小论教师个体的教育学

流行的“教育学”文本不可信 ,不可爱。不可信是说“教育学”缺少逻辑的力量 ,不可爱是说“教育学”缺少写作者思想“教育”时显现的个体 ① 生命之光 (思想作为动词 )。本文从揭示“教育学”不可信、不可爱的命运入手 ,将拯救教育学的命运部分地交给与“教育”有着原初的亲缘关系的教师 ,因为教师的“师”不仅仅是“会计师”的“师” ,即不仅仅是专业人员 ,而且教师有可能是“儿童天国的引路人”[1 ] ,也可能是“儿童误入歧途的作俑者”。     

高师环境教育的途径与模式

根据我国环境问题现状的紧迫性．我们认为在环境教育中应充分发挥高等师范院校“工作母机”的作用,以带动学校教育、社会教育和家庭教育全面而有效地发展。在高师环境教育中,应结合专业教育和素质教育,建立不同层次的教育实施体系,遵循“专业──专业渗透──素质提高”的基本模式,使环境教育工作适应可持续发展的战略要求。     

师专《中学化学教学法》课程目标教学模式初探

本文作者结合教学改革实践,介绍了“中学化学教学法”课程教学中所运用的“六个一”目标教学模式,并讨论这一教学模式的运行方法及特点。     

地方院校应用化学专业绿色化学人才培养模式探索

从绿色经济角度分析了绿色化学与化工人才知识模式。通过绿色过程工程内容的界定,确定了绿色化学人才知识体系由基础化学与工程知识、绿色经济与绿色化学原理、绿色化学技术与工艺、绿色能源与绿色材料等构成。基于地区性院校特征,确定了应用化学专业绿色有机化工和绿色无机化工与材料化学两专业方向;分析了两个方向的专业课程体系。     

MEASURING EFFICACY SOURCES: DEVELOPMENT AND VALIDATION OF THE SOURCES OF TEACHER EFFICACY QUESTIONNAIRE (STEQ) FOR CHINESE TEACHERS

The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26‐item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results supported the hypothesized four‐factor structure of the STEQ. Scores from all the four factors of the STEQ had strong significant correlations with the Teachers’ Sense of Efficacy Scale (TSES), which showed the criterion‐related validity of the STEQ. Further, scores of all four sources significantly predicted teacher efficacy scores, among which social persuasion was the strongest predictor. This study contributes to the self‐efficacy literature by providing researchers with an instrument for examining the various facets of teacher efficacy. The findings can inform school principals and teacher educators, enabling them to facilitate a school culture and teaching environment that cultivates a greater sense of teacher efficacy and, in turn, better teaching performance.     

THE UNIONIZATION OF TEACHERS IN TURKEY

The beginnings of teacher unionization in Turkey go back to 1921, before the proclamation of the Turkish Republic. The process of unionization has had to confront two obstacles: on the one hand, the tendency of teachers’ associations and unions to be co‐opted by the ruling party and thus to lose their militancy; on the other hand, the fact that although professional associations may have been permitted to exist by certain Turkish regimes, true unionization, and above all, the right to strike, has been prohibited on the grounds that teachers are civil servants and like all civil servants do not have the right to strike. The latter restriction was most recently confirmed by provisions in the Constitution of 1982. Thus Turkey is the only country in Europe in which teachers do not have the right to form true labour unions and to go on strike.     

