论职业学校“双师型”教师队伍建设

职业学校要培养适应21世纪需要的应用型劳动者,要求教师既要有扎实的理论知识,更要有熟练的专业操作技能,这就需要培养一支＂双师型＂教师队伍。文章从职业学校＂双师型＂教师队伍建设的必要性、现状及建设思路三个方面进行了探讨。     

中学班主任面临的问题及其对策

中学班主任作为班集体的组织者、教育者和指导者,是学校领导者实施教育、教学工作计划的得力助手。目前中学班主任面临的主要问题表现在管理制度对班主任工作的影响,班主任专业发展得不到高度关注,当代中学生身心发展对班主任工作提出新的挑战等方面。面对这些问题,提出了一系列初步的对策。     

基于AHP的中等职业学校教师能力期望调查研究

以问卷的方式运用AHP分析调查中等职业学校对教师能力的期望。结果显示：在教师基本素质因素中,职业道德期望值最高,其次为团队合作;在基本技能因素中,语言表达能力与学生管理能力期望值相当,微机操作能力与科研能力处于次要的地位;在专业岗位能力因素中,操作技能期望值最高,其次为生产管理;在综合教师能力中,教学能力、基本能力、基本技能与专业岗位能力期望值相当,都是中职教师所期望具备的能力。     

刍议中职教师说课

从近几年优秀课评选的说课来看,教师对什么是说课,立该说哪些内容和怎样说课在不同程度上存在着一些问题.在此,笔者就中职教师说课问题谈谈个人浅见,以便和同行交流.     

谈中学化学教师实验教学研究能力的培养

基础教育改革要求中学教师具有教学研究能力。中学化学教师应具备化学实验教学研究的能力。本文就如何培养中学化学教师实验教学研究能力，以及化学实验教学研究的一般方法进行了探讨。     

Mentoring beginning teachers in secondary schools: An analysis of practice

The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this paper in relation to the experiential model of learning put forward by Kolb [(1984). Experiential learning: Experience as the source of learning and development. New York: Prentice-Hall]. The underpinning processes of this learning cycle include the experience, the reflection, the learning that results and (further) experimentation.We present some empirical research from a two-year funded project on The Professional Development of Subject Induction Tutors and data derived from questionnaires completed by beginning teachers in three education authorities at the start and end of induction year and from semi-structured interviews with sub-samples of beginning teachers. The questionnaire data allowed us to distinguish three broad teacher ‘types’ in terms of their experiences of induction and the associated mentoring. In relation to these types we explored differences and similarities in the extent to which mentoring functions are distributed in schools, the extent to which different mentoring relationships allow beginning teachers to be empowered in their work, and the particular uses made of review and target setting and the value placed on these processes by beginning teachers and their mentors. Overall we found that best practice for ‘developmental mentoring’ involves elements of challenge and risk-taking within supportive school environments with clear induction systems in place and strong school ethos in relation to professional development.     

教师自我教育理论在中小学教育科研实践中的作用

教师专业成长的重要路径是能够扎实的从事教育科研活动,而专业成长的一个重要环节就是形成教师的自我教育理论,这两者之间相辅相成,互为支撑。当今中小学教育科研实践中存在着的质量不高,选题不准,研究不规范等不足,基本上都与教师自我教育理论建设和形成的欠缺有关。在教师专业成长的实践中,要关注教师自我教育理论形成,同时更要关注其在中小学教育科研实践的应用,明确其作用的范围和重点,反过来再丰富和发展教师自我教育理论。     

浅谈农村中小学教师培训

农村中小学教学质量为什么无法与城市比?文章分析了存在的原因,并提出了加强农村教师队伍建设,加强教师专业化的培训重要性,因为教师是教学质量的关键.     

浅谈中等职业学校英语教师的素质与课堂管理

教师素质,是指教师在其职业生活中,调节和处理与他人、与社会、与集体、与职业工作关系所应遵守的基本行为规范或行为准则,以及在这基础上所表现出来的观念意识和行为品质。中职学校英语教师的素质应该理解为中等职业学校英语教师在课堂教学以及各种教育教学活动中所表现出来的各种观念意识和行为品质。中职学校英语教师的素质与课堂管理有什么关系?怎样利用中职英语教师的素质更好地为中职英语课堂服务?     

Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools

South African teachers encounter numerous challenges in the creation of differentiated activities to include diverse learner needs in effective teaching and learning. These challenges include the inability to identify learning barriers and adapt the curriculum, teaching and assessment methods according to the learning styles and readiness levels of learners. The study aimed to explore secondary school teachers’ (n = 262) perspectives on the implementation of differentiated instruction in public secondary schools (n = 27), using qualitative and quantitative approaches. The results indicated that teachers cannot always assist their learners when they need them; show them how to solve problems; or allow learners to work on their own. In addition, various limitations, such as inadequate teacher training, large class sizes, workload, undisciplined learners, lack of resources and parental involvement, second language instruction, inadequate support services and socio-economic barriers contribute to the use of teacher-centred methods. The study recommends that intervention programmes in the form of workshops on how to create differentiated activities should be prioritised in the professional development of teachers.     

河北省中小学班主任现状调查与对策思考

近年来,中小学班主任队伍建设取得了很大成效,如班主任的工作积极性、整体学历水平比较高,年龄结构比较合理等.但同时也存在很多问题,如性别比例失调、工作强度和难度都比较大、整体培训状况不理想问题.因此,必须采取切实有效的措施加强班主任队伍建设.     

中职学校职业指导教师培训的若干问题与对策

依据教育部2008年的一次专项调查,分析了中职学校职业指导教师培训存在的主要问题,提出了对中职学校职业指导教师培训的建议,即:中职学校职业指导教师培训应具有灵活的课程设置和分类指导的培训模式;重视职业指导专业能力的提高;促进中职学校职业指导教师学生观、评价观、师生观的转变;提高中职学校职业指导教师运用多种教学方法的能力.     

农村中小学教师职业认同现状调查分析

教师良好的职业认同是稳定农村教师队伍、提高农村教育质量的关键.四川省农村中小学教师的职业责任感较强,但职业认同度不高;教师的职业认同在性别、年龄、学历、任教学科上差异明显.究其原因,教师的职业认同受到职业认识、职业贲任、职业满意度、职业压力等因素的综合影响.     

搞好中职教师培训的六种途径

本文主要论述了多途径进行中职学校师资队伍建设的具体做法,如送企业培训、有针对的业务培训、校企合作培训、师带徒式校本培训、出国培训等。     

以德育引领幼儿园与中小学教师师德建设

幼儿园和中小学时期的教育是面向未成年人的教育,这一阶段是人生中最重要的成长期,是未成年人世界观、人生观、价值观形成的关键时期。作为人类启蒙教育的幼儿园教师以及承担着把亿万青少年培养成国家建设合格人才的中小学教师,担当了第一棒的重要职责。独特的职业地位和任务,让幼儿园与中小学教师的师德建设显得尤为重要。从实践的角度看,具有高尚情操、渊博学识和人格魅力的教师,会对其学生产生一辈子的影响。育人为本,德育为先,师德的建设也须以德育为引领。     

From pre-service to in-service teachers: a longitudinal investigation of the professional development of English language teachers in secondary schools

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, where contextual issues and power interplays mediated the process. Furthermore, it is found that the participants’ commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers’ position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined.     

论影响中小学教师专业发展的基本因素

当前中小学教师专业发展面临着根基性的难题,主要表现在教师工资、教师学习、学校管理、教师培训与专家引领等方面,这些问题的解决是有效促进教师专业发展的前提。     

学院批评断想

学院批评主要指高校教师的文艺理论与批评著作,它是我国目前文艺理论与批评的重要组成部分。学院批评要获得进一步发展,需要努力贴近文艺工作现实,大力进行理论整合,切实建立起“为中国老百姓所喜闻乐见”的优良文风。     

An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools

This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co‐ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well.