Better safe than sorry? Risk and educational research

This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking.     

发挥高校学科和人才优势 提升自主创新能力

高校作为知识创新的主力军,必然要在国家创新体系中担负起历史的重任。怎样坚持科学发展观以适应建设社会主义和谐社会的要求,如何更好地借助国家和区域经济发展的趋势来充分地发挥人才培养、科学研究、社会服务和文化引领的功能,是高校必须认真思考和积极实践的重大问题。因此,发挥学科和人才的独特优势、提升自主创新能力、努力培养为地方区域经济服务的高素质创新人才,这是高校应尽的职责,也是高校的优势,更是其办学的落脚点。     

大学生管理工作中的“师源性”心理伤害问题探讨

文章通过对大学生管理工作中“师源性”心理伤害的表现形式、特点、成因等问题的分析和探讨，明确了大学生管理工作中“师源性”心理伤害的危害性，并提出了避免“师源性”心理伤害的主要途径。     

浅析高校英语专业的地道英语教学

本文从英语专业的特殊性入手，阐述了地道英语教学在英语专业教学中的重要性和作用，最后指出地道英语教学对英语专业教师提出了更高的要求。     

新疆少数民族中小学双语教学探析

新疆是一个多民族地区,存在多种语言与文字的使用,在新疆推行双语教学是十分必要的,是提高民族教育质量的有效手段。本文就新疆少数民族中小学双语教学的实施、类型、教师培训及存在的问题进行了阐述与分析,并提出对策,以便更好的搞好新疆少数民族中小学双语教学。     

关于在高校开展奥林匹克思想体系教育的思考

在北京成功申办2008年奥运会，各项筹备工作全面展开的时候，对高校的师生进行奥林匹克思想体系教育很有必要的，因为奥林匹克思想体系与文化、教育密切结合，能促进人的全面和谐发展，各高校应利用校园文化网络等教育途径来推广奥林匹克教育。     

新教学模式下英语教师面临的挑战与应对

以学生为中心的教育观,新的教学模式和学习模式要求英语教师尽快走出旧的角色,实现向新角色的根本转换,为此教师必须培养“创新”意识,树立崭新的教学理念;系统学习外语教学理论,不断提高自身素养。只有这样才能完成新的职责,应对英语教育改革的严峻挑战。     

通化师范学院体育赞助市场开发的可行性分析

采用文献资料法、分析法就通化师范学院进行体育赞助市场的开发的可行性进行了研究分析．     

从“在乡村从教”到“为乡村而教”：我国乡村教师身份认同研究的进展及走向

乡村教师作为乡村教育与乡村振兴的主力军,其身份认同直接影响乡村师资队伍建设水平和乡村教育质量提升。近年来,乡村教师身份认同的研究热度持续上升,成果数量逐年增加。已有研究成果以"在乡村从教"为导向,探寻了乡村教师身份认同的研究缘起,剖析了乡村教师身份认同的内涵意蕴,明确了乡村教师身份认同的影响因素,梳理了乡村教师身份认同的危机表征,构建了乡村教师身份认同的实践策略。新时代乡村振兴战略和新型城镇化建设要求乡村教师身份认同研究树立"为乡村而教"的价值导向,澄清乡村教师身份认同的教育内涵,把握影响乡村教师身份认同的核心要素,"以中国为方法"统整乡村教师身份认同的多元研究视角,构建乡村教师身份认同的体系化策略。     

Relational competence in teacher education. Concept analysis and report from a pilot study

A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.