更新培训观念 变革培训策略

以外语教师教育为切入点,从外语教师职业专业化、外语教师的培训与发展策略、外语教师作为研究者等角度入手,探讨了新世纪外语教师的培训与发展这一热点问题。     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

能力导向的工程素养培养模式研究--高等工科院校教师需要“双师素质”

从我国高等工科院校“重理论、轻实践”的现状出发，提出了高等工科院校迫切需要“双师素质”教师。在明确“双师素质”内涵的前提下，提出了“双师素质”教师培养的途径和措施，即改变工科教育的教育观念与教育模式，加强工科院校教师的工程教育，引进科研院所、企业的高级工程技术人才，减轻教师的理论教学工作量加强科研实践，制定职务聘任等方面相应的配套政策。     

建立高校新员工教育培训体系与机制的探讨

高校在发展过程中应着手解决人力资源管理问题,人力资源管理能让高校可持续性发展,实现其使命。湖南交通职业技术学院通过组织新进人员进行素质拓展训练,优化人力资源管理。     

汽车类院校一体化教师培养模式的研究

随着我国社会主义市场经济和职业教育的迅速发展,社会及企业要求学校毕业生要有一定的理论知识又要有很强的实际操作能力。新的人才需求要求有新的教学模式——"专业基础理论与技能实践一体化"教学模式,要成功地实施一体化教学模式,建设一支既能胜任理论教学又能指导实习操作的"双师型"教师队伍是实施一体化教学的关键。本文就汽车类院校一体化教师培养模式进行探索。     

论化学教师的PCK结构及其建构

如何利用学科教学知识提高化学课堂的教学成效,是每一名化学教师都应该关心的问题。     

美国学前教师职前培训体系演进之路省思与启示

美国是世界上学前教育最发达的国家之一,非常重视学前教育师资的培训和质量的提高,高素质的幼教师资主要通过职前培训这个途径来实现。本研究对美国学前教师职前培训体系发展历程进行了梳理,分为学徒制时期、培训学校时期、师范学校时期、师范学院时期和综合大学的教育学院和文理学院的教育系时期。反思不同时期美国学前教师职前培训的经验与教训,结合我国国情,在培训目标、课程设置、质量保障机制、教育实践等几个方面对我国学前师资的职前培训体系进行展望。     

高校教师个性含义、意义及实现

教师个性是教师专业个性与教师自身个性的统一,由教育风格表现出来,是教师存在的方式。个性的教师才是完整的教师,才是有活力的教师。当代个性教育呼唤教师个性,要求培养个性的高校教师。因此,当前的高校应该强化个性教育观,弘扬教师个性;增强创新教育观,发展高校教师个性的独特性。     

教师职业道德在教育中的作用研究

教师职业道德是教师在从事教育活动中所应当遵循的道德规范和准则。加强教师职业道德建设,是实施素质教育的关键。本文就教师职业道德的特点、作用及提高教师职业道德的措施提出了一些建议。     

On Teacher Politeness Principles in EFL Classroom

It is proved that teachers' politeness behavior can highly motivate students' learning impulse and improve teaching process. Politeness phenomenon in classroom has been broadly discussed and studied; however, there are still no systematic politeness principles that can be reasonably applied into the teaching process. On the basis of the politeness theories and a case study, this paper tries to seek a more reasonable and more efficient politeness principle in EFL classroom.