试论中小学教师的学习

在现代知识社会,学习对中小学教师具有特殊重要的意义。学习效果在一定程度上取决于个体对学习的理解和学习方式。理论性学习可以培育教师的学科理论素养,提高理性思考能力。研究性学习属于以高阶思维为主要认知活动的高投入性学习。合作性学习可以促进个体知识经验的聚合和视界的融合,从而实现知识共享。社会化学习是个体学习社会知识,并不断内化和再创造的过程。教师应端正学习态度,提高学习内驱力,将工作和学习融为一体,相得益彰。     

Acceptance of learning management system: The case of secondary school teachers

There are many ICT tools that teachers can use to support teaching and learning. In recent years, Learning Management Systems (LMSs) have been present in most higher education institutions. However, the availability of LMSs in K-12 is more recent. Furthermore, we believe that LMSs are promising even for K-12 teachers in face-to-face learning contexts because they have many educational features that can support learning with students. The goal of this study is 1) to identify the factors that influence the acceptability of the LMS by teachers, 2) to see if teachers’ ICT use influences their intention to use the LMS, and finally 3) to see if teachers’ ICT use influences their perception of the affordances of LMS educational features. The LMS in our study was introduced in a school board of more than 35,000 students and approximately 2400 teachers. To study the acceptability of the LMS, we used the Technology Acceptance Model. The results obtained from the show that the perception of usefulness is a good predictor of the intent to use the LMS. As for ICT use and the affordances of LMS educational features, the results show that they are not a good predictor of the intention to use.     

中学教师教育方式倾向性的研究

采用问卷法对 216名中学教师的教育方式进行考察。结果表明,中学教师的教育方式可以归为四个维度：民主性、专制性、放任性和溺爱性。不同教龄教师在教育方式各维度上存在显著差异。     

Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

     

The cognitive effects of a mathematics in-service workshop on elementary school teachers

Siegler's rule assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary shool teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levels in understanding these concepts by a method of direct instruction. Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop.     

地方高校教师在岗培训的新途径

在我国高等教育大众化快速发展时期,地方高校师资呈快速增长态势.为提高教学质量,青年教师在岗培训成为一个重要问题.本文分析了地方高校原有教师在岗培训方式的弊端及其原因,提出了地方高校教师为适应大众化教育发展要求的在岗培训新途径.     

中小学教师综合素质培训关键点探讨

教师综合素质培训是教育体制改革的关键,同时也是保证基础教育有效开展的基础,其直接关系到人才的早期培养,对国家持续性发展有重要作用。目前中小学教师综合素质培训工作正在全国范围内如火如荼的开展,现在我们通过汇集多份资料,结合培训进行中的实际情况,对中小学教师综合素质培训工作中的关键点进行研讨,并针对性的给出相关对策。     

探究学习模式在中学体育教学中的应用研究

2001年,我国正式启动了以《基础教育课程改革纲要（试行）》为标志的新一轮基础教育课程改革。大力提倡培养学生的独立性和自主性,引导学生质疑、调查、探究。探究学习模式成为我国新一轮基础教育课程改革的重点之一。本文首先阐述了在中学体育课学习中采用探究学习模式的意义。其次,从让学生真正成为学习的主体,让学生在创造性活动中学习,加强中学体育教师素质培养等方面,对如何在中学体育教学中应用探究学习模式提出了自己的建议和看法,具有一定的参考价值。     

Exploring inclusive education: early steps for prospective secondary school teachers

Recent changes in the structure of initial teacher education have resulted in teacher training institutions having to think again about how they address the issue of inclusion within their provision. In this article, Sue Pearson, who co-ordinates the MA (SEN) programme in the School of Education at the University of Leeds, and who contributes to Post Graduate Certificate in Education training, reports on developments in the training of secondary phase geography teachers. The article examines the planning, development and evaluation of a session which was designed to complement students' school-based experiences and other university-based sessions. The activity was co-taught by the geography and inclusive education tutors. The tutors used activity theory to analyse the elements of inclusive education and drew upon the literature related to the training of health professionals to design the session. This led to the adoption of a problem-based learning approach involving simulation activity. Sue Pearson provides details of the planned session together with evaluations from the tutors and students. She argues that this type of session, early in the university-based part of the course, provides a productive environment in which prospective teachers can be alerted to some of the complexities and uncertainties of inclusive education. While the initiative described here was matched to circumstances at the University of Leeds, the collaboration between tutors, the planning process and the style of activity have wider implications.     

Ideal versus school learning: Analyzing Israeli secondary school students’ conceptions of learning

This study explored 130 secondary school students’ conceptions of learning using an open-ended task, analyzed both qualitatively and quantitatively. Students’ reality of learning comprised two separate spheres, ideal learning and school learning, which rarely interacted. Generally, students commented more about school than ideal learning. Factor analysis of learning conception categories revealed separate “grand” categories for each sphere and some shared ones. Strikingly, students held complex, deeper conceptions of ideal learning (as self-interest/curiosity, understanding, and knowledge acquisition), but these were separate from their conceptions of school learning as merely the minimal, surface compliance necessary to survive the system by “satisficing” [Simon, H. A. (1955). A behavioral model of rational choice. The Quarterly Journal of Economics, 69(1), 99–118] – satisfying and sufficing – the teachers (grades, task completion, and active class participation). Theoretical and educational implications were discussed regarding classroom instruction to heighten educators’ awareness of students’ thinking about learning.     

