新时期中小学教师应具备的心理品质

中小学心理健康教育剐剐起步,中小学教师必须加快完善自身个性心理品质的步伐,在教书育人中更好地体现自身人格魅力和感染作用,使自己成为一名符合21世纪教育发展的优秀教师。     

21世纪中学体育教师素养及其构成因素分析

素养是素质的重要组成部分,21世纪中学体育教师的素养主要由思想品德素养、文化知识素养和劳动能力素养三个因素构成;其中思想品德是最重要的素养,它决定着人的道德方向和行为方向;文化知识素养是体育教师获得劳动成果的先决条件;劳动能力是体育教师开展教学活动必备的条件。     

科学教育与人文教育的融合--21世纪高等教育的必然选择

大学要加强高新技术知识的科学教育 ,同时也要加强人文教育 ,这是时代的要求。然而当前在相对重视科技教育、忽视人文教育的大环境中 ,同时存在着两个性质相同的问题 :在科技教育中 ,重视科技 (尤其是技术 )知识的教育 ,忽视科学精神与科学方法论的教育 ;在人文教育中 ,偏重人文知识教育 ,忽视人文精神教育。在知识经济社会里 ,科学技术知识的迅速增长以及社会结构的迅速变革 ,都要求社会成员具有较强的适应性和创新能力 ,至少他们能在迅速变换的世界中较快地找到适合自己发展并能促进社会发展的职位。现代教育不仅要教学生“学会认知” ,更…     

The social practice of learning: a craft for the 21st century

This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection, and dialogue in a community, should be the distinguishing knowledge base of schools in the twenty-first century. This article also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance of the epistemological reform.     

A 21st century collaborative policy development and implementation approach: a discourse analysis

Abstract

The article used Unisa Framework for the implementation of a team approach to curriculum and learning development to explore and analyse the views and experiences of academic lecturers and curriculum and learning development experts on the conceptualisation and development of the said framework and its subsequent implementation thereof. I used a qualitative poststructuralist paradigm underpinned by the case study research design to critically analyse the processes that were followed to craft the policy. I posit that a policy that is conceptualised by an inflexible classical hierarchical organisational structure without the full collaborative participation of all the stakeholders is bound to fail in its crucial implementation processes. I used online blogging, facebook, documents and face-to-face tape-recorded interviews to collect the data. Results indicated that the elite mass (traditional) policy-making model was used to craft the policy and as a result its operationalisation process received indifferent attention and responses by Colleges.     

International field experiences: The impact of class,gender and race on the perceptions and experiences of preservice teachers

We explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members. We conclude with a call for international cross-cultural experiences that encourage preservice teachers to critically examine their perspectives, positions in the host community, and learning during study abroad.     

International Leaders Summit: using dialogue to Center the Conversation on the Education of Deaf Children and Youth in the 21st century

Om July 18, 2010, the eve of the 21st International Congress on the Education of the Deaf (ICED 2010), the International Leaders Summit was held at the Center for Dialogue at Simon Fraser University, Vancouver, Canada. A total of 120 world leaders from 32 countries participated. Presenters, including students, led the conversation on current perspectives, teacher preparation, worldwide resources, and major issues affecting the education of d/Deaf and hard of hearing infants, children, and youth. Summit participants recognized that advances in detection, early intervention, and technology present challenges in meeting the needs of a student population more diverse than at any other stage in history. While it was acknowledged that needs differ in various parts of the world, there was a consensus that change is required to prepare students to handle challenges in the 21st century.     

Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations

This study examines the induction needs of a group of teachers at different career stages working in a socially disadvantaged secondary school in the Republic of Ireland. 44 teachers participated in the study, 11 of whom were student teachers, 11 of whom were newly qualified teachers and 22 of whom were experienced teachers returning to the school after an extended career break (4) or new to the school having previously worked in a different school (18). Through the use of both quantitative and qualitative techniques, including 44 questionnaires and nine semi-structured interviews, this study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages.     

