心素养问题,但采用规范的方法研究中小学教师专业核心素养的成果还较少见到。本研究运用文献法、德尔菲法和统计法研讨了中小学教师专业核心素养的因素,在此基础上构建并分析了品德修为、知识涵养和教学能力三维度的中小学教师专业核心素养模型。该模型可以为中小学选聘教师、开展教师培训、评估教师绩效及中小学教师的自我发展提供有益的参考和启示。     

Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

This study examines the degree to which students' perceptions of teacher support are related to school type (primary versus secondary). The sample included 7,205 students from years 5 to 7 in primary school and years 8 to 10 in secondary school. Previous research has concluded that perceptions of school change negatively when students move from primary to secondary school. However, this research has been criticized for not accounting for age‐related changes in students' perception of school. Results from this study show a linear downwards tendency for perceived teacher support, with no obvious abrupt change between primary and secondary school. Our findings do not, therefore, support the idea that the transition from primary to secondary school affects students' perception of teacher support in a negative way.     

职务、职级与职称：中小学教师正常晋升的困境与突破

中小学教师职称制度,是我国一项特色的教师管理模式,在教师社会地位与待遇提升方面发挥了一定的历史作用。然而,现行的职称管理模式,特别是其职称结构的比例限制,客观上又限制了中小学教师职务的正常晋升。加强职称改革的顶层设计,我国应借鉴当前所推行的公务员职级改革模式,以及国际中小学教师职务管理的经验,进一步明确中小学教师职称的职务内涵与实质,积极探索中小学教师管理的职务、职称并行发展模式,从而实现中小学教师职务晋升的正常化改革。     

Socioeconomic status,mental wellbeing and transition to secondary school: Analysis of the School Health Research Network/Health Behaviour in School-aged Children survey in Wales

Young people's wellbeing is often lowest where they assume a relatively low position within their school's socioeconomic hierarchy, for example, among poorer children attending more affluent schools. Transition to secondary school is a period during which young people typically enter an environment which is more socioeconomically diverse than their primary school. Young people joining a school with a higher socioeconomic status intake relative to their primary school may assume a relatively lowered position within their school’s socioeconomic hierarchy, experiencing a detriment to their wellbeing as a consequence. This article draws on data from 45,055 pupils in Years 7 and 8, from 193 secondary schools in Wales, who completed the 2017 Student Health Research Network (SHRN) Student Health and Wellbeing (SHW) survey. Pupils reported which primary school they previously attended, and survey data on wellbeing were linked to publicly available data on the free school meal entitlement of schools attended. In cross-classified linear mixed-effects models, with primary and secondary school as levels, mental wellbeing varied significantly according to both primary and secondary school attended. A higher school-level deprivation was associated with worse mental wellbeing in both cases. Mental wellbeing was significantly predicted by the relative affluence of a child's primary and secondary school, with movement to a secondary school of higher overall socioeconomic status associated with lowered wellbeing. These findings highlight transition to secondary school as a key point in which socioeconomic inequality in wellbeing may widen, and thus as an important focal point for intervention to reduce health inequalities.     

试析基于教师专业成长的小课题研究——以巴州中小学教师继续教育为例

本文通过对巴州中小学教师的教育科研现状的调查,分析了中小学教师的科研能力、科研需求,结合继续教育对教师专业素养的提升作用,阐述了小课题研究是适合中小学教师进行校本研修的有效形式。     

中小学校长远程培训指导与管理策略研究——基于重庆文理学院中小学校长远程培训的案例

重庆市举办大规模中小学校长远程培训已于2010年拉开序幕。作为新型培训方式,远程培训逐步暴露出一些问题。本文结合远程培训的实践,在分析重庆市中小学校长远程培训存在问题的基础上,提出提高远程培训有效性的策略,以促进培训工作的发展。     

The Tasks of the Class Teacher: Tradition and Renewal – An Evaluation of Development Projects Carried out in the Danish Folkeskole

This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers.     

Do low-cost private school leavers in the informal settlement have a good chance of admission to a government secondary school? A study from Kibera in Kenya

There are growing numbers of low-cost private schools in urban informal settlements in developing countries. It has been argued that these institutions may constitute alternatives for government schools, as they are able to meet the educational needs of children in urban informal settlements. This study explores the question of whether low-cost private schools can meet their needs, not only in terms of primary education but also with regard to access to further education. The study selected 12 private schools in Kibera and 2 government schools neighbouring Kibera, asking head teachers which secondary school each primary school leaver had joined. The findings show that whereas over two-thirds of primary school leavers in general went on to secondary school, pupils graduating from government primary school were more likely to be enrolled in government secondary school than those pupils who completed the low-cost private primary school in Kibera. Moreover, performance in national examinations was lowest among girls attending the school in Kibera. The study thus argues that while the low-cost private primary school can meet the educational needs of children in the informal settlement to some extent, it cannot represent an alternative to the government primary school.     

A comparison of the governing of primary and secondary schools in England

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.     