Self-instructional videocourses: a cost-effective approach to in-service training of teachers in special education

The article describes employing a short self-instructional videocourse as a form of in-service education for teachers of children with severe learning difficulties. The study examines the feasibility of training teachers to implement simple teaching games in the classroom, aimed at enhancing the basic number skills of children with severe learning difficulties. Teachers'attitudes to the materials were positive, and the videocourse was effective in helping to improve the counting ability of a sample of thirty children. The provision of training opportunities for teachers using videocourses is supported. The article concludes with a discussion of some of the features of the self-instructional model employed in the study.     

Conceptions of literacy in primary and secondary school teachers

Recently, teachers have been described as lacking an organised and consistent understanding of how children acquire literacy. Arguments about falling standards have been aired in the media, and links drawn between methods currently in favour in UK schools, and an apparent failure of children to acquire ‘basic skills'. Proposals have now been made by the Department for Education which give greater prominence to more structured, skill-based primary teaching which, it is claimed, will raise standards and better prepare children to meet the demands they face as they move into secondary school. This study analyses teachers’ conceptual maps of literacy teaching as the preliminary phase of a research programme aimed at describing and enhancing pupils’ functional use of literacy across the curriculum. The analysis is based on a four-quadrant model of adult-child proximation. Using a questionnaire format, important similarities and contrasts were found between the views of primary and secondary teachers. However, the study does reveal that teachers have complex models of literacy which underpin their work and do not adhere to simplistic, uni-dimensional methods.     

农村中小学教师信息技术能力培养的探讨

用信息化带动农村教育快速、跨越式发展是我国教育发展的战略决策.但是大多数农村中小学教师信息技术能力不高,成为制约现代教育发展的一大障碍.因此,在积极创设网络环境的同时,要大力培养农村中小学教师信息技术能力.教师信息技术能力的提高应以日常培养为主、短期培训为辅,因校制宜,有针对性地设计培养模式、日常培养任务,积极营造教师学习与应用信息技术的环境.     

中小学教师数据素养评价指标体系构建

教育数据在教育领域不断渗透,教师的数据素养水平对于有效利用教育数据、合理判断学生的行为具有重要影响。本研究旨在用德尔菲法构建中小学教师数据素养评价指标体系,为评估中小学教师数据素养提供参考依据。通过文献分析梳理中小学教师数据素养评价指标,选择相关领域专家12人,采用德尔菲法进行2轮专家意见征询,根据专家打分计算指标权重,形成中小学教师数据素养评价指标体系。问卷征询专家的积极系数为100%,专家权威程度均值为0.72,确定的一、二级指标重要性均值均大于4.00,变异系数均小于0.25,符合德尔菲法要求。最终形成了包含数据意识、数据知识、数据操控技能、数据应用能力、评价交流数据、数据思维6个一级指标和19个二级指标与40条具体内容的中小学教师数据素养评价指标体系。对46位教师进行小范围试用,验证了其科学性与可靠性,该评价指标体系可作为评价中小学教师数据素养发展水平的参考测量工具。     

Perception of Nigerian secondary school teachers on introduction of e-learning platforms for instruction

This paper examines the view of Nigerian secondary school teachers on the introduction and utilization of e-learning platforms （blackboard, moodle, e-college, Web CT） to support and enhance learning. Six hundred teachers were drawn from 50 different schools in all the education districts located in Lagos state, Nigeria. A 25-item, 5-point likert scale questionnaire was validated and used for the study. The result showed that there was no significant difference in perception based on gender. However, there was significant difference as a result of the school type. Findings further showed that the teachers were of the view that e-learning platforms should be utilized in schools as soon as possible to support learning. Suggestions were given on how to make this feasible in Nigerian schools despite the challenges.     

Exploring profiles of ideal high school mathematical teaching behaviours: perceptions of in-service and pre-service teachers in Taiwan

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with pre-service teachers, in-service teachers’ perspectives were more similar to those of students.     

Technology for Teachers: a report on an in-service course for teachers of Design and Technology

The in-service degree course in Design and Technology at Loughborough University of Technology known as ISBA (In-service B.A.) was designed 5 years ago to meet two main needs. First, there were teachers who wished to undertake a full–time retraining course to update their knowledge and skills for the teaching of Technology in secondary schools (11-18 age group). Secondly, most teachers of Craft, Design and Technology who were trained prior to about 1970 followed a 3-year certificate course in Handicraft. Many of these teachers now wish to obtain a first degree as well as updating in order to enhance their promotion prospects. This paper looks at the design of the course with particular reference to the technological content and some of the reactions from the teachers who have attended it.     

Key competencies and characteristics for innovative teaching among secondary school teachers: a mixed-methods research

This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers’ views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and characteristics for innovative teaching among Chinese secondary teachers. Seventeen characteristics were identified underlying four key competencies that were perceived critical for innovative teaching. Secondly, an instrument was developed in order to validate the identified key competencies and characteristics and to measure teachers’ perceived importance of the key competencies and characteristics for innovative teaching. A total of 325 secondary teachers participated in the survey. The results show that the four-factor model of key competencies for innovative teaching was validated and the importance level of the perceived characteristics was also identified. This research has theoretical and practical significance with regard to the development of competence-based teacher education programs.