农村中小学校本研训的问题与对策

随着"新课程改革"不断推进,校本研训在农村中小学校的蓬勃开展,成为当前基础课程改革的热点和亮点,也是学校立足长远发展的基础.广大教师积极参与校本研训,提升了教师自身的专业素养和教育教学能力,有利于"新课程改革"走上健康发展的道路.     

校本研训，课堂实践智慧不竭的源泉

校本研训活动,为教师搭建了一个学习交流的平台,将教师对教学的个体思考转化成一种集体思维,集集体智慧之力,帮助教师找到解决问题的最佳途径,形成课堂实践智慧。为此．我们在教师专业培养卜采用校本研训的模式,立足学校实际,扎根课堂教学,针对教学问题以案例分析的形式进行了一系列积极的探索,从而促进了教师专业的发展,增强了课堂实践智慧．提高了课堂实效。     

校本研训:开启课堂生命之源

校本研训,突出以校为本,是校本教研和校本培训的合称。在新课程改革的背景下,作为新世纪学校教育改革与发展的全新教育理念,校本研训已成为促进教师专业成长、发展学校特色教学的重要途径。教师专业素质能力的提高,离不开教育理论指导,离不开课堂教学实践对经验的积累。学校要有效利用校本研训,引导和激发广大教师参与校本研训的热情,通过自主学习、集体备课、教学反思、专家引领的方式,促进教师整体素质的提高。如何有效利用校本研训,构建特色师资队伍,正是作为教育者需要探讨的课题。     

农村完小校本研训的新模式——关于联校教研的实践和思考

校本研训作为教师专业成长的一项重要策略和有效途径,就在于它鲜明的"校本性":一切从学校实际出发,一切从教师实际的需求出发,充分利用学校资源,通过校本研训,解决学校、教师在教学中的实际问题,促进教师的专业发展。农村完小校本研训由于师资条件较弱、教学软硬件资源配置较低,导致活动流于形式,浮于表面。如何提高校本研训的实效性?校本研训如何满足学校和教师发展的目标和需求?这成为农村完小近年来潜心研     

宁波市北仑区校本研训调查和思考

校本研训是以教师为研究主体．通过解决教育教学中的实际问题,促进教师专业成长和提高教育质量的实践性研究活动。为了解宁波市北仑区校本研训的发展情况,我们从管理、模式和内容、评价和成效等几个方面对北仑区的校本研训作了全面的调研．并在此基础上分析了存在的问题,提出了今后的发展思路,以期为全区各校的校本研训提供启示。     

民族地区校本研训的理念及模式

校本研训是推动和促进教师的专业成长。提高教学研讨的实效性和提高课堂教学质量的有效途径。而民族地区由于其地理环境、人文风俗、文化差异等特点,还需要我们从实际出发,根据民族地区的教育教学实际开展校本研训．以促进民族地区教育的均衡发展。     

民族地区校本研训的理念及模式

校本研训是推动和促进教师的专业成长。提高教学研讨的实效性和提高课堂教学质量的有效途径。而民族地区由于其地理环境、人文风俗、文化差异等特点,还需要我们从实际出发,根据民族地区的教育教学实际开展校本研训．以促进民族地区教育的均衡发展。     

教学反思——校本研训的最有效途径

校本研训以教师为主体,以学生发展和教师成长为目标。教学反思是校本研训最有效的途径,也是教师专业发展和自我成长的核心因素。只有了解教学反思的内涵、特征、基本流程和主要方法,才能提升校本研训的效果。     

地市级教师培训机构如何科学引领中小学校本研训

随着教师培训工作重心下移,培训模式不断创新发展,校本研训成为了一种最常规、最便捷、最简单、最经济的培训模式。各级教师培训机构,特别是地市级教师培训机构应主动介入、科学引领中小学校本研训,即以"制度"规范校本研训、以"培训"指导校本研训、以"协调"服务校本研训、以"合作"参与校本研训、以"评价"督导校本研训,从而更好地服务中小学校本研训,促进教师的专业成长。     

以校本研训为基点,推动新课改实施

教师培养,立足校本;采取措施,实施校本;教学反思,完善校本;以校本研训推动课程改革发展。     

基于工作过程的《较复杂装配件的制作》课程开发与设计

采用基于工作过程系统化的课程开发方法,针对“较复杂装配件的测绘、造型、结构设计、加工、装配与调试”这一典型工作任务,重新构建学习领域新课程《较复杂装配件的制作》。课程以真实产品为载体,根据装配件制作的三种典型工作模式,设计了三个学习情境,采用资讯、计划、决策、实施、检查、评价六步教学法进行情境教学,实现理论与实践一体化...     

