当前教研工作面临的形势与对策

在分析当前教研工作面临新形势的基础上,要从教学研究范式的选择、教研工作定位和教研工作重点三个方面重新理解教研工作,提出教研工作的新思路和应对策略。     

新课程背景下教研工作的有效开展

新课程的实施给基础教育带来诸多问题,教研工作面临极大挑战。在教研的职能和特点发生变化的新形势下,重新审视教研工作的职能和特征,从教研工作机制、教研工作重心和教研活动方式等方面探讨如何有效开展教研工作,具有重要的理论意义和现实意义。     

“双新”背景下的民族地区教研转型改革策略

《义务教育课程方案和课程标准（2022年版）》给民族地区教研工作提出了新要求。重新认识教研的地位和作用,加强教研活动形式和内容创新,更新教研活动原则和理念,把握教研活动的重点和关键,是民族地区教研工作转型改革发展不可忽视的几个方面,有助于深化民族地区教研机构建设、教研体系变革,提高民族地区教研工作实效和教研活动质量。     

教研工作的基本原则

教研工作作为规范和指导我国基础教育改革和发展的实践活动,有其自身的特点和规律,为了使教研工作科学有效地加以实施,符合教研工作自身的特点和规律,就应在教研工作中遵循其基本原则。教研工作的基本原则,是依据教研工作的特点和规律而确定的,教研实践过程中应遵循的一般原理和基本要求,教研工作的基本原则的研究是教研工作理论研究的重要组成部分。一、理论与实践相结合的原则教研员要自觉地把教育学、心理学等相关的理论应用到教研工作实践中去,做到理论和实践相结合,教研工作既要在一定的理论指导下进行,又要检验、完善、丰富…     

新课改背景下教研工作浅谈

教研工作以全体教师为主体,最终是为了提高教育教学质量和广大教师业务素质。新时期教研工作面临挑战,教研员角色、教研方式和教研模式亟待转变,以体现教研工作的必要性和实效性。     

论五级教研体系的校本教研

教育部印发的《教育部关于加强和改进新时代基础教育教研工作的意见》首次以正式文件的形式将校本教研纳入五级教研工作体系。21世纪基础教育课程改革是教研体系吸纳校本教研的时代背景和逻辑起点。校本教研对新时代教研体系的定位与定性具有重要功能。教师、教研员以及教研机构,需要以新的角色和功能,参与教研体系的构建。市、县级教研机构要重心下移成为“上下联动”的结合部。进入新时代,要推动教研工作的转型。“基于证据”“社会情境”“本土知识”“议题设置”与“议程推进”,是教研工作转型的“DNA”。优化作业设计、提升作业质量,作为教研工作的“关键环节”,对校本教研与教研工作的理念转变和实践转向提出了新任务和新要求。     

教研反思催生教研智慧

教研工作的实效性主要体现在教研促进区域内教学改革、质量提高、教师成长等方面,而这些又依赖于教研工作者的智慧。教研工作对区域教学质量提升的重要性和教研工作在传统、机制、氛围等方面的特殊性,都决定了教研员要提高教研活动效率,必须强化自我意识,以自我教研反思来催生教研智慧。只有形成并强化这种自我反思意识,教研员的工作才能常做常思、常思常新。笔者所在工作单位积极倡导教研反思,发现反思典型,推广反思经验,提供反思平台,打造教研反思文化,有效增强了教研员教研反思的意识和水平,启迪了教研智慧,提高了教研效     

坚持“以片带校”教研模式 推进农村学校教研工作

学校教研工作可理解为学校的教育教学研究活动,是学校教学管理的重要组成部分。开展好学校教研工作,有助于提高学校教学质量,促进教师专业发展和推进学校科研兴校进程。四川荥经全县36所中、小学中有24所属农村小学。近年来,县教育局教研室狠抓学校教研工作,规范和完善教研工作机制,全县教研活动有声有色,有力地推进全县学校素质教育。但由于有部分农村小学教研工作存在“教而疏研,研而不实”的现象：学校对教研工作缺乏足够的重视,视教研可有可无;许多学校缺乏教研骨干,难于开展教研活动;教研实效性不大,     

教研反思催生教研智慧

教研工作的实效性主要体现在教研促进区域内教学改革、质量提高、教师成长等方面,而这些又依赖于教研工作者的智慧。教研工作对区域教学质量提升的重要性和教研工作在传统、机制、氛围等方面的特殊性,都决定了教研员要提高教研活动效率,必须强化自我意识,以自我教研反思来催生教研智慧。只有形成并强化这种自我反思意识,教研员的工作才能常做常思、常思常新。笔者所在工作单位积极倡导教研反思,发现反思典型,推广反思经验,提供反思平台,打造教研反思文化,有效增强了教研员教研反思的意识和水平,启迪了教研智慧,提高了教研效率。     

