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1.
阎连科长篇小说《受活》的吊诡之处在于它同时提供了未来和过去两个时间取向。从两种不同的时间意识来观察,《受活》的时间经验是分裂性的。从伊利亚德关于神圣时间乃其他时间结构之原型的论述出发,从神圣、世俗与世俗的仿真三个角度对《受活》进行分析,可以看出:神圣时间作为其他时间结构的原型,在社会历史结构中的逐步扩散以及最终狂欢式的蔓延;神圣、世俗与世俗的仿真只是想呈现出历史地貌中的某种真实状态,它们之间并不构成截然的对立;它们共同分享了我们这样一个暧昧的时代。 相似文献
2.
利用自编的专家效度问卷,就教师领导力的现状及其影响因素对广东省内756名中小学骨干教师进行了问卷调查。结果显示:教师在参与学校事务决策过程中不具有相应影响力,学校的垂直管理体制和教师参与学校事务的渠道单一,导致教师较少有参与学校事务决策的机会;优秀教师在同事中具有较高的威信和明显的影响力,良好的人际关系、教学能力、品德与人格魅力是教师在同事中建立个人威信的重要条件;教师普遍对自己的教育教学工作驾驭力感到自信,"学校欠缺激励性的制度文化"和"教学的反思与研究能力不足"是制约教师教育教学能力发挥的重要因素;环境因素是影响教师领导力的主因,样本教师将教师领导力的现状首先归因于外部的和环境的因素,其次才归因于内部的和自身的因素。 相似文献
3.
《Teaching and Teacher Education》1995,11(6):579-593
Classroom management and discipline are primary concerns of many teachers, especially beginners. The current reform movement in mathematics education advocates a classroom atmosphere and teaching strategies that are substantially different than those that characterize the traditional approach to school mathematics. This paper considers the problems involving discipline and control that arose in the course of a beginning high school teacher's acculturation into the school mathematics tradition. The analysis relates these discipline and control problems to certain tensions and contradictions in the school mathematics tradition and suggests how efforts to cope with these problems serve to reflexively validate the tradition. In addition, the paper suggests some possible reasons for why discipline and control, and not pedagogical content knowledge, are primary concerns for many teachers. Finally, the paper considers how the conditions that foster the emphasis on discipline and control in the school mathematics tradition stand as obstacles in the face of the current reform movement. 相似文献
4.
Sabina Valente Ana Paula Monteiro Abílio Afonso Loureno 《Psychology in the schools》2019,56(5):741-750
One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant. 相似文献
5.
Véronique Salvano-Pardieu Roger Fontaine Badiâa Bouazzaoui Faith Florer 《Teaching and Teacher Education》2009
The moral judgement of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgement of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level. 相似文献
6.
“神圣”与“世俗”的关系是解读西方哲学的一个维度。神圣性对应着“一”、“不变”、“无限”、“不朽”,世俗性对应着“多”、“变”、“有限”、“朽坏”。从人与物、人与人、人与自身三类关系的视角,整个西方哲学呈现出一个神圣性不断增强,又从神圣走向世俗,继而在世俗中逐渐迷失的发展轨迹。 相似文献
7.
This article reports on a study on the use of the target language (TL) in foreign language classrooms, drawing on the perspectives of student teachers and practising teachers. Observational and group discussion data showed that TL use was not extensive. While student teachers and practising teachers shared a commitment to using the TL, this was undermined by several factors, notably inconsistencies between university and school positions on TL use, challenging classes, external inspection and examinations. Lack of coherence between student teachers' experiences at university and in schools has implications not only for languages but also other subjects in teacher preparation. 相似文献
8.
中学音乐教师专业发展的影响因素及对策 总被引：1，自引：0，他引：1
赵炜 《南阳师范学院学报》2011,(10):120-121
影响中学音乐教师的专业发展的因素,既有应试教育政策的影响,也有音乐教师自身专业素质的局限。教育管理部门和学校就要为音乐教师的专业发展提供良好的外部环境和政策支持,音乐教师自己也要不断地加强学习和研究,寻找专业发展的空间和条件。 相似文献
9.
The present study maps the attitudes towards students’ disruptive behaviour as part of the school discipline. Research studies on the subject usually examine the attitudes of one or two groups of relevant subjects, that is, teachers, parents or students. As teachers, students and parents do share a common milieu, the relationship of their attitudes towards student misbehaviour is important in the crystallisation of such discipline. The present study is innovative in that all three groups were examined simultaneously in one school. A standardised questionnaire was designed for all three groups which identified typical disruptive behaviour by adolescent students. The study was conducted in a centre for technological education in Central Israel which caters, especially, for low‐achieving students. Findings reveal large gaps among the three groups. While teachers seem to agree among themselves as to the severity of most of the disruptive behaviour problems at school, students and parents were found to disagree among themselves on the severity of most of the examined issues. Differences among the groups indicate a possible source for the emergence of student disruptive behaviour problems. Findings also suggest that there is a need for increased involvement of both parents and students in discipline‐related issues in the school. 相似文献
10.
