A teaching narrative: my growth as a foreign language educator through teaching diaries

The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger, long-term, qualitative action-research study aimed at introducing some elements of autonomy in my University-based classroom for the first time, and diary writing as a vehicle for channelling my reactions to the innovation. The teaching diaries portray my feelings, emotions, values, and beliefs and offer testimony of my professional growth as I struggled to modify my classroom practices to make my teaching more responsive to my beliefs about good pedagogy within the constraints at my University.     

Contributions and challenges to vocational psychology from other disciplines: examples from narrative and narratology

Other disciplines offer new perspectives, concepts, and models that would help vocational psychology reinvigorate itself. The paper identifies contributions (such as narrative) that post-modern sources and scientific disciplines could make, though with reservations about importing ideas from the physical sciences into the social sciences. There would also be challenges for vocational psychology, primarily to its core values as a science but those could change over time. As an example, the paper then discusses how some of the lessons of narratology could enrich post-modern approaches, while its structuralism could enable vocational psychology to take advantage of the potential contributions of narrative.     

谈大学英语课外教学

众所周知 ,人们学习英语着眼于其交际功能 ,而掌握这种交际功能的过程则是反复实践。但在实践过程中 ,往往是课堂教学受到了重视 ,课外教学则不尽然。事实上 ,课堂教学主要是给学生起示范引路作用。教师在课堂上只能传授一些基本知识 ,进行有限的基本技能训练以及指导学生自学的方法和路子 ,而语言能力和交际能力的培养、语言技巧的形成却是大量实践的结果。这个过程如果仅仅依靠课堂教学而忽略课外教学是不可能完成的。因此 ,抓好课外教学 ,合理组织指导学生每学期的课外活动 ,使课内外互为补充、相辅相成也是每个外语教师的重要任务之一。…     

The teaching and societal services nexus: academics' experiences in three disciplines

In this paper, we investigate the perception of academics regarding how their experiences from societal interaction (third mission) inform their teaching and vice versa. We report on a phone survey of Swedish academics in three engineering-related disciplines. The findings show that there is a perceived positive and bidirectional relationship between societal interaction and teaching. Industry-related activities were perceived to inform teaching more than other types of societal interaction. While societal interaction is at large more important for the academics in their search for relevant teaching topics and content, teaching was deemed more important for the implementation of societal interaction. We conclude by proposing that academics creatively (re)combine experiences from third mission and education, often mediated by their research activities.     

物理实验跨学科教学辐射作用探索

以"核磁共振弛豫测量分析"实验开放项目为例,从化学、生物、医学、药学和食品等领域的科技应用事实,探讨物理实验跨学科教学辐射作用.各学科(专业)学生实验测量结果加深了对实验物理原理的理解,同时在教学中引导学生对物理问题的深入思考和进一步实验探索.     

A description of effective college teaching in five disciplines as measured by student ratings

Student rating of teachers in five disciplines (science and math, education, social sciences, humanities, and business) were analyzed to determine which teacher attributes were important in predicting ratings of teaching effectiveness. Rating results from 1,439 courses taught at Southern Illinois University, Carbondale from 1973 to 1974 were used as data for this study. The results indicated that the instructor attributes rated as characteristic of effective instruction were highly consistent across disciplines, and the effective instructor was described as (1) knowing when students understood him, (2) increasing students' appreciation of the subject matter, (3) answering impromptu questions satisfactorily, (4) achieving the objectives of the course, and (5) giving several examples to explain complex topics.     

Authentically assessing graduate teaching: outside and beyond neo-liberal constructs

In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach.     

知识生成的教学叙事解读

通过对三则教学叙事的分析,本文认为,在教学的目标、内容、方式和评价方面, "知识生成"分别表现为重目标预设更重目标生成,重学科知识更重人生意义提升;对教学知识重接受更重理解,重单向传递更重双向互动;教学评价重同一更重差异,重结果更重过程.     

动养专业校外实践教学基地改革探讨

本文针对动物营养专业校外实践教学基地存在的问题,探讨了实践教学模式改革和创新,加快校外实践教学基地建设,提高实践教学质量。     

国家重点学科的分布特点与评审建议

国家重点学科是高校办学水平的重要标志,是国家科技创新的骨干力量。笔者分析了国家重点学科的分布特点及其形成原因,并对国家重点学科进一步评审提出了建议。     

职前英语教师教育实习期身份建构叙事探究

本文采用叙事探究方法,以一名职前英语教师为研究对象,探索其实习期身份建构及其影响因素。研究表明,该教师在实习期建构了批改工具、良师益友、学习者、多面手及教师预备兵等多重身份。影响其身份发展的个人因素主要包括个人过往学习经历、反思能力和情感,社会因素主要为重要他者和学校文化。本研究对推动职前教师积极身份建构和职前教师教育具有重要意义。     

Exploring the use of learner-focused teaching approaches in different academic disciplines

Teaching practitioners in all education sectors commonly face expectations to engage in ‘learner-focused’ teaching, although the term is defined and interpreted in a myriad of ways. In higher education, some studies have examined links between learner-focused teaching and academic disciplines. This article reports on a study which investigates the ways in which practitioners in different discipline areas conceive of, and report, different approaches to teaching. For 344 lecturers in a polytechnic in Singapore, data from the Approaches to Teaching Inventory indicated that these lecturers, as a group, reported paying more attention to teacher-focused approaches to teaching. Further, lecturers teaching a subject in a ‘hard’ discipline were more likely to report a teacher-focused approach to teaching for that subject. Conversely, those lecturers teaching a subject in a ‘soft’ discipline were more likely to report a learner-focused approach. The implications of this for staff development will be discussed.     

我国网络教育现状及发展对策

随着现代信息技术手段的不断发展,我国网络教育不断发展,但在发展过程中存在着一些亟待解决的问题,该文就这些问题进行了详细分析,并就此提出促进我国网络教育发展的建议。     

英语专业课程中自主学习教学策略有效性的叙事研究

针对自主学习教学策略的有效性问题,结合一次英语专业高级英语示范课的课堂观察和总结,分析归纳英语专业学生开展有效自主学习的四个特点,对学生的自主学习有积极作用。