为何“弃教”:师范生的职业价值观与职业选择

师范生作为教师的预备力量,是基础教育师资的首要来源。从计划行为理论出发,构建理论分析框架,以安徽省4所师范本科院校的2370名师范生为研究对象,检验职业价值观对师范生职业选择的影响。结果显示：师范生从教意愿处在中高水平,但出现下降趋势;职业认知和成就实现是影响师范生职业选择的两大主要因素;从教准备对师范生职业价值观和职业选择的关系具有调节作用。因此,为引导更多师范生选择教师职业,要转变重物轻人的投入缺憾,畅通教师职业发展通道;发挥从教准备的调节效应,完善教师教育培养过程;加强教师职业的资源投入,切实提高教师待遇,真正实现“让教师成为令人羡慕的职业”。     

大学生元情绪与自我同一性关系的探讨

本研究探讨了大学生元情绪能力与自我同一性状态的关系。采用问卷法对大一至大四623名学生进行调查。结果表明:单因素分析结果显示,元情绪能力中的情绪注意、情绪恢复和同一性早闭状态得分上存在显著的性别差异;同一性获得状态得分上存在显著的年级差异;结构方程模型分析显示,情绪注意可负向预测早闭状态,正向预测延缓状态;情绪辨别负向预测扩散状态、延缓状态,正向预测获得状态。大学生元情绪能力对自我同一性的发展有一定的影响。     

在生物课教学中培养师范生创新精神和实践能力的尝试

中等师范学校作为哺育小学师资人才的摇篮．不仅要注重培养师范生身为未来教师所应具备的高尚师德、完善的知识结构和基本的业务能力,更应着眼于他们的可持续发展,加强对他们创新精神和实践能力的培养,以为他们日后从事素质教育工作及继续深造奠定坚实的素质基础。下面,笔拟就生物课教学培养师范生创新精神和实践能力这一专题试验谈谈自己的探索体会。     

学科教学论教师身份认同危机的成因及消解

高师院校学科教学论教师长期身处边缘化的境况,使学科教学论教师身份认同危机日益加剧。当前学科教学论教师身份认同危机主要表现在诸如学科专业身份、学科专业性、学科专业发展方向、学科性质定位等方面。导致学科教学论教师身份认同危机形成的主要原因包括:学科教学论教师角色期望的价值共识缺失、教师教育学科制度失范、学科教学论教师学术资本不足、学科教学论教师角色调适技巧欠缺等。为消解学科教学论教师身份认同危机可采取一些有效策略给予实现。     

Identity and ESL Pedagogical Implications of Hip-Hop/ Rap Music

Since its naissance back into the 70s of the last century,Hip-Hop and Rap music has been utilized as a channel for identity expression and formation by African Americans especially urban youth.From a sociolinguistic point of view,it is through the use of a particular language register–generally termed as African American English(AAE)–that the rappers get to portrait,narrate and elaborate their own ideologies closely concerning various aspects of their life and status.Broadly,the influence of Hip-Hop culture has gained it major momentum among urban youth across the globe.In countries where English is used as a foreign language(EFL),Hip-Hop is well received by young speakers who wish to express their own personality and alleviate pressures from schools,family and society(Li,2004).Given the multiplicity of features in Hip-Hop texts,this article argues that it can be informative to EFL in general and English pronunciation teaching in particular.     

师范大学生教师职业认同与学习投入关系的实证研究

为了考察师范大学生教师职业认同与学习投入之间的关系,采用问卷调查法对631名师范大学生进行调查,数据统计分析的结果表明:1师范大学生教师职业认同处于较好水平,而学习投入则处于中等水平;2师范生教师职业认同及其各因子和学习投入及其各个因子之间均存在显著相关;3师范大学生教师职业认同的职业效能、职业意志等部分因子能够有效预测学习投入的动机、精力、专注三个因子。     

Content and Pedagogical Content Knowledge for Elementary Science Teacher Educators: Knowing our Students

Journal of Science Teacher Education -     

简论远程教育师生之关系

以往关于师生关系的单一主体认识存在明显的片面性,教育教学本质上是学生在教师指导、帮助下构建自身素质结构的一种特殊的社会实践活动。因此关于师生关系的双主体论比较符合实际。现代远程教育的师生观仍然具有双主体论的基本内涵,又有其自身的特殊性。     

处在师生关系中的教学推论

推论(推理)是皮尔士“探究方法”的核心,教学推论是推论与教学的独特结合,其教学意义必须存在于教师与学生群体的关系中,其核心在于教学中教师如何处理学生推论的条件,即原因、规则和结果。推论有两种处理方式:(1)教师直接明确推论条件———教师对学生推论控制程度取决于明确的条件种类数;(2)教师间接控制推论条件,包括对原因、对规则和对结果三种控制行为。教学推论本质上是在技术兴趣指导下的工具性活动。     

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.     

A Pedagogical Strategy for Gradual Enhancement of Creative Performance of the Students

The objective of this paper is to describe a pedagogical strategy for gradual enhancement of creative performance among students by using interdisciplinary hands-on projects. A study was conducted comparing 66 students' performances on creativity in three classes—Fall 1996, Spring 1997 and Fall 1997—consisting of juniors and seniors at Temple University. All the students were tested on the creative opportunities actually taught by the projects presented to the students, theoretical aspects of creativity on a specially designed test and the learning process. The results of evaluation on the creativity of the models, the theory tests and the learning process indicated that the pedagogical strategy did help in gradually enhancing the creativity performance of the students.     

知识分类思想与小学教育学的教学

现代知识分类思想的历史发展,核心思想及现实性,并简要分析了当前我国三级师范的变迁和作为师范核心课程的小学教育学的现状,并由此提出了在知识分类思想下,进行小学教育学内容的分类和教学改革的一些设想。     

Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools

Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.     

浅析行动导向的课堂教学实践

论文从四个方面分析和论述了什么样的课堂是一个好的行动导向教学课堂,包括教师是否是一个出色的导演,学生是否真心投入到课堂中去,课堂是否有清晰的脉络和结构,课堂是否达到了预期的目标、要求和效果,并以一个好的课堂案例进行了展示和分析。     

论走班制教学模式下的师生关系

师生关系是衡量教育质量、实现人全面发展的重要因素。走班制教学模式下师生关系较之传统师道尊严更强调以学生为本,但学生的动态管理、归属感降低和班主任角色淡化影响了师生关系。学校可以通过建立小组长负责制、实行班主任与任课教师共同管理制、举办集体活动等增进师生关系;同时,教师通过有针对性的及时辅导、加强情感沟通交流、建立"九科交流协调会"等方式增进师生感情。     

浅析网络教育中教师和学生的角色关系

网络教育改变了传统的教学和学习模式,它使得教师和学生的角色关系发生了变化.网络教育中教师和学生的关系是教师主导学生主体的多样化模式,是民主、平等的关系,是一种双向互动的角色关系.     

关于中职生职业认同的研究

采取问卷调查法对宁夏某中职学校学生的职业认同现状及影响因素进行了调查。结果表明:中职生职业认同的整体水平较高,不同年级、专业和家庭经济状况的中职生职业认同水平存在显著差异;国家政策支持、社会评价、工作前景等因素会影响职业认同;最后就提高中职生的职业认同水平提出对策和建议。