BackgroundGlobally, the use of violent discipline methods by teachers to manage child behavior is still highly prevalent despite enactment of laws that prohibit school violence. In the case of Uganda there is a dearth of accurate prevalence statistics on school violence and factors associated with the use of violence by teachers.ObjectivesTherefore, the current study examined the prevalence of and attitudes towards violence. The study also explored the association between teachers’ stress, positive attitudes towards violence and the use of violent discipline management methods.MethodsA representative sample of 291 teachers and 702 students from 12 public secondary schools in southwestern Uganda responded to anonymous self-administered questionnaires. Data were collected from April to November 2017.ResultsFindings indicated that 86.5% of the teachers reported having used violent disciplinary methods on students in the past month while 91.5% of the students reported experiencing violence by teachers. Teachers (88.3%, n = 256) endorsed positive attitudes towards violent discipline. Teachers’ stress was related to higher levels of violent discipline (β = 0.20). This relation was mediated by positive attitudes towards violence (0.06, SE: 0.01, 95%-CI: 0.035–0.092).ConclusionsOur findings indicate that teacher reported stress was associated with their use of violent behavior and positive attitudes and that positive attitudes reduced the association between teachers’ stress and violent behavior. Therefore, interventions aiming to reduce violence by teachers may need to integrate effective stress management skills, in addition to nonviolent discipline strategies, and fostering attitudinal change towards the use of violent methods. 相似文献
11.
《基础教育课程改革纲要(试行)》明确提出课程结构要改变“过于强调学科本位、科目过多和缺乏整合的现状”,小学阶段则应“以综合课程为主”。《小学教师专业标准(试行)》要求小学教师“适应小学综合型教学的要求、了解多学科知识”“了解所教学科与社会实践的联系、了解与其他学科的联系”。从知识能力结构、课程设置、教育教学模式、情感态度等方面提出小学全科教师培养路径。 相似文献
12.
Abstract At the turn of the century some 200,000 one‐teacher schools were in existence in the United States. This number now stands at approximately 380. A study of these schools found them to be staffed with qualified teachers with extensive experience. The teachers are typically female and live near where they teach. Teachers work an average of nine hours a day teaching all subjects including physical education and music. Other activities include custodial duties, driving the school bus, performing secretarial functions, ordering supplies, and lunch supervision. Student enrollment has a present average level of 9.4, a level that helps teachers meet the needs of each student. Low enrollment may also create concern about school closures in the future. Teachers indicate that they use individualized instruction, peer tutoring, and cooperative learning. They have few discipline problems and no violence or drug issues. 相似文献
13.
Knowing the subject matter of a secondary‐school science subject 总被引：1，自引：1，他引：0
Zongyi Deng 《课程研究杂志》2013,45(5):503-535
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials. 相似文献
14.
信息技术的发展不仅带来了教学方式的变革,更激励着教师运用新的教育理念。为了更好地培育高中生政治学科的必备品质、关键能力与正确的价值观,高中思政课教师要充分发挥教学技术与教学主体的智慧,在智慧课堂环境下打造智能、高效的思政课堂,从而为学生的自主学习创设一个良好的氛围。基于此,本文着眼于智慧课堂环境,积极探索提升高中思政教学有效性的策略。 相似文献
15.
Schools have a considerable influence on children's development, through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. Although some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs have demonstrated a positive impact on the school environment. This article considers the role of some educational policies, programs, and activities related to discipline and teacher behavior, which together influence the school environment. Programs that set high expectations for student performance, healthy social-emotional learning, and positive behavior support are highlighted, due in part to rigorous research demonstrating both their broad reach and their impact on a range of learning and positive behavioral outcomes. Despite the potential significance of policies on the learning environment, there has been limited systematic research documenting the impact of policies on the school environment more broadly. This article concludes by identifying some areas for future study. 相似文献
16.
林宇 《福建教育学院学报》2005,6(7):67-71
福建省小学教师开展教育科研已取得一定的成果,但仍存在不足之处.影响福建省小学教师开展教育科研的内在因素主要有科研经验、资料占有、科研方法掌握以及科研时间等问题;外在因素主要有外部环境支持、经费保障等.本文对此做了分析,并提出相应的改进措施. 相似文献
17.
现有的教师教学工作中存在许多问题及不利因素,营造宽松和谐的学校组织气氛、激发教师职业神圣感、社会的配合及完善教师的自我修养可增强教师的职业认同,为教师和学校的和谐统一提供正确的方向和路线。 相似文献
18.
在多年学习和研究的基础上,对于应用型本科计算机专业在现有的师资与学生的情况下,提出了办学对策.在专业基础课方面：加强学生的数理基础、电子技术基础和计算机专业基础培养;在专业方向上：确定了软件工程、网络工程和嵌入式系统3个方向;在学生实践能力方面：设置课程实验、课程设计、毕业实习和毕业设计4个层次.并希望在特色办学方面有所突破,同时讨论了面临的一些必须解决的问题. 相似文献
19.
论高师小学教育专业的学科基础与学科建设 总被引：1，自引：0，他引：1
阮成武 《课程.教材.教法》2010,(3)
高师院校培养小学教师存在的一个问题是,小学教育专业的学科基础含糊不明,导致人才培养和课程建设上的盲目与混乱。为此,小学教育专业应根据小学教育的特殊性及小学教师专业化的内在要求,通过教育学科与任教学科之间、任教学科对应的各相关学科之间、科学知识与人文知识之间的整合,形成多种相关学科开放融通、共同支撑、具有特定结构和功能的复合性学科基础。小学教育专业应基于这种复合性学科基础,确立学科建设的任务、方向及思路。 相似文献
20.
针对“情感目标”在中学数学教学中设计难的问题展开了积极而相应的探讨,认为其原因有客观因素,如：政策导向、学科本身特点、学校追求的目标等;同时更有其主观因素,如：教师的备课笔记、教师对数学的教与学的掌握以及教师对生活的理解程度等。并给出了一些相应的提示与建议。 相似文献