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education

International practicum is disappearing from teacher education programs with the increasing pressures for ‘local experience’. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts.     

以合格评估为契机，深化教学改革，提升人才培养质量

国家按照全新理念和模式开展的本科教学工作合格评估,是对新建本科院校办学工作的一次深度检测和全面认证,也是学校统一思想、明晰发展思路、提升人才培养质量的重要契机。在务实高效地组织实施评建工的过程中,必须始终紧扣“四三二一”这一核心内涵,从三个层面深化教学改革,尤其要注重增强教师专业能力和教学责任意识,夯实人才培养质量的基础;以专业人才培养目标为指引,探索适切的应用型人才培养模式;创新管理机制,构建有利于应用型人才培养的环境氛围;完善内部质量监控保障体系,建立自我质量保障长效机制。从而为后阶段学校新的发展奠定坚实基础。     

Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses

Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.     

铜仁地区农村英语教师专业素质调查与研究

英语课程改革对英语教师提出了新的挑战,教师素质成为改革成功的关键,农村英语教师素质也开始受到人们的关注。为了解农村英语教师的教学现状,在此以问卷调查为工具,对铜仁地区60所农村中小学81位英语教师进行了调查,结果显示：农村英语教师的教学现状不容乐观,他们对自身发展的需求强烈,但是,他们在职业发展过程中所面临着急需解决的困难。调查结果对如何提高农村英语教师素质问题有积极作用。     

Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses

Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.     

“学习与工作过程一体化”教学策略

把学生的学习过程与工作过程融合,培养学生的综合职业能力,这种一体化教学是技工院校培养高技能人才的必由之路,是直接把工作情景真实模拟到学习情景中的一种教学方式。实施的基本条件是:一体化的教学资料、一体化的师资、一体化的教学场地、一体化的教学评价,在教学中采用职业行动导向教学法,按照:咨询、决策、计划、实施、检查、评估六步骤进行组织教学,可以很好地实现职业教育的教学目的。     

Within the teacher evaluation policies black box: two case studies

This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results.     

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

This paper examines the reasons why long‐serving teachers remain in the teaching profession. Interest in teacher retention has grown in recent years, both in the UK and internationally, due to concerns over teacher shortage. However, most research on retention has focused on why teachers leave; this paper aims to fill the gap in our understanding of the positive reasons why long‐serving teachers stay in the profession, and how these reasons change over time. We define ‘long‐serving teachers’ as teachers who have taught for 10 years and more. We draw on a subset of data from an existing, broader study (Menzies et al., 2015 ) on why teachers enter and stay in the profession. In this paper, we draw on questionnaire findings from over 900 teachers with 0 to over 30 years’ teaching experience, and interviews with 14 long‐serving teachers, to understand why long‐serving teachers enter and, more importantly for our purposes, stay in teaching. We find that teachers’ motivational patterns are highly complex and influenced by school‐level and policy contexts. Nonetheless, two prominent retention factors are identified: teachers’ perceived professional mastery and altruistic reasons. Perceived professional mastery is particularly important due to its mutually reinforcing analytic relationships with other reasons. We find that teachers’ identification with intrinsic, altruistic and perceived professional mastery reasons become stronger with years of experience, but in some cases, paradoxically, so does their identification with extrinsic reasons. From our evidence, we suggest policy implications for enhancing the retention of long‐serving teachers.     

基于因子分析与层次聚类的学生评教数据挖掘

学生评教在教师课堂教学评价中起着至关重要的作用。通过基于主成分、因子分析聚类与和值聚类对吕梁学院学生评教数据按全体和专业分别进行分析可知:在现有评价体系中,学生更注重教学态度、教学方法,采用不同的方法聚类结果各不相同,但在四级分类中合格、中等的情况基本一致。管理者可根据不同评价预期对现有评价体系进行调整,或使用不同的分析方法,使学生评教结果在管理中起到应有的作用。