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1.
挑战、支持与发展:伙伴协作模式下的教师成长 总被引：5，自引：0，他引：5
教育改革需要在教师愿意承担新的角色和责任的基础之上进行。大学与中小学伙伴协作模式有利于打破学校及教师固有的平衡状态,并在以平等、民主为价值诉求的协作环境中,化解教师面对改革创新的保守态度及可能出现的负面情绪,使教师在“高挑战、高支持”的理想情境中获得积极的心理和情绪体验,进而提升其专业知识、能力和自主意识。 相似文献
2.
教师课堂教学的元认知能力及其培养与训练 总被引：5，自引：0，他引：5
教师课堂教学的元认知能力包括教师对自己课堂教学活动的元认知知识、元认知体验及元认知监控三方面,它是教师对自己的教学行为的自我觉察、自我评价和自我调节,是教师对自己教学活动的自我意识。探讨教师课堂教学的元认知有助于改变教师的教育角色,促使他们从"教书匠"向"全能型"教师转变,从"经验型"教师向"学者型"教师转变。研究表明,教师课堂教学的元认知能力经历了一个从无到有、从低水平到高水平、从不自觉到自动化、从快速增长到逐渐稳定的过程,其培养与训练可以采用传授元认知知识、学会批判反思、现场指导等措施。 相似文献
3.
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献
4.
This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided. 相似文献
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6.
任其平 《安庆师范学院学报(社会科学版)》2010,29(3):18-22
公共心理学是高等师范院校培养合格教师的必修课程,是突出教师教育特色的重要标志。它不仅承担着培养职前教师的心理学素养和职业能力的重任,而且对优化师范生心理素质结构,提高师范生心理健康水平意义重大。许多高等师范院校都在探索适合本校实际的心理学教学模式,形成了四种取向,即师范取向、科学取向、应用取向和基础取向。其中,重视基础、强调能力、注重体验和改善评价的和谐教学模式是具有特色鲜明的教学模式之一。 相似文献
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小学骨干教师工作状态的调查与思考 总被引：7，自引：0，他引：7
小学教师要激活小学生的生命活力需要反思自己的工作状态,思考自身生命的价值。小学教师目前的工作状态呈现出一些有待消解的危机,他们在教育内外部压力的挤压之下,远没有体验到教师职业的内在尊严和欢乐,他们的幸福取决于外在的承认和给予,不重视在教育的过程中去体验为人师的愉悦。为此需要寻找提升教师生命质量的思路和对策。 相似文献
9.
课程故事刍议 总被引：1，自引：0，他引：1
王凯 《课程.教材.教法》2004,(4)
课程故事不能简单地理解为课堂教学的记录。课程故事体现着教师认识课程的叙事方式;反映了教师的成长历程;讲述、倾听故事是教师课堂教学生活的一种方式。课程故事具有情景性、探究性、自我实践性、反思性的特点。教师撰写课程故事能促进专业发展,锻炼教师观察日常教育生活的能力,帮助洞悉个人实践知识,提高反思探究能力,提升课程意识。 相似文献
10.
教师资格教育教学理论培训是教师专业化的必然要求,通过培训,提高教师自身专业素质,促进教师的可持续发展。培训内容要以教师专业化发展为导向,以提高教师教育教学能力和教育教学理论素养为重点,促进教师专业化发展。 相似文献
11.
李明军 《成都教育学院学报》2011,(2):47-50
中小学教师所体验到的压力比其他职业的人高很多,不仅要负担繁重的教育教学工作,还要面对来自于社会环境、学生及家长、学校和自身家庭等各方面的压力。提高中小学教师心理素质是一项复杂的系统工程,既需要教师自身要有提高心理素质的意识,学习正确调适心理的有效方法,也需要学校管理者的支持和关心,更需要社会关注教师心理,营造良好社会氛围。 相似文献
12.
唐洁 《南宁师范高等专科学校学报》2006,23(4):93-96
教师职后教育的目的在于弥补和完善教师职前教育的不足。着眼于教师的专业成长．即注意教师自我知识的更新．拓展其从事专业活动的知识来源。帮助教师增强专业实践能力。教师职后教育中采用隶例教学模式，可以促进参加学习的教师分享同行的成长经验．获得教育实践性知识，案例教学是改革传统的教师教育、弥合教育理论与实践之间的距离、促进教师专业发展的有效教育模式。但是，在案例课堂教学中。应该正确认识案例教学的特征和局限性，促进学习者在反思之后．自觉调整、改进自己的教策略和行为。 相似文献
13.
农村教师大面积培训的成功实践 总被引：2，自引：0，他引：2
李方 《北京教育学院学报》2006,20(4):1-5
将社会公益价值与城乡教育均衡发展、与农村教师专业发展需求有效结合,北京市启动了“绿色耕耘”京郊义务教育骨干教师培训与发展行动,由此促生了教师培训的战略调整、战术创新、格局变化与管理跟进。本文通过农村教师大面积培训的实践验证与成果延伸,从理论与实践的结合上,阐述了“新农村、新教师、新培训”营造农村教师专业发展的和谐生态的经验。 相似文献
14.
