共查询到19条相似文献，搜索用时 171 毫秒
1.
高校教师激励机制创新研究 总被引：4，自引：0，他引：4
在现代高等教育管理工作中建立健全高校教师激励机制非常必要。但目前无论从社会外部环境、人员选用制度，还是在业绩评估方法、报酬制度、激励方式等方面看，我国高校教师的激励工作存在着种种问题，影响了对教师积极性的调动。为了适应形势需要，必须进行全方位的改革． 相似文献
2.
乐中保 《天津师范大学学报(基础教育版)》2008,9(2):48-52
美国国家专业教学标准委员会（NBPTS）是美国权威的中小学优秀教师认证机构,它制定了中小学各学科优秀教师专业标准,建立了优秀教师评估体系,极大地提高了美国基础教育的教师素质。这对我国教师专业化发展有着重要的借鉴意义,我们应充分认识教师素质在课程改革中的重要性,建立科学合理的教师评价机制,走以标准推动教师专业化发展之路。 相似文献
3.
美国国家专业教学标准委员会(NBPTS)是美国历史上第一个对优秀教师进行认证的机构，它根据不同的学习阶段和领域制定了评估标准，并以这一标准为基础对优秀教师进行评估和认证，进而促进教师的专业发展，提高专业教学的地位和美国教育的质量。文章介绍了NBPTS的目的和使命、评估标准、评估过程、面临的机遇和挑战及对我国的借鉴意义。 相似文献
4.
《佐治亚州优秀教师标准框架》是美国佐治亚州政府为了改善其教师教育现状、提高本州教师队伍整体质量而推行的教师专业标准,其中包括七条核心原则和六项内容维度,全面系统地反映了优秀教师所应有的特质。探析这一州级教师专业标准的开发过程。有助于了解美国地方性教师专业标准的开发情况,对我国正在构建中的教师专业标准体系以及处于不断改革和完善中的教师评价制度具有一定启发意义。 相似文献
5.
高校教师报酬激励制度问题的探讨 总被引：1，自引：0，他引：1
如何制定高校教师报酬激励制度一直是个挑战性的问题。对此，针对高校教师的特点，分析了我国高校教师报酬激励制度面临的问题；在此基础上应用报酬设计的一些基本理论与方法，分析得出了我国高校教师报酬激励制度的制定应以客观业绩计量为基础，辅之与主观计量相结合是解决高校教师报酬激励问题较为有效的模式；最后分析了激励制度可能产生的负面影响及其解决的途径。 相似文献
6.
文章以“中国近代史”课程和“中国近现代史纲要”课程为例,围绕学校各级领导干部与教师合力育人的意识、专业课教师与思政课教师的合作交流、专业课教师开展课程思政的能力、协作效果评估制度和激励约束制度等着力点,从完善学校党委领导的育人组织体系、构建思政课教师与专业课教师合作交流制度、建立专业课教师课程思政能力培训制度、确立协作效果评估制度与激励制度4个方面构建课程思政和思政课程协同机制。 相似文献
7.
美国优秀教师资格认证制度虽然面临着一系列的挑战，如以传统的笔试作为考试的主要方式、教师缺乏教育教学的专门知识等，但其独特之处在成立之初就受到了广泛的关注，为美国解决教师数量短缺和培养优秀教师作出了一定的贡献。文章试图从美国优秀教师认证委员会的提出背景、目标、内容、现状等要素进行分析，揭示其优点和不足，从而为我国的教师资格认证提供一定的参考借鉴。 相似文献
8.
梅亚萍 《中国职业技术教育》2008,(32):25-26
针对目前教师从事班主任工作积极性不高的情况,本着激励和培养原则,无锡机电高等职业技术学校采取星级班主任制度,鼓励优秀教师长期从事班主任工作,搭建青年班主任成长的阶梯,在班主任队伍建设方面做了有益的尝试。 相似文献
9.
蔡孝露 《大学.研究与评价》2021,(3):129-130
教师专业标准对提升教师素质具有重要价值。本文通过对相关文本进行内容分析,发现制度建设体现出强调教师知识和技能的专业性和全面性、对学生思维和能力培养的阶段性和教师工作的自主性和合作性等特征。从教师专业标准体系完善的角度来看,应加大宣传、教育力度,创新教师培养机制、建立多元评估和检测机制落实标准,将公众纳入标准制定的主体群体中来,认真分析不同学科、不同阶段教师的发展需求,制定合宜的标准,多层面不断完善教师专业标准体系。 相似文献
10.
章以应用型本科教师激励机制的研究为目的，运用激励理论激发教师的工作积极性，寻找并满足教师的需求，提出了建立公正合理的工资报酬体系，为教师设计合理的职业生涯发展路径，特别是在积极吸纳教师参与教学管理等方面，起到了发挥其管理才能、实现自身价值的推广作用。 相似文献
11.
