我国高中教师队伍建设研究的回顾与展望

十几年来,我国高中教师队伍建设研究经历了试探时期、展开时期、系统时期三个阶段。有关研究探讨了"高中教师的专业发展"、"高中教师的工作压力"、"高中教师的职业承诺与社会支持"、"高中教师在课改中的适应性"等问题,并对高中教师队伍建设理论研究和实践效果进行了回顾与反思。     

高校高水平运动队教学管理的科学性探讨

如何办好高水平运动队,怎样才能使高水平运动员既不耽误文化学习,又能提高运动成绩,这一矛盾眼下尚未解决好.探析高水平运动队教学管理的理论基础,旨在进一步认识高校办高水平运动队的可行性、教学管理的科学性,使教学管理更加细致、全面.     

新课程理念指导下的初中数学小组合作学习初探

合作学习作为一种教学模式是基础教育改革实验的一项新举措．合作学习的意义既体现在促进学生智力因素的开发,也体现在非智力因素的发展．然而在课改实验的探索和实践中,往往出现一些关于合作学习的困惑和误区,这就要求教育工作者不断改进教学方式,将合作学习的意义充分体现出来．     

Aboriginal non-attendance at school: Revisiting the debate

Non-attendance at school among significant numbers of Aboriginal students has been officially recognised as a major problem since at least the mid 1980s. This article reviews the findings from recent literature on non-attendance within the context of a case study in Perth, Western Australia. Data for the study was obtained from a questionnaire of service providers and district-wide statistics on non-attendance. From this data the following have been identified: the various forms of non-attendance, causal factors associated with non-attendance, and limitations in service provision. Implications relating to policy development are also discussed.     

The school curriculum for ethnic minority pupils: A contribution to a debate

This paper discusses some of the canicular needs of children of migrant parents in the United Kingdom (in particular those of South Asian and West Indian origins), against the background of current provision. The author argues the merits of a cultural accommodation strategy and outlines the human rights model of education which that strategy implies. He then analyses three major problem areas faced by children of migrant workers: conflicts of identity, communication difficulties, and unequal access to employment opportunities. In a final section, tentative but practical suggestions are given of how the school curriculum can address these problems.

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Zusammenfassung In diesem Artikel stellt der Verfasser die curricularen Bedürfnisse von Gastarbeiterkindern (besonders denen südasiatischer und westindischer Herkunft) im Vereinigten Königreich dem gegenwärtigen Angebot gegenüber. Er befürwortet eine Strategie der kulturellen Akkommodation und skizziert ein dieser Strategie entsprechendes Menschenrechts -Modell für Schulerziehung. Darauf analysiert er drei Hauptproblemgebiete von Gastarbeiterkindern: Identitätskonflikte, Kommunikationsschwierigkeiten und ungleicher Zugang zu Beschäftigungsmöglichkeiten. Im letzten Teil macht er einige praktische Vorschläge, wie das Schulcurriculum diese Probleme angehen könnte.

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Résumé Cet article traite des besoins caniculaires des enfants d'immigrants au Royaume-Uni (particulièrement ceux qui sont originaires des Indes Occidentales et du Sud Asiatique) en fonction des prestations éducationnelles courantes. L'auteur démontre les mérites d'une stratégie d'acclimatation culturelle et trace dans les grandes lignes le modèle d'éducation droits de l'homme qu'implique cette stratégie. Il analyse alors trois catégories de problèmes majeurs qui confrontent les enfants des travailleurs étrangers: conflits d'identité, difficultés de communication et inégalité des chances d'accès à l'emploi. L'auteur termine en montrant, par des suggestions d'ordre pratique, comment le curriculum peut s'attaquer à ces problèmes.

     

Studies of team teaching in the open-space school

Three studies conducted by the Environment for Teaching Program of the Stanford Center for Research and Development in Teaching, concerning the effects on teachers and learners of factors in the organization of schools, are reported. Teacher influence, autonomy, interaction, and job satisfaction were perceived differently by teachers in open-space team-teaching schools, compared with teachers in self-contained-classroom schools. Observed patterns of decision-making interaction in teaching teams were related to teachers' perceptions of their own influence and autonomy. Observed activity levels of children in open-space team-teaching schools were greater than in schools with self-contained classrooms.

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Résumé Cet article présente un rapport sur trois études consacrées par Environment for Teaching Program du Centre de recherche et de développement de l'enseignement de Stanford, aux effets que produisent sur les professeurs et les élèves les facteurs de l'organisation scolaire. En comparaison des professeurs exerçant dans les salles de classe autonomes, les professeurs exerçant par équipe dans les écoles de grand air manifestent une conception différente sur l'influence, l'autonomie, l'interaction et le plaisir d'exercer le métier d'enseignant. Les auteurs ont rapproché les tendances observées dans l'interaction exercée par les professeurs groupés en équipe dans la formulation des décisions aux conceptions qu'entretiennent ces mêmes professeurs sur leur influence et leur autonomie propres. Ils ont également observé que les niveaux de l'activité exercée par les enfants fréquentant les écoles de grand air et éduqués par des professeurs travaillant en équipe étaient supérieurs aux niveaux de l'activité exercée par les enfants fréquentant les salles de classe autonomes.