转变思路提高教研工作实效

教研工作要适应教育发展的需要,必须转变思路,创新方式：教研工作的前提要注重调查研究;教研工作的基础要加强校本教研;教研工作的过程要开展专题研究;教研工作的手段要重视网络教研;教研工作的模式要实施阶梯教研;教研工作的重心要关注农村弱校。从而切实提高教研工作的实效。     

高校教师如何认识和处理教学与科研的关系

如何处理教学与科研的关系,是高校教师需要正确认识和处理的问题。教学始终是高等学校的中心工作,教学与科研需要协调发展,以科研促教学,把科研融入到教学过程中去,实现教学和科研的良性互动,促进教学质量的提高和教师自身的协调发展。     

Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers

As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education. The work reported within was partially supported by a National Science Foundation Grant. The opinions, views and conclusions expressed in this paper may not reflect those of the funding agency.     

A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology

As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.     

建设可持续发展大学的国际借鉴——以加拿大英属哥伦比亚大学（UBC）为例

UBC的经验对我国高校建设可持续发展大学有如下启示:核心是促进师生员工的可持续发展;促进校园共同体的广泛参与;注重过程的持续改进;将可持续发展落实到学校工作的各方面;强调研究的同时也重视教学和服务。     

努力将中国院校研究推向一个新阶段

院校研究在我国开展六年来,既取得了很大成绩,又亟待继续深入。面对这种情况,深入开展院校研究应以专题研究为突破口,以案例研究为专题研究的基本方法,要解决专题研究中存在的突出问题以提高研究水平,并建立全国性院校研究案例库。在推动院校研究的过程中,要提高认识,增强责任感,树立研究意识,落实专题研究。     

Some problems of measurement concerned with science practical work for 11–13 year-old pupils

Conclusion It should be appreciated that the development of the two tests described in this paper is set in the context of a wider multivariate study. The formats of the two measures have been in part dictated by the necessity of including them within a battery of other measures. Nevertheless we hope that our attempts to measure aspects of science practical work with young pupils will be of interest to other research workers and teachers. The work is a further reminder that the devising of valid and reliable test instruments for classroom variables is not only arduous but perhaps the highest priority within empirical educational research today.     

以学生为本,加强大学生思想政治工作

坚持以人为本,加强大学生思想政治工作,在构建和谐社会中,树立求真务实的工作作风,提高认识,把握新情况,更新工作观念,创新工作思路;探索新途径,创新工作方式,努力提高思想政治教育的针对性、实效性、感染力。     

人的全面发展理论对改革高校思政理论教育的启示

高校思政理论教育是做人的工作,要进行思政理论教育,离不开对人的研究。对人的认识,尤其是对人的全面发展的认识,是做好思政理论教育需要注意的一个重要问题。思政理论教育应该按照人的全面发展的要求,遵循教育教学规律,发展和创新理论教育法,真正实现思政理论教育促进人的全面发展的目标的实现。     

积极探索高校思想政治工作的新途径--浅谈高校政治辅导员如何做好思想政治工作

我国高等教育发展迅速，市场经济的发展给高校的教育和发展带来机遇和挑战，新的世纪，高校思想政治工作尤显重要。作为政治辅导员，应站在时代的发展的高度，作先进文化的传播员、宣传员；要培养学生树立正确的人生观、价值观、世界观，培养他们坚定的政治信念，使他们认识到个人的发展与社会的发展息息相关。作为政治辅导员，要做学生学习路上的引路人，善于解决学生思想上、生活上存在的困惑，要有强烈的事业心，同时，要注意自我发展，增强服务意识，增强新形势下做好政治思想工作的能力，不断研究新情况，采取新对策，积极探索高校思想政治工作的新途径。     

Narratives of Learning from Co-editing,Writing and Presenting Stories of Experience in Self-Study

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators’ journeys of professional becoming. Through this self-study, we argue that this type of work is valuable to individuals and institutions in relation to its impact on the professional learning and career development of teacher educators. Adopting a narrative approach, we examined our experiences of co-editing the book and the associated activities such as conference presentations, to understand how this influenced our professional learning and identity as teacher educators. Findings include having a stronger sense of the evolution of our professional selves over time and greater insight and awareness of our strengths and uncertainties. A clearer perspective on our own career development and professional becoming was evident, and many parallels could be drawn between our experiences of professional becoming and those of the chapter authors in the edited book. We conclude that while activities such as book editing do not usually count in institutional metrics as outputs, they are nonetheless a significant opportunity for professional learning and make a contribution to knowledge and to teacher education practice, and should be recognised as such by institutions and colleagues.