中小学生欺凌的冲突管理模式与案例分析

中小学生欺凌问题是当下教育研究的热点之一。从管理学的视角看,中小学生欺凌是学校这一组织中的一种冲突现象。文章以冲突管理理论为基础,构建中小学生欺凌的冲突管理模式,并以南京某中学欺凌事件为例进行了分析,从而为解决中小学生欺凌问题提供了一种新的视角和方法。     

Adolescent bully-victims: Social health and the transition to secondary school

This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed.     

提高中小学教师应用现代教育技术能力的对策研究

信息技术发展引发了教育教学模式的变化,现代教育技术的应用能力成为中小学教师专业能力的重要组成部分。通过对保山市中小学教师应用现代教育技术能力的调查,发现存在制约中小学教师现代教育技术水平提高的因素,并据此提出解决方法。     

The development of students’ use of additive and proportional methods along primary and secondary school

This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer relationships between the given numbers and the nature of quantities (discrete or continuous) in the development of these phenomena. A test consisting of additive and proportional missing-value word problems was solved by 755 primary and secondary school students (from fourth to tenth grade). The findings indicate that the use of additive methods in proportional situations increased during primary school and decreased during secondary school, whereas the use of proportional methods in additive situations increased along primary and secondary school. Moreover, the presence or absence of integer ratios strongly affects this behavior, but the nature of quantities only has a small influence on the use of proportional methods.     

关于农村中小学校长培训问题的思考

调查选取陕西省农村中小学校长培训现状进行研究,从管理机制、培训机构、校长自身三方面分析了陕西省农村中小学校长培训工作存在的主要问题,以此提出优化农村中小学校长培训的建议。     

Expanding access to secondary education: Evidence from a fee reduction and capacity expansion policy in Kenya

I investigate the Kenyan government’s 2008 public secondary school expansion policy which lowered school fees and increased capacity. This policy rapidly increased the proportion of students continuing from primary to secondary school, particularly from areas with low initial primary to secondary transition rates. Using this regional variation in exposure to the program together with birth-cohort variation, I show that the program increased female educational achievement, delayed childbirth and related demographic behaviors, and shifted employment away from agriculture towards skilled work.     

教师职业压力、社会支持和心理健康关系探析——以中小学教师为例

旨在探讨中小学教师职业压力、社会支持和心理健康间的关系,为促进中小学教师心理健康提供心理学依据.采用教师职业压力问卷、社会支持问卷和症状自评量表对625名中小学教师进行调查.结果表明:中小学教师的职业压力主要来自于工作负荷、职业期望和考试压力,在心理健康水平方面,高职业压力的教师要显著低于低职业压力的教师,高社会支持的...     

Student gender, school size and changing perceptions of science learning environments during the transition from primary to secondary school

This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered. The same students’ perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student gender. Both school size and student gender were found to be influencing factors for changes in some learning environment dimension perceptions.     

Tests as boundary signifiers: level 6 tests and the primary secondary divide

This paper addresses the question: How do teachers and school leaders respond to high stakes testing of pupils transitioning from primary to secondary school? It explores how a new test, the Level 6 test, operated with regard to primary/secondary school relationships in England. It draws on an analysis of qualitative interviews with teachers and school leaders in 20 primary schools that took part in the test, 40 school leaders that chose not to and 20 secondary-school leaders. Theoretical work on social boundaries is utilised to develop an argument that this test and its results acted as a boundary signifier, crystallising many of the tensions between primary and secondary schools. These tensions included the role of accountability regimes in requiring schools to demonstrate progress; narrowing of the curriculum and teaching to the test; and the extent to which test results can provide a true representation of pupil attainment. We conclude by suggesting the potential of the boundary signifier concept in relation to other tests at the primary/secondary boundary and other key transition points in education, and consider whether such tests can act as an ideal boundary object, serving to help overcome, rather than cement, barriers between schools.     

中小学教育策略探析

中小学年龄段的学生,还没有形成良好的世界观、人生观与价值观,其逻辑思维能力以及综合能力的发展也不够健全。因此,学校应有效加强对中小学教育教学策略的重视,积极更新中小学教育的管理理念,建立科学有效的教育思想,结合先进的教学手段,摒弃传统落后的教育模式,实现对中小学教育策略的创新,从而满足当今中小学生的学习需求,调动中小学生学习的积极性与热情。本文就中小学教育策略进行探讨与分析,以供参考。     

Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers

This paper presents research which compares the teaching beliefs of primary and secondary school trainee teachers. Participants were 177 trainee teachers, 92 enrolled in a primary school teacher degree course, and 85 enrolled in a postgraduate teacher training course specifically for music teaching at secondary school level (middle and high school). A questionnaire was employed for assessing beliefs. By performing factor analysis, the following four dimensions were extracted: innovative teaching and cooperative learning, teacher-centred approach, learner-centred approach and working collaboratively. Data were subjected to analysis of variance for each factor of the questionnaire. Significant differences between primary and secondary trainee teachers in the way they think about music teaching were found. The relevance of these factors and differences was discussed in considering how to improve the education of teachers.