共查询到19条相似文献，搜索用时 203 毫秒
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我国在2007年实行免费师范生政策以来,教师教育得到了很大的提高,但在教育实习方面存在的问题仍然很多。德国非常重视师范生的教育实践能力的培养,它实行两阶段的教师培养模式,制订了基于教育实习的教师资格制度等。德国的教育实习对目前我国免费师范生的教育实习有三点启示:中国应该建立复合实习模式;实施带教老师制度;制定基于教育实习的教师资格认定制度等。 相似文献
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在美国哥伦比亚大学教师教育项目中,大学实习指导教师承担着协作者、监督者、指导者、评估者等专业角色,负责协调处理实习管理中的冲突与问题,定期观摩师范生的课堂教学,与中小学合作教师共同研究师范生的教学工作,并提供专业的反馈、指导与评估,促其完成从师范生向准教师的专业成长.借鉴哥伦比亚大学的经验,我国教师教育应提高对教育实习功能重要价值的认识,完善大学实习指导教师的选拔与管理制度,明确大学实习指导教师在教育实习中的专业角色与职责,构建三方合作的教育实习机制. 相似文献
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周相玲 《佳木斯教育学院学报》2012,(8):157-159
教育实习作为高师教育的一个重要环节,直接关系到师范生的培养质量。本文采用问卷调查法、访谈法从师范生教育实习的准备情况、教师专业情感、教育实习管理、教育实习任务的完成等方面调查分析了本科层次小教专业实习生教育实习的实践样态。 相似文献
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教育实习作为提高师范生的教育实践能力、增强师范院校竞争力的重要手段,已成为许多国家师范教育改革的重要内容。为了提高教育实习的效果,各国近几年都对教育实习时间安排、管理、指导教师等方面进行了改革。本文试图通过对中、英、美三国高等师范教育实习发展概况进行介绍,并对三个国家的教育实习时间、管理方式和指导教师进行比较与分析,在此基础上提出优化我国高等师范教育实习的建议。 相似文献
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宫振胜 《青岛大学师范学院学报》2008,25(2):117-121
作为反思型教师教育理论的实践典范,美国伊利诺大学师范生的实习具有精细化、宽泛化的特点,主要体现在时间安排、活动安排、行为和纪律要求、职责要求、评估要求、问题处理程序等方面。相对而言,我国的师范生实习存在粗疏、面窄的不足。伊利诺大学的实践经验对解决我国的师范生实习问题有着重要的参考价值。 相似文献
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关于我国教师教育实习课程改革的思考 总被引：1，自引：0，他引：1
ZHANG Yue-yi 《课程.教材.教法》2008,(11)
教育实习是教师教育课程的重要组成部分,是教师职前培养的重要环节,是教师专业成长与发展的必由之路。目前,我国教师教育实习课程尚存在着诸多弊端,与发达国家相比,还存在着诸多不足。借鉴他国经验,改革和加强我国师范生的教育实习,关键必须从教育实习的国家宏观性指导与规定、课程体系的构建、基地的建设、评价机制的完善等方面来认真探索和研究。 相似文献
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师生双向专业化发展:全程教育实习模式研究 总被引：23，自引：0，他引：23
孟宪乐 《课程.教材.教法》2003,(4)
在教师教育和师范生职业素质培养、培训方面,师范院校一直在寻找和探索一种适合中国国情、有师范特色的机制或模式。历经九年,我们逐渐形成了教师和师范生互为提升和联动的教师培养和师范生培训一体化的师生双向专业化发展模式即全程教育实习模式(现阶段的双向校本师生培训模式)。这种模式建立在对教育实习的重新界定之上,对在职教师及在校师范生的培养培训提出了一套训练程式和操作方案。 相似文献
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《师资教育杂志》2012,38(2):235-249
This article, based on the analysis of responses given by 27 students in initial teacher education, gives an account of how education theory can be conceived by students as relevant to their teaching practice. Research on teacher education in many countries has revealed that students regard theory and practice to be inconsistent or to belong to different worlds in initial teacher education. This may have a potentially negative effect on the teachers’ opportunities for future professional development, as such development should be based on the ability to view one’s own teaching practice from a critical, theory- and research-based perspective. In the research and development project reported in this article, the PIL-project, the students’ teaching