Examining instructional practices in Core-Plus lessons: implications for professional development

In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.     

建一流的教师队伍办满意的继续教育--写在《湖北省实施中小学教师素质提高工程规划(2004-2008年)》颁发之际

按教育部《中小学教师继续教育规定》中关于“中小学教师继续教育原则上每五年一个周期”的规定，湖北省教育厅及时颁发了《湖北省实施中小学教师素质提高工程规划(2004—2008)》。在我省新一轮教师继续教育启动之际，认真学习《规划》，领会《规划》精神，把握《规划》重点，对建一流的教师队伍，办满意的继续教育意义重大。     

把握精神实质 做好转化落实——学习党的十七大报告的体会

党的十七大报告是我们党在新的历史起点上继续发展中国特色社会主义的政治宣言和行动纲领。我们要认真研读党的十七大报告和党章,全面准确学习领会党的十七大精神,把握精神实质,抓好转化落实,推进我校各项工作又好又快发展。     

大学校长与战略——我国大学战略管理中需要研究的几个问题

面对社会环境巨大而深刻的变化,大学尤其是大学校长必须重视战略管理,增强战略管理意识,提高战略管理水平。当前,大学战略管理除应注重学校定位、学科建设、师资队伍和校园建设等关键问题外,还应突出以下五个方面的问题:将战略实施作为战略管理的主体;将提高教育质量作为核心战略;将经费筹措放在战略管理的突出地位;树立多样化的战略规划理念;注重将校长的信仰和理念合理地转化为学校的办学理念和战略构想。院校研究在大学战略管理中大有可为。     

Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university

This paper draws on a case study conducted in a Chinese university in the context of national College English reform. The aim is to investigate the policy enactment of the latest College English reform in China and the interaction between national policies, institutional policy, and teacher agency in responding to this educational reform from an activity theory perspective. The analysis examines the tensions and contradictions within and between the macro policy initiation level, the university implementation level, and the teacher’s classroom level, as well as examining the power distribution between these three activity systems. Data were collected from classroom observation, interviews, and examination of reform policy documents and analysed by Critical Discourse Analysis (CDA). The findings suggest that the control-compliance model functioned as the rule for the curriculum implementation at both national policy and institution level. However, in such a restrictive context, the participant teacher’s agency was enhanced through her engagement with the research and reflection on teaching, even exceeding the expectations of the reform.     

谈小学探究性课程实施和组织计划的制定

学校和教师在具体组织和实施探究性课程过程中，都会涉及课程实施和组织的具体计划，如何制定较为合理的实施组织计划，将直接影响着小学探究性课程价值的实现。在制定实施组织计划中，学校需要考虑以下问题：课程所达成的具体目标、学习时间和空间的安排、课题内容的确定、学生探究性学习小组的组织方式及教师的配备等等。     

关于地理研究性学习的认识与思考

基础教育课程改革催生了新的教学方式和学习方式, 研究性学习为高中地理学科教学带来了全新的理念。地理研究性学习以现实生活中的各种具体地理问题为学习载体, 旨在培养学生的探究精神、实践能力和创新能力。其实施过程和教师的作用均有别于传统的地理课堂教学。     

略论高校发展性德育及其实施

德育不仅具有限制性、规范性功能,还有发展性功能。发展性理念在高校德育中的运用不仅是贯彻党的十七大精神的时代要求,也是大学生可持续发展的客观需要。发展性德育是以发展人为目的,注重人的主体觉醒与主体发展,要求主体道德认知能力和道德情感能力协调发展的德育。文章通过发展性德育的理论依据、涵义、特性的分析,对高校发展性德育的实施进行了探讨。     

应用型本科教育质量观的选择与实现

“需求主体参与原则”、“阶段论”和“要素论”对于应用型本科教育质量观的选择与实现有着十分现实的指导意义。教育价值观、人才观和人才培养目标定位都制约着质量观的选择,统一性与多样性的有机结合是质量观选择的基本原则。质量观实现过程是一个复杂的系统工程,并不是简单加减几个环节（课程）与课时就能完成。需求主体参与是实现的关键。     

浅议启发式教学的有效实施

启发式教学的有效实施涉及到参与教学过程的诸要素.教师作为实施启发式教学的主导者,在教学过程中要充分尊重学生的主体地位,掌握启发教学的适时与适度原则;教学组织形式的多样性、教学手段的现代化是启发式教学有效实施的重要条件:启发式教学的有效实施还需要营造良好的社会文化背景与校园文化环境.