音乐课是一门艺术课。在音乐课教学中，教师如何有效地调控学生的注意力，激发学生的学习兴趣呢？笔者认为教师精湛的表演能达到以上两个目的。本文就音番教学中教师如何表演介绍笔者在教育教学实践中的探索。 相似文献
15.
学生眼中看英语教师应具备的素质调查报告 总被引：1，自引：0，他引：1
胡玉伟 《通化师范学院学报》2003,(4):40-42
虽然素质教育早已提出，但是从总体上看，素质教育的范围及成效还不明显，尚未取得突破性的进展。许多教师还有“素质教育行不通，这是以后的事情”的想法。在这种情况下，学生如何看待英语教师应具备的素质，对英语教师的素质的需要是什么。笔对此进行了问卷调查，以期调查结果能引发广大英语教师的关注与反思，从而完各自身的素质，真正开始并实施以学生为中心、育人为本的素质教育思想。 相似文献
16.
Anjum Halai 《Journal of Mathematics Teacher Education》1998,1(3):295-315
In this paper, I critically examine my role as a mentor to a group of mid-career mathematics teachers, to better understand
how mentoring practices influence teacher learning. The teachers taught mathematics to Grades 5 or 6. They planned and taught
lessons to promote conceptual understanding of mathematics through the use of discussions, and reflected on their own and
pupils' learning in the process. The study lasted for a year. It draws on qualitative data from sources such as semi-structured
interviews, participant observation, and teachers' reflective journals. As a mentor/researcher I found that in the case of
mentees' perception of the mentor as a problem solver or evaluator of performance learning was inhibited, whereas mentor and
mentee relationships established on mutual trust supported mentees' personal and professional growth. The close work with
the teachers also gave me insights into aspects of learning influenced by teachers' beliefs and understanding of mathematics
and of how learning takes place. The study has implications for other such teacher education initiatives, particularly in
the context of developing countries like Pakistan.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
Beatriz S. D'Ambrosio Tânia Maria Mendonça Campos 《Educational Studies in Mathematics》1992,23(3):213-230
The purpose of this study was to investigate the extent to which research experience could enhance pre-service teachers' understanding
of children's knowledge of mathematical concepts. A group of five pre-service teachers designed and conducted a study of children's
understanding of fractions. As participant-observers throughout their study we gathered evidence of change in pre-service
teachers' representations of children's knowledge of fractions. The focus of our observations was on the conflicts generated
by the gaps between the pre-service teachers' research findings and their representations of the children's knowledge of fractions.
Results indicate that research experience is fruitful in developing an inquisitive disposition in pre-service teachers and
in sensitizing future teachers to children's knowledge of a mathematical concept. Pre-service teachers became familiar with
the research literature regarding children's understanding of fractions, they questioned the typical instructional sequence
of teaching fractions and they scrutinized methods of assessing children's knowledge of mathematical topics. 相似文献
18.
Teachers are considered to be among those who are well-placed for the detection and prevention of child abuse. Yet little attention has been given to the definitions teachers use in deciding which cases to process. The paper draws on a larger study of Ontario women teachers. Information from 264 elementary teachers and 47 principals was collected in three phases: exploratory interviews, a survey, and focused interviews. A key part of the survey involved 10 vignettes designed to determine how teachers define abuse, how much experience they have had in dealing with such situations, and what action they took in each case. The findings demonstrated that teachers included a broad range of behaviors in their own “theoretical” definitions, but preferred informal intervention over formal reporting. Although there is no statistical relationship between definitions and reporting, it seems clear that the decision to report involves the interplay of definitions, institutional response, and teachers' experiences with a range of reactions and personal trials. Reporting is also complicated by teachers' disciplinary role, by their concerns for establishing reasonable grounds, and by the perception that some cases can be handled more effectively by the school, without the intervention of Child Protection Services (CPS). 相似文献
19.
王德民 《天津师范大学学报(基础教育版)》2007,8(2):61-64
新课程倡导教师创造性地、个性化地使用教材。教师对历史教材“再开发”,不仅是使历史课程内容具体化的过程,也是使历史教材内容适应学生的过程,同时还是教师专业成长的过程。教师要深刻把握历史课程标准,研究学生的学习特点,及时了解史学研究的新进展,不断加强自己的专业素质,提高对历史教材“再开发”的能力。 相似文献
20.
目前中小学的心理健康教育已引起社会各界的普遍关注,亦取得了一定的可喜成绩。要进一步提高心理健康教育的效果,决定于教师的心理辅导素质。真正影响心理辅导的是教师个人头脑中的“内隐理论”,即“理念”,它随时随地以无意识的方式影响着教师的心理辅导思维和策略。回溯中小学教师心理辅导培训模式后发现,传统的讲授式培训难以使心理辅导教师将“所倡导的理论”顺利转化为“所应用的理论”,难以使教师形成科学的心理辅导理念,无法充分有效地提高教师的心理辅导素质。只有通过体验和反思的培训方法,教师才能形成自己的、科学的心理辅导理念,才能充分有效地提高自己的心理辅导素质,最后促进心理辅导实践工作。 相似文献