英语语言教育中情感教学的运用

没有爱 ,就没有教育。情感教学是一种教育手段 ,用情感教学去跨越文化和思维方式的差异 ,是一项切合实际的教学运用。英语语言是情感的载体 ,其基本功能是为了实现沟通交流的需要。     

THE PEDAGOGY OF THE TRANSFORMATION: ECONOMICS EDUCATION IN CENTRAL AND EASTERN EUROPE

This article presents a critical analysis of economics education in central’ and eastern Europe since the 1989 revolutions. The infusión of Western economics teachers and literature, while introducing a new perspective to central and eastern Europe, has also created problems. These problems stem from the narrow perspective and belief in the universal validity of orthodox economic theory held by these teachers and their failure to teach any other perspective. The author advocates a different type of economics education for central and eastern Europe. It includes a broader focus on societal problems and the integration of economic history, comparative economics, economic development, and history of economic thought into economics curricula. Finally, the author recommends that economics education be focussed on giving students a perspective with which to develop their own alternative policies for their respective nations, teaching them that there is more than one economics paradigm and that there are multiple alternative transformation paths.     

听力教师在课堂教学中的作用

本文分析了听力教师在课堂教学中作用的理论依据 ,阐述了听力教师在课堂教学中的作用就是帮助和促进学生提高听力     

内蒙古河套地区农业开发与环境变化的关系分析

河套地区是内蒙古自治区的商品粮基地，随着近代农业发展规模的不断扩大，以土地盐碱化、土地沙化为核心的生态环境恶化问题日趋突出，已严重制约了该地区农业的可持续发展。河套地区生态环境的变化是自然过程和人类社会长期发展影响共同作用的结果。该地区农业发展的历史，就是近现代生态环境演变的历史。开展农业开发与生态环境变化相关关系的研究，将为河套地区农业可持续发展提供科学的依据     

SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF‐EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.     

TELEVISION IN THE TEACHING OF CHEMISTRY: A REVIEW FROM FURTHER EDUCATION

The uses and potentialities of educational television as described by recent authors are reviewed, and television compared with film from the viewpoints of producer and audience, while off‐air recordings are compared with ‘home‐made’ programmes.

The author concludes with an extensive review of the literature concerned with the uses of television in the teaching of chemistry. While the review does not attempt to list every possible reference, none of the few that have been omitted adds substantially to the uses mentioned, and the survey should provide a basis for those interested in beginning research in this field, as well as those contemplating the introduction of television into chemistry teaching.

The article was prepared in connection with research into student attitudes to educational television, the results of which will appear in the next issue of the Journal.     

THEORY AND PRACTICE IN THE EDUCATION OF TEACHERS

This paper reports an investigation into the method described by Hertzig et al. (1968), for measuring the response style of pre‐school children performing cognitive tasks (the Stanford‐Binet Intelligence Test Form L). The inter‐observer reliability of the major variables proposed as parameters of ‘cognitive style’ is examined, as well as their stability over time, and their association with level of test performance.

It was not found possible to record behaviour in adequate detail using the original method of a handwritten protocol so a modified procedure was adopted in which observers classified responses directly by their type and recorded them in code. Using this method, reliability was found to be high. Moreover, over a period of four to six weeks there was substantial consistency in the style of behaviour shown by these children when dealing with test demands.

Since there were ethnic differences in the small sample of children studied (N=32), it was also of interest to discover whether children of immigrant and English‐born parents would show differences in behaviour comparable to the differences between Puerto Rican and middle‐class American children reported by Hertzig et al. Some behavioural differences were found, but these appeared to be wholly a function of differing test performance.

     

THE GOAL STRUCTURE OF TEACHERS IN COMPREHENSIVE SCHOOLS

A number of statements of various analytically‐derived output and support goals appropriate to secondary schools were submitted for evaluation, as ideal school goals, to a sample of teachers drawn from ten comprehensive schools. The teachers’ top priorities were output goals referring to the balanced development of pupils’ potentialities, interests and skills, and management goals referring to the regulation of social conflict within the organization, and social cohesion amongst the participation of the staff. Of relatively low priority are output goals reflecting a concern for the maintenance of the authority structure within and the economic needs of the wider society, and direct service to the community within which the school is set. Adaptation to the needs of that community and the maintenance of the status of the school are support goals which are also given relatively low priority.     

Slater规则在化学中的应用

本文叙述了Ｓｌａｔｅｒ规则，以及在化学中六个方面的应用。