内职业生涯激励的途径分析与研究

内职业生涯是企业进行激励的有效激励源,内职业生涯对员工的激励可以通过两种途径实现:一是企业通过创造有利于员工内职业生涯发展的环境,对员工进行外部激励;二是员工重视内职业生涯的发展,进行自我激励。推进内职业生涯的激励有利于和谐社会的构建。     

Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.     

北京农村教师专业发展模式及存在问题的调查

为了全面了解北京市农村地区教师专业发展的现状,在对北京市十个农村地区进行了大样本问卷调查和深入访谈后,经过定量与定性数据分析得出以下结论:北京市农村地区目前主要存在教师个体专业发展模式、大学与中小学合作的教师专业发展模式、中小学校本研修模式、与城区合作的教师专业发展模式等四种教师专业发展模式。北京市农村地区教师专业发展存在的问题有:教师队伍建设困难,教师专业发展缺乏专业引领和工学矛盾突出等。     

构建高职教育专业培养目标体系

高职教育应根据对职业岗位工作分析和任务分析确定其专业培养目标。把完成任务的最终绩效目标作为业务目标，按学期分段构建具有高职特色的专业培养目标体系。这样有利于发挥专业培养目标对课程设置、教学内容组织、教学方法选择的指导作用，同时使教学质量监控与评价有了科学的客观的依据。     

Novice teachers’ learning and knowledge building during the induction programme

This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging.     

A narrative inquiry into the fostering of a teacher-principal’s best-loved self in an online teacher community in China

This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant’s postings over a span of thirteen months helped the research team to narratively explore how the teacher, through reflections and interactions with his other fellow community members, refined his personal practical knowledge and cultivated his best-loved self as a teacher-principal in a rural school in China that lacked learning resources. Highlighted in the discussions are how the participant integrated his personal being with his professional being and eventually became the teacher he wanted to be. This research study adds to the literature about teachers as agents of change. This knowledge contribution, among others related to technology, shows how professional development and the development of teacher identity can be promoted in online teacher knowledge communities. Implications for teacher education are also discussed.     

专业化时代教育学者的生存方式与研究立场

在一个专业化的学术体制中,普遍性与特殊性、公共性与专业性之间的冲突和博弈使得现代学术呈现出复杂的发展态势。当其他学科领域纷纷批判由专业化带来的负面效应时,教育学者必须保持清醒的头脑。在中国的教育学建设中,专业化不是太多了,而是远远不够。因此,我们不能将公共化与专业化相对立,而应在推进专业化建设的前提下倡导教育学者的公共关怀。教育学者在面对教育实践时,必须在“介入意识”与“距离意识”之间保持合理的张力;在参与公共文化讨论时必须立足于专业立场,并以此为基础承担其公共责任。     

高校教师职务聘任制存在的问题及对策

聘任制作为高校人事制度改革的核心,一直为高校专业技术人员所密切关注。文章对我国现行的高校聘任制存在的弊端做出分析,并就如何改进高校聘任制提出对策。     

高职商务英语专业学生综合职业能力培养的实践与探索

职业教育的关键是培养学习者的综合职业能力。开发以职业活动为导向的集中实训课程,引导学生进行逼真的职业活动模拟训练,是培养学生综合职业能力的关键。本文从集中实训课程内容的选择与整合,课程教学模式的实践与探索以及对课程改造的思考等方面,对高职商务英语专业学生综合职业能力的培养进行了探索。     

专业课程实时交互式网络教学方案探讨——基于民法学课程网络教学改革实践

开放教育实施十余年来,其网络教学没有达到预期的效果,与现行网络教学形式自身的缺陷有关。基于专业课程的实时交互式网络教学方案的提出,是为了弥补现行网络教学形式的不足,给因各种原因不能参加面授辅导课的学生提供一种既能保证知识的系统性,又具有交互性的专业课程网络教学形式。实践表明,这一网络教学方案更能吸引学生参与,可操作性较...