共查询到19条相似文献，搜索用时 281 毫秒
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主体间教育实验的理论基础和方案设计 总被引：2，自引：2，他引：0
主体间教育实验以主体间指导学习教育本质理论为依据,目的是在基础教育研究性学科教学、科学发展新学校建设和知行统一高校教育学专业改造实验和教学活动中,通过促进教师专业发展而促进学校改进、师生全面素质提高和创造性发展,形成"教师专业发展——学校全面发展——教师全面发展——学生全面发展"四位一体的师生主体间相互促进、共同发展的关系,提高师生主体性,提高教育质量,同时深化教育教学研究,创新教育教学理论。 相似文献
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学校内部良好的评价氛围，有助于教师专业素养和专业能力的提高。我校在“十五”期间开展了新一轮的学校教育实验研究——“创造‘引导学生自我建构健康人格’的学校辅导模式”，该课题的一个目标定位就是通过课题研究来促进教师教学行动的创新，以教师教学行动的创新来促进教师的专业发展。如何确定符合学校发展和师生发展的评价价值取向，教师如何充分参与制定与调整评价的指标，如何充分发挥评价的导向功能，如何实施具体的评价方式等问题一直以来都是困扰学校管理的问题。在设定教师专业发展的总体目标、具体目标和培养策略的基础上，探索和建构起促进教师专业素质发展的评价体系。 相似文献
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学校内部良好的评价氛围,有助于教师专业素养和专业能力的提高。我校在“十五”期间开展了新一轮的学校教育实验研究——“创造‘引导学生自我建构健康人格’的学校辅导模式”,该课题的一个目标定位就是通过课题研究来促进教师教学行动的创新,以教师教学行动的创新来促进教师的专业发展。如何确定符合学校发展和师生发展的评价价值取向,教师如何充分参与制定与调整评价的指标,如何充分发挥评价的导向功能,如何实施具体的评价方式等问题一直以来都是困扰学校管理者的问题。在设定教师专业发展的总体目标、具体目标和培养策略的基础上,探索和… 相似文献
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校本教研是以校为本的教育教学研究制度,强调解决学校、教师自己的问题,真实的问题,实际的问题。实行校本教研就是以学校为教育教学研究的基地,以教师为教育教学研究的主体,以促进师生共同发展为教育教学研究的主要而直接的目的。校本教研的主体是本校的教师,提高的对象是本校教师的专业水平及其教学效果,平时教育教学中的问题就是研究的课题。我校提出的《有效教学和教师的专业成长》这一校本教研总课题,就是依据以上教研理念,在分析学校教师状况及教学效果的基础上作出的选题结果。 相似文献
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时空因素对教师专业发展的影响 总被引：1，自引：0，他引：1
在课程改革进程中,师师间、师生间的交流与互动和教学反思已成为教师专业发展的主要路径。而时间和空间则是影响教师间、师生间互动和教学反思的重大结构性因素。本文在分析时空因素对教师专业发展影响的基础上,提出当下应重组学校时空结构,进而促进教师专业发展。 相似文献
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广州市番禺区南阳里小学课题组 《教育导刊》2004,(6)
本文针对在改革的过程中,学校在评价方面一直缺乏科学的评价机制,缺乏促进师生自我发展的评价方法和体系等问题,学校制定了《主体发展型教学评价研究》方案并组织实施,一方面对学校已开展的教育教学研究活动进行线性延续和整合;另一方面探索设计一套体现素质教育理念的,以教师、家长、学生为评价主体的,以增强学生的学习自主和教师的专业自主,促进教学质量提高为核心的一系列的评价活动,把评价活动当作教育活动合理地组织起来,最大限度地促进师生成长,最终达到学校的成长。 相似文献
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校本教研是以学校为基地,以教育教学实践中的实际问题为研究内容,以教师为研究主体,以促进师生共同发展为研究目的所开展的教育教学行动研究活动。建立以校为本的教学研究制度,是学校发展和教师专业成长的有效途径,我们本着"基于学校, 相似文献
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本文针对在改革的过程中，学校在评价方面一直缺乏科学的评价机制，缺乏促进师生自我发展的评价方法和体系等问题，学校制定了《主体发展型教学评价研究》方案并组织实施，一方面对学校已开展的教育教学研究活动进行线性延续和整合；另一方面探索设计一套体现素质教育理念的，以教师、家长、学生为评价主体的，以增强学生的学习自主和教师的专业自主，促进教学质量提高为核心的一系列的评价活动，把评价活动当作教育活动合理地组织起来，最大限度地促进师生成长，最终达到学校的成长。 相似文献
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借鉴哲学和交往理论中关于主客体关系问题的研究成果,并通过分析教育活动中的主客体关系的特征,得出思想政治教育过程是教育者与受教育者之间互动的过程。两者形成“主体-主体”的主体际关系的结论。确立“主体际说”时当今的思想政治教育工作有重要意义。 相似文献
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吴迪 《齐齐哈尔师范高等专科学校学报》2012,(2):80-81
师生关系是一种教育关系,是教育活动的表现形式,是支撑教育大厦的基石。传统的师生关系长期受二元对立思维模式的影响,严重阻碍了师生关系的发展。哲学解释学把"理解"作为人的存在方式,那么就是把"人"作为根本问题来研究。把师生关系看成是"我—你"的理解与对话关系,为新型师生关系的建构奠定了哲学基础。 相似文献
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This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. 相似文献
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The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level. 相似文献
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甘民 《湖南城市学院学报》2004,25(6):97-100