学会学习:21世纪大学生必备的基本能力

大学生学习中存在着种种不利于提高学习能力和创新能力的问题,必须改变传统的教育观念和教学方式,在大学生中倡导学习的革命,提高学生的自主学习和创新性学习能力。     

高等教育国际化:大学生国际能力测评及影响因素实证研究

经济全球化和高等教育国际化对当前大学毕业生提出了新的要求,即具备"国际能力"。依据课题组开发的国际能力测评量表,对北京地区8所院校的大学生进行了抽样测评。研究发现:(1)大学生国际能力表现平平,国际能力的三个维度的平均水平有明显差异;(2)大学生国际能力在学生个人特征和家庭背景等方面存在差异,对学生国际能力有显著影响;(3)在控制了个体特质和家庭背景等方面的变量后,国际能力受到学生的国际化活动参与度变量的显著影响。     

The transfer of nature of science understandings: a question of similarity and familiarity of contexts

It is important to question the generalizability of the knowledge about the nature of science (NOS), and thus know whether the knowledge about NOS can be transferred to various contexts. As such, the purpose of this study was to investigate whether students were able to transfer their acquired NOS understandings into contexts that vary in their similarity to the context of learning. Thirty-eight 7th grade students in two intact sections participated in the study. The treatment extended over seven weeks and involved teaching a unit about plate tectonics, earthquakes, and volcanoes. Only one of the two groups was explicitly taught about NOS in relation to the topics under study. To assess the change in students’ understandings of NOS and their ability to transfer these acquired understandings, a five-topic open-ended questionnaire and individual semi-structured interviews were used. Some of the questionnaire topics focused on scientific issues and were considered similar to the context of learning, while other topics were socioscientific and were considered less similar. Results showed that the transfer of participants’ acquired NOS understandings occurred when the context was similar to the context of learning and when the context was more familiar based on prior knowledge. Interpretations related to knowledge base schema, the distance between contexts, as well as the explicit teaching about transfer were discussed.     

The function and integration of components of pedagogical content knowledge (PCK) in classroom teaching: a case study of business English teachers

While pedagogical content knowledge (PCK) has been studied across a wide range of research areas, including science, language teaching and mathematics, there is limited research on the role of PCK in business English (BE) teaching, an important teaching area of English for Specific Purposes. Informed by the conceptual framework of the PCK model for BE teaching, this study examined how four BE teachers integrated the PCK components in their actual classroom teaching in the English as a Foreign Language (EFL) context in China. The analysis of multiple sources of data including classroom observation, semi-structured interviews and teaching materials, identified the different patterns and ways in which the four PCK components (i.e. knowledge of the purposes of BE teaching, knowledge of instructional strategies for BE teaching, knowledge of students’ understanding of BE, and knowledge of the BE curriculum) functioned and were integrated in BE teaching. Implications for BE teaching practice and suggestions for future research on PCK in BE teaching are presented in the paper.     

中国跨国公司国际竞争力培育研究——以海尔集团和海信集团为例

文章首先界定企业国际竞争力的概念;其次,通过建立企业国际竞争力决定因素框架和企业对外直接投资路径选择模式,建立企业国际竞争力与对外直接投资两者之间的关系模型;然后,本文以海尔集团和海信集团为例提出中国企业通过对外直接投资以提升其国际竞争力的培育范式。     

21世纪初中国教师教育的基本走向及对策建议--第三篇:建立发展型教师教育体系,积极推动师范教育转型

21世纪是我国进入全面建设小康社会、全面推进社会主义现代化建设、全面实现社会转型的新时期,也是我国实现工业化,开始迈进知识经济社会、信息化社会并进入世界中等发达国家的新时期。基础教育要适应这种新形势,就要加快全面发展、全面创新、全面实施素质教育的步伐。要适应经济社会和基础教育这种发展的新形势,为基础教育服务的教师教育必须实现战略性转变,即由数量扩张型向质量提高型转变、由单一的知识传授功能向全面功能转变、由低学历层次教育向高学历层次教育转变、由单一的学科专业化向双学科专业化转变。