健康人格:高校教师专业化的理想

高校教师的学科专业化和教育专业化造就了各具特色的专业化教师。专家或专业化教师的本质特征是其独特性或"不可替代性"。每一个高校教师的专业化过程就是其形成独特个性或人格的过程。"人格"理论从"扮演角色"的角度提出了高校教师专业化的社会理想与个性化设计思想。高校教师专业化应该通过宽松的"台前",由高校教师自我实现人格的塑造。     

Explaining the Success of the World’s Leading Education Systems: The Case of Singapore

International comparative data on student performance has led McKinsey&Company, among others, to suggest that education systems will inexorably converge in their developmental trajectories with principals and schools enjoying more autonomy. This article challenges these assumptions through referencing Singapore where schools and professionals are still tightly controlled in key resources, curricula and assessment, and where other key factors contribute to its success – thereby evidencing multiple pathways to success.     

教师的专业化与专业化小学教师的培养

教师专业化是现代教育发展必然趋势,不断提高我国教师专业化水平也是实现中华民族伟大复兴事业的现实需要。若想实现教师的专业化,关键是在教师教育专业化建设问题。因此,我们必须转变教育观念,屏弃"以学科为中心,对事物进行分割教育"的教育思想的影响,实现我们提出的"以人为本,整体教育;一个宗旨,两个重点;两个平台一线贯穿"的24字培养模式。培养出具有专业化水平的小学教师,以提高基础教育的质量。     

A Study on the Value of Case Method in General Pedagogy Course in the Background of Teachers Professionalization

把案例教学引入公共教育学的教学实践,是公共教育学教学改革的积极尝试,将促进职前教师的专业化。案例教学对职前教师专业化的作用主要体现在三个方面：案例教学内容的准实践性有助于师范生习得专业知识;案例教学方式的特殊性有助于发展师范生的专业能力;教育学任课教师独特的示范性将对师范生的职前专业化产生积极影响。     

国家教师资格考试:必要性、导向及问题思考——基于对浙江、湖北两个试点省份首次考试情况的统计分析

国家教师资格考试的实施是我国教师教育发展的使然之需,教师资格制度发展的应然之求。首次试点考试区分度良好,信度ɑ≥0.7的科目占83.3%,取得了圆满成功。国家教师资格考试的导向功能体现在四个方面:多元化导向、专业化导向、能力导向和实践导向。实施过程中应处理好三个问题:入门与选拔的关系、能力与知识的关系以及笔试与面试的关系。     

论教师专业化背景下的教师实践能力建设

教师实践能力建设是教师专业化的重要组成部分,是衡量专业化的一个重要尺度。当前我国教师实践能力建设存在非系统性、边缘化和缺乏自主性等问题,急需在专业化的过程中进一步加强和改善。     

教师专业化视域下高校辅导员队伍建设

辅导员专业化的目标要兼顾其职业的政治属性、文化属性和发展属性,内容包括辅导员职业的专业化和个体的专业化,其中个体的专业发展是未来一段时间辅导员专业化的核心;辅导员专业化的方式应强调由外塑性向内生性转换.基本策略为:明晰专业化素质要求,坚持综合化建设原则,确立科学化发展方向     

基于高校教学改革着力点的策略分析

学校和教师是高校教学改革中的肱骨之力,也是高校教学改革的＂施动方＂,而作为＂受动方＂的学生群体则成为了高校教学改革的唯一着力点。以学生为本,引导本科生导师制的建立、敦促教师专业化队伍的建设、设置合理新颖的专业与课程等都是我们在明确了这一着力点后的应有之策。     

教学专业化的内在向度分析

教师专业化的实现需要摆脱特质主义专业化的实现路径,从教学活动自身的特点出发。以教学专业化为依托进行探讨。教学活动自身的特点充分说明其具备作为一个专业活动的特征和条件。教学专业化的实现,既要关涉教学活动与人的发展与社会发展的外部联系,同时需要在教学专业知识和教学专业伦理的基础上重点把握教学专业能力的提升,并以教学专业能力的提升带动教学专业化的实现。     

Partners in Power

This historical analysis examines the relationship between investigative journalists and official sources through the prism of Pulitzer Prize archive materials from 1917 through 1960. Most prize research has focused on the content of winning stories, but this study provides a fuller picture of the process of newsmaking—and policymaking—through an exploration of deliberative material created by prize juries. While the role of the press in these decades and beyond has been conceptualized alternately as a passive lapdog or an aggressive watchdog, this essay offers a more nuanced view of newspapers that are fully entangled with power in society—sometimes collaborating with a faction of power, sometimes confronting a faction, and, often, both at once. Detailed jury notes on the nominations tell the stories behind the investigations, revealing a press that sometimes leads and other times takes the lead from those in positions of official power. The paper adds to the literature on policy and media agenda building, arguing that through investigative reporting, journalists have often been active rather than passive partners in systems of community standard maintenance.