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反思性教学与农村中小学英语教师专业发展 总被引：1，自引：0，他引：1
反思性教学是教师专业发展的助推器。本文结合农村中小学英语教学以及农村中小学英语教师的反思性教学实施的现状,主要阐述了反思性教学与农村中小学英语教师专业发展两者之间的内在联系。其中着重分析了农村中小学英语教师在教学实践中运用反思性教学的必要性。 相似文献
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杨振 《通化师范学院学报》2004,(5):53-55
新一轮基础教育课程改革倡导反思性教学，反思性教学是促进教师专业发展的重要途径。目前我国中小学英语教师教学反思的状况不容乐观，主观能动性亟待增强。本着重阐述了英语教师进行教学反思的重要性和迫切性，并对反恩性教学的实现形式及常见方法作了简要介绍。 相似文献
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利炳变 《开封教育学院学报》2015,(7)
反思性教学是教师教育研究关注的重要问题,能有效促进教师专业发展。通过对农村英语教师反思性教学个案研究,呈现一个具体详细的反思性教学情境。研究表明,反思性教学对个案教师的教学和科研都有很大促进作用,教学观摩、集体议课、与专家交流讨论和教学日志是有效的反思教学活动方式。 相似文献
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中小学音乐教师实现专业自主发展,必须学会反思,掌握反思的技巧和方法,提升反思的能力,以促进自身的专业发展.本文从中小学音乐教师教育教学实践的角度出发,阐述反思性教学的类型和方法,分析反思性教学对中小学音乐教师自主专业发展的意义.从而得出结论,反思性教学是中小学音乐教师专业自主发展的有效途径. 相似文献
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采用定量研究的方法,本文调查了职校教师对反思性教学的认识以及他们的反思性实践,通过调查发现:扬州市内职校英语教师和农村职校教师之间在反思性教学认识上存在显著的差异;职校教师在通过学生和自我进行反思性教学的认识上有显著的学历差异;职校教师对反思性教学行为的认识有显著的教龄差异;职校教师之间的交流不够充分,导致通过同事进行反思实践的失败。 相似文献
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《兰州教育学院学报》2017,(7):172-174
农村中小学英语教师的专业成长是农村中小学英语教学质量提高和学科发展的关键,是推动农村改革和发展的巨大力量。本文结合调查结果,依据"核心素养"理论的内涵分析了山东省农村中小学英语教师专业成长存在的问题,探讨了农村中小学英语教师在师德素养、育人能力、教学能力素养和教育科研自主性等方面的专业成长策略,以期为中国农村中小学英语教师专业成长提供理论参考。 相似文献
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反思性教学能力是教师专业能力的重要组成部分,是教师专业性的体现。民族边境地区和东部发达地区相比,经济文化落后,信息闭塞,中小学英语教师学历低,教学观念落后,为了适应新课改,民族边境中学英语教师更应该更新教育理念,改革教学方法。反思性教学对教学设施和条件并没有特殊要求,正是民族边境地区中学英语教师可以实践的一种教学理念和教学方法。 相似文献
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王丽芳 《济南职业学院学报》2021,(1):71-73
反思性教学不仅能够促进高职英语教师自身素质的提高,而且能够推动教师专业的发展。通过对反思性教学内涵、类型及其具体实施方法的认知,分析高职院校英语教师专业化现状及反思性教学在高职院校开展的必要性,提出运用反思性教学来促进高职英语教师专业发展的有效途径,真正实现高职英语教师的自我可持续发展。 相似文献
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Phyllis Bo-Yuen Ngai 《Equity & Excellence in Education》2013,46(4):321-331
This article discusses the development and impact of the Platte River Corridor Project, a successful university/K-12 partnership designed to address the inequality in learning outcomes for Latino students by increasing the effectiveness of K-12 classroom teachers in educating Latino English Language Learner (ELL) students and by facilitating access to higher education for Latino students. The project includes components that train K-12 educators, provide financial and social support for Latino students to attend college, provide ELL resources to school systems, and establish a regional teacher information network. Assessment data specific to each program component is provided. Challenges and recommendations are included for others who may be interested in creating a similar project. 相似文献
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本文介绍了斯坦福(Stanford)考试系列在美国中小学教育中的发展和应用。着重阐述了三个考试即斯坦福成就考试、斯坦福阅读和数学诊断考试及斯坦福英语水平考试的各自内容,相关的技术和设计原理。 相似文献
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Voices from Mexico: How American Teachers can Meet the Needs of Mexican Immigrant Students 总被引：1，自引：0，他引：1
In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional
opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that
asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students, advice for American
teachers, and Mexican students’ motivation for learning English. Respondents averaged 4 years of teaching English at various
levels ranging from elementary to university. Half of the teachers had received some K-12 education in the U.S. Respondents
held generally positive views regarding the U.S. educational system, but felt American teachers could do a better job in teaching
Mexican immigrant students. They offered numerous linguistic and culturally responsive suggestions for improving upon the
learning of English and the academic performance of immigrant students. 相似文献
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为升学和就业做准备:美国“共同核心州立标准”述评 总被引：1，自引：0，他引：1
2010年,美国颁布的共同核心州立标准标志着美国基于标准的教育改革迈出突破性的步伐。此次颁布的标准包括《共同核心州立数学标准》和《共同核心州立英语标准》两份文件,分别对相应学科领域K-12年级学生在特定年龄阶段应该掌握的知识和技能作出了明确的规定,旨在让所有学生做好升学和就业的准备,以确保美国的国际竞争力。共同核心州立标准致力于弥补已有的全国标准和州立标准的不足,其制定以事实和研究为依据,特点是清晰、集中而连贯。 相似文献
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西北地区中小学教师信息素养现状调查研究 总被引：1，自引：0，他引：1
中小学教师是基础教育工作中的主体力量,他们的信息素养水平直接关系到基础教育信息化的进程。为此,我们采用了问卷调查法、座谈法和统计学方法对西北地区中小学教师的信息素养现状进行了调查研究,以便为西北地区中小学教师开展信息素养培训提供相应的依据。 相似文献
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In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format. 相似文献
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Vivien M. Chabalengula Frackson Mumba 《International Journal of Science Education》2013,35(16):2209-2225
ABSTRACTThe current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings. 相似文献
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Chan LÜ 《Frontiers of Education in China》2020,15(1):99
With the promise of achieving bilingualism, biliteracy, and cultural pluralism, Chinese immersion programs for students from kindergarten to 12th grade (K-12) in North America, especially the US, have been proliferating in the past two decades. Research on this rapidly growing population of non-native Chinese learners is also growing. This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books. The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs, including academic achievement in English, language and literacy acquisition in Chinese, instructional strategies and classroom interaction, as well as learners’ language use and its sociolinguistic variations. These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language (CFL) learner population, and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young, emergent bilingual and biliterate learners. 相似文献
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美国2010年颁布的"共同核心州立标准"包括《共同核心州立数学标准》和《共同核心州立英语语言标准》。本文介绍了《共同核心州立英语语言标准》的目标、结构以及K～2年级的具体内容。这份标准对我国《3～6岁儿童学习与发展指南》的制订与实施有借鉴意义。 相似文献
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Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students’ learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the state administering the same exam (PARCC) in online and offline formats each year during the transitional period. We find an online test penalty of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA), which partially but not fully fades out in the second year of online testing. 相似文献