practice was chosen as the pivotal point for all the other activities involved in the teacher education programme. Results indicate that when questions emerge from the students’ own experience, theory is often found useful in discussing and understanding their practical experiences. The results further show that the students’ choice of theory when discussing their teaching practice is eclectic. Students tend to choose theory with direct relevance to their daily tasks in the classrooms. The implication for initial teacher education is that the educational theory taught should more often address the immediate challenges faced by the students doing their teaching practice. 相似文献
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文章通过对认知心理学的知识分类学说理论阐述,并结合对中学"信息科技"学科教学的现状进行分析,提出了教师在"信息科技"学科教学实践中,要善于运用知识分类学说来解决学科教学中出现的问题的观点。特别是指出了"信息科技"学科的课堂教学中,教师要激发学生的学习兴趣,有效引导学生的课堂注意和学习预期。教师要努力调动学生各方面因素,促进对新知识的巩固及对知识和技能获得过程的理解。教师要在教学中不断加强变式练习,更好地使学生实现知识的转化。教师要重视学生学习方法指导,帮助学生学会学习。 相似文献
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完全学分制具有独特的"五力牵引"运行机理,以顶层规划力为先导、以学生自主力为动力、以教师指导力为基础、以资源保障力为支撑、以管理控制力为保证。在实施过程中,学生自主学习能力、教师指导、人才培养方案与方式、混班教学方式、教学管理系统、教学管理能力、教师趋利行为和资源状况等均存在与完全学分制要求不吻合的问题,并形成一系列现实矛盾。高校应该提升学生自主学习能力,健全学生学业指导与管理体系,构建学业支持与服务体系,深化配套制度改革,夯实人、财、物资源保障,提升完全学分制运行效率。 相似文献
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Adrienne Alton-Lee Christine Rietveld Lena Klenner Ngaio Dalton Cathy Diggins Shane Town 《International Journal of Inclusive Education》2013,17(3):179-210
This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts. 相似文献
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在当今毕业生就业出现严重困难的形势下,要切实改进教学管理,挖潜教育资源,拓展实践路径,提高学生综合适应能力和素质;要积极探索和改进毕业实习环节管理,尝试在学生中选聘实践课指导教师助理,这样既可以部分解决学生实习岗位不足问题,提高他们的就业能力,还有利于实验课师资的更合理配置和实践课教学活动的开展。 相似文献
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徐敬标 《中国现代教育装备》2012,(19):25-27
实验与实训教学是高师培养师范生实践能力的重要途径,而实验与实训室是实验与实训教学的载体和组织形式,对其进行科学建设和管理意义重大。在分析教师教育实验与实训室建设现状和存在问题的基础上,结合南京晓庄学院"教师教育实验与实训教学示范中心"的建设,对如何更好地构建教师教育实验与实训中心进行了探讨。 相似文献
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汪鹭 《南昌教育学院学报》2012,(5):68-69
小提琴专业作为高校音乐专业中深受学生喜爱的科目,其学生群体的不同对教师的教学工作带来了较大的挑战。本文笔者结合多年的小提琴教学经验,针对高校小提琴教学从教学观念到教学实践进行了讨论。 相似文献
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资源环境与城乡规划管理专业学生实践能力的强弱影响他们今后的就业率,本文通过调查当今社会对资源环境与城乡规划管理专业学生实践能力的要求与分析该专业学生实践能力不强的原因,提出构建适于培养学生实践能力的课程体系、加强实习基地建设与加强师资队伍建设是提高资源环境与城乡规划管理专业学生实践能力的主要途径。 相似文献
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Egeberg Helen McConney Andrew Price Anne 《Educational Research for Policy and Practice》2021,20(2):107-124
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.
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