“文化自觉”与教师教育研究的价值选择

长期以来,借鉴或采用西方教师教育研究的理念、经验和做法,已成为我国教师教育研究的基本范式,“文化殖民”现象普遍存在。由此,不仅造成基本国情、民族传统文化、本土教育资源等的“集体遗忘”,还造成研究者在价值选择上思维方式的单一、认识的片面、多元思想的消解。从后殖民主义、本土知识等的研究来看,我国教师教育研究必须要有“主体重建”,克服“民族化”或“西方化”二元对立的思维观念,强调“文化自觉”,摆脱文化帝国主义的束缚,走出一条中国的教师教育研究之路。     

现代教师如何应对现代教育环境

文章从现代教育环境对教师的挑战和要求出发，详尽分析了现代教师的角色定位，提出具体应对现代教育环境的相关措施。     

中国教师教育体制改革中的三重困境及应对策略

中国教师教育体制改革提出了的三项重大改革措施：鼓励有条件的非师范大学举办师范学院、教师资格认证、中小学教师继续教育工程(也称跨世纪园丁工程)，在其具体实施过程中遇到了一些问题。为解决问题，弥补不足，我们提出了创新、指导、动员、研究、优化整合等五个方面的应对策略。     

教育要面向全体——谈《如何做好班主任工作》

要做好班主任工作，就需要遵循儿童特点，塑造美好心灵；积极改进教学方法，努力提高教学质量；开展多种形式的文体活动，促进学生全面发展．     

关于现代高师音乐教育改革的思考

根据长期的教学实践,社会调查和一些专题研究,对师范类院校的音乐教育目前存在的危机和现状进行了分析并提出以“两个负责态度”进行教育改革。     

Paired peer learning through engineering education outreach

ABSTRACT

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.     

教师素质评价指标体系的建构与实施

本文围绕高校教师思想政治素质评价指标体系的建立方法，对建立指标体系的原则、总体设想以及评价的步骤与程序等试作一初步探讨。     

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.     

高职教育存在的问题、成因及对策浅谈

本探讨了我国高等职业技术教育中存在的问题，分析了导致问题的原因，并在此基础上提出了改进高职教育的措施，以期为我国高职教育事业改革提供参考。     

Channel One Revisited: Prospective Teachers and the Role of American Higher Education

This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective of prospective teachers and post-secondary education. A. J. Angulo  is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University. His research interests include history of education, technology and education, and student rights. Susan K. Green  is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues in education.