Christoph Schneider Rainer Bodensohn 《Assessment in Education: Principles, Policy & Practice》2017,24(2):127-146
AbstractCompetence in assessment has been identified as a key feature in teachers’ professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of assessment standards, over 900 student teachers repeatedly rated the importance of the standards and the frequency with which they behaved in accordance with the standards in practicum situations. Analyses revealed that (a) students perceived assessment competence as a contextual entity distinguishable from other domains, (b) while they assigned high importance ratings to assessment standards in general, standards concerned specifically with external evaluation were seen as relatively unimportant, and (c) they perceived a rise in their own assessment competence during their teacher education. Taken together, this suggests that in the student view assessment competence is important and develops over time. 相似文献
12.
Christopher DeLuca Adelina Valiquette Andrew Coombs Danielle LaPointe-McEwan Ulemu Luhanga 《Assessment in Education: Principles, Policy & Practice》2018,25(4):355-375
Classroom assessment has become a cornerstone of today’s standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers’ approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards – the Approaches to Classroom Assessment Inventory – to measure teachers’ (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities. Based on 404 teachers from across North America, this study contributes initial evidence of how teachers approach classroom assessment with respect to four dimensions: Assessment Purposes, Assessment Processes, Assessment Fairness and Measurement Theory. Results from this study point to significant differences based on career stage and previous assessment education. The study concludes with four key implications for assessment research and practice. 相似文献
13.
美国州际新教师评估和支持联合会研发的新教师评价标准在美国有较大的影响,该评价标准从学生发展、教师表现、专业责任三个方面提出了新教师应该达到的10项标准,为新教师的专业发展明确了方向.该评价标准关注学生的学习效能、强调教师的教学效能和凸显教师的专业责任,这反映了教师评价的新趋势.通过评价标准来促进新教师的教学计划、实施和反思能力的提高. 相似文献
14.
国家教师专业标准对实践中的教师专业能力培养提出鲜明的价值导向和具体的评价标准。然而国家教师专业标准中所包含的教师能力体系并未完整准确地概括教师专业能力的全部领域,较为明显地存在见物不见人的倾向,根据国家教师专业标准和教师专业发展基本要求,重新厘定教师专业能力内涵,构建全面科学的教师专业能力框架体系,探讨其培养策略具有重要的实践价值。 相似文献
15.
Claire Wyatt-Smith Colette Alexander Deanne Fishburn Paula McMahon 《Assessment in Education: Principles, Policy & Practice》2017,24(2):250-270
AbstractTeacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment. 相似文献
16.
Sarah M. Bonner Camila Torres Rivera Peggy P. Chen 《Educational Assessment, Evaluation and Accountability》2018,30(1):71-92
We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n?=?155) and interviews with a sample of secondary school teachers (n?=?9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system. 相似文献
17.
中国古代教育家理想中的教师标准探究 总被引：9，自引：0，他引：9
尊师重道是中华民族的优良传统,古人对教师提出了许多条件,可称为早期的教师标准。中国古代的教师标准,实际上有两个体系,一是教育家笔下理想的教师形象与标准,二是统治者选拔“学官”的具体标准。本文主要对前者进行梳理与分析,包括教师的道德标准、教师的职业形象、知识标准、教育能力标准以及社会服务等五个方面,并在此基础上总结其合理的成分,以期对现代教师标准体系的构建提供历史借鉴,以全面提高我国教师培养培训的质量。 相似文献
18.
Stephen Connolly Valentina Klenowski Claire Maree Wyatt‐Smith 《British Educational Research Journal》2012,38(4):593-614
Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large‐scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A complementary aspect of the research involved a blind review that was conducted to determine the degree of teacher consistency without the experience of moderation. Empirical evidence was gained that most teachers, of the total interviewed, articulated a positive attitude towards the use of standards in moderation and perceived that this process produces consistency in teachers’ judgements. Context was identified as an important influential factor in teachers’ judgements and it was concluded that teachers’ assessment beliefs, attitudes and practices impact on their perceptions of the value of moderation practice and the extent to which consistency can be achieved. 相似文献
19.
Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio assessment to be valid, these components should be systematically linked. Using a chain model of the assessment process two links were verified: the link between content standards and portfolio format, and the link between content standards and raters’ scoring. Eight experts evaluated an initial portfolio assessment design. They greatly supported the design, including the link between standards and format. Subsequently, using the format 18 teachers developed a portfolio. Six raters scored these portfolios according to eight content standards. Their scoring was substantially based on the content standards. Implications of the results and suggestions for research are discussed. 相似文献