提升学校教育品质促进教师专业发展

班主任工作的意义和影响力不言而喻.本文在分析当前班主任工作现实困境的基础上,提出"班主任工作专业化"设想.笔者认为,师范院校应增设"班主任工作"专业,中小学实行专职班主任制,不再由科任教师兼任班主任,确保班主任工作时间、精力、专业性和专业发展."班主任工作专业化"将能够有效解决当前班主任工作困境,提高班主任工作效能,促进中小学教师专业化发展.     

河南省教育学会班主任工作研究专业委员会关于成立“河南省名班主任工作室联盟”的倡议书

为深入贯彻落实国家及河南省中长期教育改革和发展规划纲要,总结我省优秀班主任成功经验,提炼优秀班主任教育思想,促进班主任专业化发展,改变长期以来我省班主任工作研究缺乏引领、力量分散的状况,河南省教育学会班主任工作研究专业委员会发出倡议：成立“河南省名班主任工作室联盟”,加强班主任工作研究和深度交流,形成优秀班主任团队力量...     

班主任队伍建设的思考

班主任是班集体的组织者、指导者,是促进学生全面健康发展的骨干力量,其队伍素质直接关系着学生的成长与进步,学校应十分重视班主任队伍建设。笔者认为,唯有加强对班主任的选拔、培训、工作研究以及评价体系建设,才能有效地提高班主任的工作水平,进而提高班级管理质量。     

“专业品质与内涵提升”全国中小学班主任工作研讨会邀请函

7月17-18(青岛)7月22-23(昆明)7月27-28(厦门)为推动班主任工作的质量提升,促进班主任群体的专业化发展,探究当代中小学班主任专业化发展新路径,提升班主任的职业敏感与专业自尊,强化班主任工作的智慧生成,深层研究专     

信息技术环境下的普通高中班主任工作资源建设与应用研究

班主任工作资源建设与应用的实践和研究能够在很大程度上提高班主任工作水平和实效,推动学校教育教学工作的发展,促进学生的成长成才。在现在信息技术环境下,班主任工作呈现出内容多、效率快、质量高的新特征。这就要求班主任建设和应用好工作中的人力资源、物力资源、信息资源和文化资源。     

当前班主任管理与培养制度筐举

正作为班级教育的首席教师,班主任的工作成效直接关系到学校的德育效果和学生的发展前景。班主任管理与培养制度创新,是提高班主任工作效能,促进班主任专业发展的重要途径。各地在班主任工作实践中,积极开展班主任管理与培养制度创新的探索,取得明显成效,现将其最新进展列示如下。     

新时期高校班主任队伍建设研究

新时期,随着高校面临招生规模的扩大、学分制的实施、大学生心理问题突出等新形势和新情况,思想政治教育工作在高校学生发展中的作用愈来愈明显,作为高校思政工作的主要参与者——班主任也面临新的挑战。本研究正是从管理者的视角对高校班主任队伍建设的必要性、班主任职责、班主任工作困境以及未来建设的对策建议等方面进行了分析和研究,为促进新时期有利于学生成长成才的班主任制度,明确班主任职责,充分发挥班主任育人作用,提供一定的借鉴和参考。     

班主任专业化成长策略初探

“班主任专业化”是指班主任教师在教育人文精神引领下的专业道德和专业素养的建构和发展过程。然而,很多班主任仍在从事着并不“专业”的工作,每天起得早,睡得晚,而且要做的事情还特别多。实际上,班主任工作是专业性很强的工作．如何促进班主任专业化成长是一个长期的课题。笔者认为,可以通过几项工作促进班主任专业化成长,让班主任成为一个幸福的人。     

创造条件推动班主任工作健康发展

班主任工作是一项专业性很强的工作,如何稳定班主任队伍,提高班主任业务素质,需要学校及教育主管部门创设良好环境,建立良好的培养、激励、培训机制,有力提高班主任专业素质,促进班主任工作健康发展。     

发挥研究室作用 促进班主任成长

2011年6月,我们学区与班主任杂志社联合成立了班主任工作研究室,主要成员是学区骨干班主任、区优秀班主任和市“紫禁杯”优秀班主任。我们以案例研究为主要方式,通过读书学习、专家引领、自主研修、同伴互动、榜样示范五个途径加强班主任队伍建设,促进他们的专业发展,取得了较好的效果。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.