启发式与“学学半”之间有着深厚的关系，一方面启发式是在“学学半”思想基础上发展而成的，另一方面“学学半”思想蕴含通过孔子启发式而得到历史的传扬。我国传统教育教学思想之精华——以人为本的主体观、发展观、民主平等观和“以学论教”的辨证观等无不直接导源于此。揭示二者关系。有助于我们认识中国教育思想的来龙去脉，克服当代教育理论中的形式主义、机械主义、教条主义以及缺乏民族特色等弊端，也有助于从根本上理清教育改革的思路，根治现实教学中注入式、家长作风等顽症。 相似文献
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This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results. 相似文献
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JAMES STILLWAGGON 《Journal of Philosophy of Education》2008,42(1):67-83
Teacher identity is defined in its relations, on the one hand, to curriculum and, on the other, to students: to be identified as a teacher is to be taken by the latter as a bearer of the former. In this essay I consider some variations on theorising teacher identity within these relational terms. Beginning with the educational task of cultivating student subjects within the often impersonal aims of curriculum, I reject a correspondingly personalised production of teacher identity that would humanise education through the teacher's personality. Turning instead to the idea of a teaching role defined by institutional authority, I look at two perspectives from which the teacher's identity can be theorised as a matter of performing that role. Jane Gallop's performative definition of teaching highlights the teacher as a pre-existing role but is fundamentally concerned with the teacher's self-understanding, this fails, however the relational requirements of teaching. Ultimately, bringing performativity into the context of the transferential relation between teacher and student provided by Plato's Symposium , I argue that student desire produces teacher identity in response to the teacher's performed relation to truth. 相似文献
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《Peabody Journal of Education》2013,88(4):108-125
In this article, we argue that human resource (HR) management practices are important components of strategies for improving student achievement in an accountability environment. We present a framework illustrating the alignment of educational HR management practices to a teacher performance competency model, which in turn is aligned with student achievement goals. We identify and illustrate the various HR practices that could be aligned to the performance competency model and to each other. These HR practices include recruitment, selection, induction, mentoring, professional development, compensation, performance management, and instructional leadership. We then describe HR practices in 2 districts where empirical links between teacher competency and student achievement were shown (Cincinnati and Washoe County) and evaluate how much alignment was in place. We discuss the importance of HR alignment analysis for diagnosing districts' teacher quality improvement efforts, and we present suggestions for future research on the strategic use of HR management in K-12 educational organizations. 相似文献
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教育技术已发展到信息化阶段,传统的教育模式受到了挑战。教育技术的发展可能给教育带来一些问题:教育机会的不均等,网络沉溺和数码焦虑使学生的现实交往能力下降,信息污染和网络色情会对学生的身心健康带来巨大的负面影响,现代教育技术对师生关系的负面影响等。 相似文献