Encouraging the habit of seeing in student teaching

This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. An underlying assumption of such an approach is the need to understand what pupils know and say. The focus in the article is on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus. She does so by designing and taking care of natural learning situations, and by assisting them to develop their habit of seeing through their own teaching.     

教师的四重奏——教学·学教·教问·问教

教学、学教、教问与问教是教师生活中美妙的四重奏。教学在很大程度上是教问,没有教问就可以说算不上教学。这样,教师的一个前提性任务就是学教和问教,否则便难以承担有效的教学和教问的使命。     

Learning from curriculum materials: Scaffolds for new teachers?

This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice. Based on their findings, the authors propose a trajectory for the teachers’ use of the curriculum materials. New teachers begin by sticking close to the materials they have at hand. Then, over time, as they learn more about both students and curriculum, they adapt and adjust their use of the materials. The authors argue that new and aspiring teachers need opportunities to analyze and critique curriculum materials, beginning during teacher education and continuing in the company of their more experienced colleagues.     

教学恐惧:涵义、危害与对策

教学恐惧是指教师和学生在教学情境中面临并企图摆脱某种危险性情境所产生的防御性反应,并伴有不安全感,危机感,无能为力感等情绪体验。教学恐惧按照不同的标准可以分为不同的类型。教学恐惧会造成教师的教学分离,导致学生的发展受阻。为此,我们要积极应对恐惧:首先,直面恐惧,巧用积极因素;其次,克服恐惧,鼓足教学勇气;其三,超越恐惧,引发心灵共鸣。     

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.     

联系实际改革师范院校舞蹈教学

师范院校毕业生进入市场 ,注重表演技能训练已成为舞蹈教学的现实必需。而学生入校体形发育已成型 ,采用培养舞蹈演员的教学方法难以达到理想的教学目的。必须研究特殊的教育对象 ,因材施教 ,突出重点 ,学练结合 ,从而提高学生的表演和组织能力。     

What constitutes becoming experienced in teaching and learning?

In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic experience. We argue for the development of what John Dewey called educational experience in teacher education, and in particular its dynamic edge: the making of wise and practical judgments. We assert that such action is made possible, not so much by translating (unsituated) theory into practice through the deployment of specialized technique, or by inducing general, abstract propositions from concrete particulars, but primarily from being mindfully embodied. The primary task for teacher education then becomes to help prospective teachers be in touch, intimately related with the processes of actual experience, such that they learn to be open to their experience, to be radically undogmatic—in touch with self, others, and the character of the circumstances in which they find themselves.     

量子力学函授教学探讨

探讨量子力学函授教学 ,以求提高函授教学质量。     

初中语文阅读教学中引导学生习作的有效策略

众所周知,语文写作能力和语文阅读能力都是初中学生语文学习过程中至关重要的两项学习内容。阅读和写作贯穿了学生整个语文学习时期,两者相辅相成并共同提高,学生的语文能力才能稳步提高并达到一定水平。本文就初中语文阅读教学中引导学生学习写作的有效策略进行探究。     

办一流教师教育：地方师范大学的时代使命

笔者深入基础教育一线发现,无论是在岗的中小学教师,还是即将毕业的师范大学本科生,他们从事教育教学工作时主要凭借于常识判断、经验摸索和榜样模仿,明显缺乏理论素养、科学依据和专业判断。因而,笔者建议地方师范大学应当将办一流教师教育作为自己的时代使命,紧紧围绕＂愿不愿教＂、＂教什么＂、＂如何教＂等三个核心问题的解决,研发具有全国共性和区域特性的教师教育人才培养标准、修改完善教师教育人才培养方案与课程设置方案、优化教师教育的师资队伍、革新教师教育的知识基础、提升教师的教学能力水平,努力培养具有良好专业水准的师范毕业生,从而推进我国基础教育的改革与发展。     

合作学习策略在英语教学中的尝试性应用

通过调查问卷和访谈等实证研究方法,指出了研究中发现的教学实践环节中出现的问题,剖析了问题的原因所在,提出了相应的问题解决对策。研究结果表明合作学习作为一种先进的教学策略运用于英语教学中所带来的积极作用和效果。     

谈交际英语中的语法教学

教学实践证明,英语语法教学非常重要,应变过去单纯的语法知识讲授为传授知识与能力培养相结合;变多讲少练为精讲多练,突出学生的主体地位。     

The building of pre-service primary teachers’ knowledge of mathematics teaching: interaction and online video case studies

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The data can be explained by the type of task set in the learning environments and by a gradually improved shared understanding of the teaching. The structure of the learning environments supported inquiry into meaningful topics and knowledge-building through activities like identifying, interpreting and designing. These findings suggest that the different types of task and conditions of online discussion in the learning environments influence the nature of the interaction showing the correspondence between synergistic interaction and higher-order thinking.     

孔子的为师道德浅析

本文浅析了孔子一生为师活动的思想结晶，希望对今人有所借鉴。     

创客教育的思想流变与实践进路——兼论“创中学”对“做中学”和“发现学习”的超越

从历史纵深的视角来考察创客教育的思想流变和实践进路,可以发现,创客教育思想流变经历了从“做中学”到“发现学习”、再到“创中学”的“三段论”,而“工程实践”与“智能造物”又构成了创客教育实践进路的“二重奏”。具体而言,杜威的“做中学”是创客教育最早的思想源头,但其在实践中却面临“有做但没有学”的挑战。布鲁纳的“发现学习”为创客教育提供了科学基础,试图超越“做中学”中“有做但没有学”的问题,然而其在教学应用中却步入了“重认知轻技能”的歧路。而佩伯特最终用“创中学”的新理论,统合了“做中学”和“发现学习”,形成了今日创客教育实践的核心理念,有效实现了既动手又动脑、既有做也有学、手脑协调、做学共进的目标。依循创中学的新框架,创客教育将沿着“工程实践”与“智能造物”的交互进路持续向前,在统合作为科学理论与技术方法的创客工程的基础上,力图以造物实践拨动学生心灵的琴弦,以此不断推动21世纪教育的改革与创新。     

小议新时期如何上好思想政治课

随着新一轮课改的不断发展和深入,教学的方法和策略也会不断更新,我们只有与时俱进,大胆创新,才能适应时代发展对政治课教学的要求。     

Learning by explaining orally or in written form? Text complexity matters

In this experiment, we examined whether linguistic text complexity affects effects of explaining modality on students’ learning. Students (N = 115) read a high-complex and a low-complex text. Additionally, they generated a written or an oral explanation to a fictious peer. A control group of students retrieved the content. For the low-complex text, we found no significant differences between conditions. For the high-complex text, oral explaining yielded better comprehension than writing explanations. The retrieval condition showed the lowest performance. Mediation analyses revealed that the effect of explaining modality while learning from the high-complex text was mediated by the personal references and the comprehensiveness of the generated explanations. Our findings suggest that the effect of explaining modality emerges when students are required to learn from difficult texts. Furthermore, they show that oral explaining is effective as, likely due to increases of social presence, it triggers distinct generative processes during explaining.