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教研活动的目标是要改进教师教学行为、促进教师专业成长、提升理性教学智慧。要实现这一目标,教研活动过程中,仅有理论学习是不够的,还需引导老师用理论指导实践,并结合个体经验审视、反思实践,从而促进专业成长,形成实践智慧。"同人同课二次教学"教研活 相似文献
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当前,广大农村学校的校本教研活动效果并不理想。实施新课改的今天,如何调动农村教师参与校本教研的积极性,使教研活动真正成为提升教师教学能力、促进教师专业发展的有效途径？如何促使教师适应新课程,转变教学方法？已成为急需解决的问题。我校在充分认识校本教研重要性的基础上,凝聚集体智慧,结合校本乡情开展教研活动,制定出校本教研制度、发展性教师评价制度和激励教师专业发展的培养方案,使校本教研在教改中展现活力。 相似文献
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但红光 《长江工程职业技术学院学报》2010,27(2):9-12
新的形势下,学校当思考如何创新教研形式,促进教学教育发展。网上教研室和教学博客两平台的搭建对于学校教研活动顺应新形势,促进教师群体和个体教研活动的开展,深化教研层次有重要的作用。 相似文献
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随着新课程的不断推进,旨在提高教育教学质量、促进教师专业发展的学科教研活动越来越被学校重视,各学校的学科教研活动也都按计划有序地进行着。然而值得思考的是,学校设置了教研组,开展了教研活动,是否就意味着教师专业真正得到发展？学科教研活动应该怎样开展才有效？综观各学校的教研活动,虽然都有各自的特点,发挥着一定的作用,但就其形式、内容、性质而言,都是行政意义上的教研活动,而不是基于教师问题解决的教研活动。要真正促进教师专业发展．提高教育教学的有效性,学校的学科教研活动应该是基于问题解决的教研活动。 相似文献
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说课作为新的教研形势下的一种紧密结合教师教学实践的教研活动,对于教师的专业发展具有重要意义.说课有助于教师形成与发展教育信念、拓展专业知识结构、更新专业实践.培养教师说课应注意唤醒教师专业发展的主体意识、加强合作与对话、营造教师说课的科学与人文氛围. 相似文献
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教师专业素质是教师从事教育活动的基本品质或基本条件.它对教师的教学水平和学校的发展起到至关重要的作用.而微格教研将教育理论和实践结合起来,促使教师借助先进手段观察他人和自己的课堂,进而反思自己的教育理念和教学行为,有助于教师专业素质的提高.本文基于民办高校中青年教师所面临的问题和微格教研的研究成果,从微格教研的角度来研究培养青年教师专业素质的途径. 相似文献
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教师个体教育观念在教师专业成长中发挥着极其重要的作用,对园本教研的顺利进行具有重要意义.园本教研为教师个体教育观念的生成提供新平台,从这一角度看,目前园本教研还没有达到预期状态.创建有效的园本教研活动可以从发挥教师个体教育观念的作用、编织教师与专家间充满平等开放特点的教研结构等几方面着手. 相似文献
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张晓梅 《中国教育技术装备》2009,(33):20-21
校本教研是以校内教学实践为内容,以教师为主体,以促进师生共同发展为目的的教研活动。通过对桂林师范高等专科学校大学英语教学部大力开展校本教研活动的实证研究,论述校本教研对发展教师的教学及科研能力,促进教师专业发展及推进大学英语课程改革的进程的作用。 相似文献
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李秀丽 《山西财经大学学报(高等教育版)》2003,(1):63-64
中国近现代经济史和中国经济思想史两门课程的教学中，只有充分体现出启发性、巩固性、直观性、思想性和趣味性等教学原则，才能保证教学质量的提高。 相似文献
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三步探究指导教学法初探 总被引：1，自引：0，他引：1
为了加强高职园林工程技术专业学生技能的培养，本文针对园林工程技术专业教学实践性较强的特点，探索三步探究指导教学法，并对其基本作法和基本要求展开论述。 相似文献
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The Cultural Roots of Professional Wisdom: Towards a broader view of teacher expertise 总被引：2，自引：0，他引：2
Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. 相似文献
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Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies. 相似文献
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Judith Mulholland 《Studies in Science Education》2013,49(1):41-62
In this article we review the notion of teacher knowledge from four metaphorical standpoints – teacher knowledge as computer, as craft, as complexity and as change. We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development and the study of teaching. 相似文献
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教师专业化进程中的高师院校实践性教学 总被引：6，自引：0，他引：6
《教育研究》2008,(7)
实践智慧作为教师专业化的本质规定决定着教师教育过程的实践性特点。借鉴西方教师教育"在实践中"、"指向实践"、"为了实践"的基本教育教学模式,应不断完善我国教师教育机制,在实践性教学计划、实践性课程设置、实践性教学组织形式、教学实践基地建设、指导教师队伍建设等方面实现积极的变革。 相似文献
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《Journal of research on educational effectiveness》2013,6(4):535-558
AbstractWe build on research connecting teaching assignments to teacher effectiveness by examining the characteristics of secondary grades mathematics teachers with more course preparations—both the unique number of courses taught and courses never taught before—and by assessing whether additional course preparations predict teacher value-added. Regarding teacher characteristics, we find a mixed pattern of results. Both better and less well-credentialed teachers have more course preparations. Teachers with higher lagged value-added are assigned to fewer course preparations. Regarding teacher effectiveness, results from teacher fixed-effect models show that additional course preparations are negatively and significantly associated with value-added estimates. Further analyses indicate that teachers’ number of new course preparations fully explain the negative results for total number of course preparations. That is, when teachers have to plan for, learn the content of, and teach a course for the first time, it adversely influences their effectiveness. Our results are slightly smaller than findings from recent teaching assignment studies but take on practical significance given the frequency with which teachers have a new course preparation. 相似文献
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反思性教学是现阶段我国英语教师发展和成长的重要途径。本文介绍了广东外语外贸大学英语教育学院如何探索通过反思性教学培养适应社会发展需要的英语师范生。调查显示,在专业理论课中实行教师讲解与讨论会结合的形式、通过做文件袋来评价学生对课程的掌握情况、加强教学实践活动等做法对提高英语师范生的反思能力以及自我学习的能力有较大促进作用。 相似文献
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陆小玲 《广西师范大学学报(哲学社会科学版)》2006,42(4):91-94
教师专业化问题是一个关涉教师教育目标的大问题,专业化培养是教师教育的必然选择.在教师专业化要求下,音乐教师的素质在教育思想、专业理想、专业知识、专业能力、专业自我以及心理品质等方面有了更高的要求. 相似文献