教师道德建设:提升境界与操守底线

教师职业道德建设,基本构成是提升境界和操守底线。教师道德建设要提升精神境界,尊重职业是出发点,精通职业是过程,献身职业是落脚点;教师道德建设要操守职业底线,耻感是教师做人的基础,气节是教师职业行为的基本操守,良心是教师从业的基本自制力;教师道德建设,提升境界和操守底线重在日常坚守。     

The Bottom Line for Education and Training

Because business and industry training has become a major economic investment for the companies that support it, training managers are increasingly called upon to demonstrate that their interventions are not only effective but also cost-effective. This article describes a cost-effective methodology. It points out how cost-effectiveness differs from cost-benefit analysis. The technique combines meta-analytic and simple accounting procedures to yield an index of relative cost-effectiveness of training interventions. Using examples from the schools and corporate training, the authors demonstrate how the analysis can be applied to a large variety of training situations.     

不容忽视的道德底线关注——关于青少年底线道德教育的几点思考

我国青少年道德教育一直实行道德理想主义教育,由于内容过于理想化脱离了实际。应针对青少年所处的环境和特点实行底线道德教育。当前青少年底线道德存在诸多问题,需从底线道德教育的生活性和实践性、制度规范、教育方式等方面着手,提高青少年底线道德教育的实效性。     

道德教育的高标与底线

道德教育的高标与底线问题相当复杂,孤立地谈"道德高标"、"道德底线"已经失去了意义.在处理高标与底线的关系问题时,有必要结合道德教育的"正面"与"反面"的问题、义务论与功利主义的问题、理论研究与实践探索的问题进行分析.应当以抵制"祛道德"为前提,在区分道德教育的"高低"问题与"正反"问题的基础上,将义务论的高标与功利主义的底线结合起来,区分不同的层次,从底线入手,时刻关注高标,始终贯穿个体精神,从而培养健全的现代公民.     

Technology and Teacher Education

No abstract available for this article.     

诚信底线必须有制度正义保障——兼论伦理豁免内生的制度正义及其诚信底线

诚信底线至关重要。制度对权利和义务、利益和负担、权力和责任等规定、分配、保障得究竟如何,则决定诚信底线:若规定、分配得公平并保障得力,则制度是正义的,并内生诚信底线;若规定、分配得不公平甚至严重失衡,且保障乏力、打折扣,则制度不正义,势必瓦解诚信底线。也就是说,有制度正义,才可能有诚信底线;制度不正义,则断无诚信底线——制度正义是诚信底线的充分必要条件;坚守诚信底线,必须有制度正义。伦理豁免则以其特有的制度正义及其特殊方式,从伦理本体、人性深处因悉心敦睦伦理而悉心养护诚信底线。     

高校贫困生道德底线教育初探

道德底线是人类在漫长的历史发展过程中逐渐积累和形成的一种共同的道德理念。贫困生作为高校扩招后出现的一个特殊群体,对其实施道德底线教育,主要内容包括:理想信念、诚实守信、学会感恩、珍惜生命、遵纪守法等。考虑到家庭出身及自身心理特点,在对贫困生实施道德底线教育时,尤其要注意教育对象的特殊性与教育方法的灵活性,教育内容的针对性与教育效果的反复性。     

技术、学生与教师

学校教育正在经历着前所未有的变革。新技术不断地被引进到学校与课堂之中,学校和教师被给予了更多的社会期望。然而,“今日之教师正在学着以他们没有被教育的方式去从事教学”（Hargreaves等,2001）。于足,将日新月异令人眼花缭乱的技术,引入到无所不住的学习环境中,在帮助“数字土著”成长的同时,促进教师的专业发展,便成了一个激荡着教师专业使命感和职业道德的重要话题.     

“教”、“学”权责对称：远程教育质量保障的底线

远程教育质量保障的底线在于“教”、“学”主体的权责对称。两个主体必须创造新的回应方式,在意义构建、学习过程、资源利用中对称履行各自权责,以问责的形式不断自省“教”、“学”行为,建立一种与普通高等教育相区别的教育质量保障体系。     

Technology and Teacher Education:

No abstract available for this article.     

现代教育技术视角下的幼儿园教师教育

缺乏现代教育技术支持的传统幼儿教师教育中存在诸多问题,幼儿教师利用数字化布鲁姆工具拓宽知识领域、深化教师专业成长,理解、增强信息处理能力,提高分析问题、解决问题能力,提升评课能力和教学能力,从而促进幼儿教师教学反思与专业成长。幼儿教师教育要以研修小组为实践共同体,践行自主学习加协助学习模式,建立以网络技术为纽带的幼儿园——高校远程互动教研平台,实现互动交流,互助双赢,共同发展的长效机制。     

The Power of Action Research,Technology and Teacher Education

Abstract

This study is a review of a program and an endeavor that sought to examine the effects of preparing prospective teachers in the skills and abilities of action research, utilizing technological resources, and determining the impact of that upon teacher education efforts. A cohort of secondary student teachers were taught and prepared in the processes and activities associated with action research, a means of identifying one's own issues and concerns with teaching and conducting a valuable study and examination of those issues. They were asked to organize, prepare, present, and evaluate their research activities by utilizing technology and demonstrating these results. Finally, they were asked to evaluate the implications that this effort had on their teacher education program and professional development.     

卓越信息技术教师培养的探索与思考

卓越信息技术教师的培养为提高教师队伍整体素质具有重要意义.以淮北师范大学计算机科学与技术学院为例,对卓越信息技术教师应该具备的能力以及培养中面临的问题进行分析,提出我院卓越信息技术教师培养中采取的一些策略以及课程体系设计中的一些思考.     

政治伦理的底线与底线政治伦理的理论建构

政治生活中个人与社会的关系问题是政治伦理的基本问题；个体生存问题以覆类生存问题构成了政治伦理的双重底线，个人美德和公共道德的价值共契成为化解政治伦理化与伦理政治化之间五动关系的有效途径；建设社会主义和谐社会的文化政治，亟待建构一种倡导“以人为本”、“和谐的”、“宽容的”以覆“发展的”等价值观的底线政治伦理。     

技术与教师的关系浅析

通过探讨人与技术的关系,进一步确定教师与技术的双向建构关系,从而得出为了促进教师的专业化发展和学生的全面发展,作为教育教学研究者的教师要用技术来武装自己,而技术为了更好地服务教育也要与时俱进。     

Performative Technology Intensity and Teacher Subjectivities

Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper-secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.     

Teacher Roles and Technology Integration:

No abstract available for this article.