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This research is supported by funds from the U.S. Office of Education, Dept. of Health, Education, and Welfare (Contract No. OEC-6-10-078, Project No. 5-0252-0307). The opinions expressed in this paper do not necessarily reflect the position, policy, or endorsement of the Office of Education. The authors, listed in alphabetical order, are equal coauthors.     

一道高考题对教学的启示

通过对高考题中连续三年有关动量定理考题的分析,引发了对动量定理教学的启示,提出了加强动量定理教学中学生分析问题和解决问题能力的建议.     

Urban abstraction in a central city high school

The purpose of this qualitative case study was to explore urban secondary students' preceptions of their school and community in teh changing economic and social context of postindustrial life. Students and teachers worked and played in a landscape which I have characterized as one ofurban abstraction, a term synthesized mainly from the work of Manuel Castells. The construct helps explain the complex, contradictory, and dynamic conditions of late-20th-century capitalistic life and their impact on the emotional and material realities of urban residents. It also helps to explain the reactions and negotiations in which students and teachers engaged in the face of a constant threat of violence and a lack of community within the school and its surrounding neighborhoods. Ramela Bettis is an Assistant Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University, where she teaches courses in qualitative research methods and educational foundations.     

The risky business of choosing a high school

Drawing on literature about risk and individualization, as well as previous studies of quasi‐markets in education, our study focuses on two questions: first, how do middle–class parents and their children respond to the risks associated with choosing a high school? And second, how do they construct their identities through the choice process? Interview findings suggest that pressures on parents and students to individualize risk tend to reinforce socially structured inequalities and encourage the commodification of social relations. Although students and parents resist the individualizing discourse of risk to varying degrees, the dominant tendency is for choosers to attempt to colonize the future by drawing on their social and cultural capital. If more equitable choice processes and outcomes are desired therefore, attempts must be made to collectivize risk.     

赏析一道优秀中考题

从生活走进物理,从物理走向社会是新课改的理念之一,近几年的中考物理试题,带有浓浓的生活时代气息.2003年山东菏泽物理中考题第21题既考查了考生所学基础知识的情况,又考查了学生阅读分析、提取资料信息、运用所学的知识整合分析、多角度创新思维的综合能力.     

高中化学竞赛对高中生化学思维能力培养的影响

化学竞赛学习的过程就是思维能力得到培养的一个良好过程.通过发挥学生的主体作用,从而达到培养学生思维能力的目的.     

对我校田径队课余训练的研究

田径队课余训练是一个完整、复杂、多层次的教学过程.学校田径队的运动员在学校以文化课学习为主,课余训练的训练特点既不同于专业队,也不同于业余体育学校.因此,探索课余田径训练的规律性,构建符合我校实际的最佳模式,是规范训练、提高运动成绩的有力措施.本文在我校课外田径训练的运动员选材、训练时间安排、运动负荷、训练周期安排等方面,进行了阐述和总结.     

The establishment of a virtual high school in Israel

Summary In this paper we have described the theoretical and practical frameworks that led to the establishment of a virtual high school in Israel. After a year of activity, there are clear indications that the Virtual School based on the model of a cooperative of schools has a place in the Israeli educational system. The teachers who graduated from the course have succeeded in creating interesting courses for students, while marketing the framework to students and their parents in the schools has gone well and even aroused enthusiasm. Additional schools are asking to join the cooperative. Nonetheless, the work remains great: We have to form a system of quality control for products; continue development of the technological environment so that it will be rapid, faithful and enabling; and especially examine and follow up on the learning of students and their ability to concentrate in this framework. Similarly, we have to examine questions of various types: organizational-economic, pedagogic, and social, such as scalability of the model, its economic stability, methods of operation in the actual schools, and the manner of absorbing virtual learning in them. We have to relate to and test the styles of the developed courses (from the core curricula or as enrichment courses), determine for which types of students this framework is appropriate, discover if we can create an additional system for learning via the Internet, and ascertain if the activities integrated in the various courses are appropriate to pedagogic and educational ideas and make intelligent use of the Inernet for teaching and learning needs. In addition, and especially for Israel, we have to relate to the question of social gaps and examine if it is possible to reduce them through the model of the Virtual School.     

渭南市农村初中教师素质现状调查报告——“提高农村初中教师素质的对策研究”之一

农村初中教师队伍的职业思想基本稳定，学历水平近年来有较大提高，但与素质教育要求的知识结构和能力结构还存在着较大的差距，应引起教育部门的高度重视。     

Big school,small school: Impact of the high school environment

An investigation of the relationship between high school priorities and self-concept was undertaken. Upper and underclassmen from large and small high schools completed questionnaires and the Piers-Harris Children's Self-Concept Scale. Participation in five activity areas was related to self-concept using a multiple-regression technique. The perceived similarity of each student's priorities with the school's priorities was also correlated with self-concept. The relationships accounting for the greatest proportion of the variance in self-concept scores were found among small-school upperclassmen. The results were interpreted as support for Barker's argument that small school students feel a greater obligation to participate in school activities.