美国教师专业发展学校的形成与发展   总被引：1，自引：0，他引：1  

党少勇  黄国涛 《河南职业技术师范学院学报(职业教育版)》2006,(1):61-63

“专业发展学校”的建立是美国教师教育改革的新举措，它对美国教师教育的发展和教学质量的改善起了重要作用。该文从美国教师专业发展学校的产生因素、形成过程及其意义三方面对其形成和发展进行了探讨。  相似文献   

确保中专生思想政治工作的有效性     

霍献育  高福燕 《职业技术教育》2001,22(34):52-53

为切实有效地做好中专生思想政治工作，必须走出无的放矢的误区，针对学生思想问题的根源，做好引导工作；必须走出单调乏味的误区，开展多种形式的教育活动；必须克服忽视学生实际困难的误区，认真关心和解决实际问题；必须走出重教师队伍轻政工队伍的误区。  相似文献   

初中地理教学中落实地理实践力的实践探讨     

吴树生 《成才之路》2020,(3):48-49

在初中地理教学中,教师要运用不同的教学方法落实地理实践力,让学生会学地理、爱学地理,做到理论联系实际。要重视地理生活课,激发学生的地理学习兴趣;深入挖掘地理要素,培养学生人地协调观;增加课堂内外活动,提升学生地理实践力。  相似文献   

学枝管理中至关重要的三个定位     

Ou Shuling 《现代教育论丛》2007,(9)

学校管理工作千头万绪,在这其中要把握好至关重要的三个定位:第一,学校发展定位:理性建设学校个性。发现学校的优势和不足,从而确定适合本校的办学目标,并引导学校充满激情的去追求事业的发展;第二,教师发展定位:鼓励教师张扬个性,为教师个性的展示和发展提供舞台,为教师个性的发展提供一切可能的服务;第三,学生发展定位:激发学生生命发展,着眼学生发展。唯有如此,才真正抓住了学校管理的真谛。  相似文献   

校本课程开发与学校文化重建     

WU Zhi-kui 《江苏教育研究》2008,(5)

校本课程开发实际上是学校整体发展的一次重新定位和自我设计,最终重塑学校形象,形成学校文化的过程。校本课程开发与学校文化有着内在的联系,学校文化制约校本课程开发,校本课程开发是学校文化建设的重要内容并促成学校文化的创生。鉴于课程变革中学校文化的主体性、多元性、合作性及开放性等品性的缺失,校本课程开发应秉承"校本"理念,凸显师生主体参与,重建学校文化主体性;整合多样态文化,实现学校文化多元共生;构建"参与文化共同体",重建学校合作探究文化。  相似文献   

小学教育本科模式要凸显发展能力的培养观   总被引：2，自引：0，他引：2  

陈克 《沈阳教育学院学报》2002,4(4):50-52

小学教育本科崭新模式的构建，对小学教育事业高层次师资的培养带来契机。在牢固把握师范性与学术性结合点上，尤为突出的是必须在传授知识与发展创新能力两者关系上，冲破传统教育观念之壁垒，在现代教学论的昭示下，真正使“传授知识，应着重发展能力”得到凸得。如此，方能显示此种培训模式之前卫优势。  相似文献   

简论中学语文课堂改革     

姚本键 《铜仁学院学报》2003,5(3):75-77

通过对中学语课堂历史与现状现象的分析,提出“改变教育观念,重建课堂教擘新秩序、关注每一位学生,让课堂充满情意,开展研究性学习,调整课堂结构”等方面的思考,为社会培养有感情、会学习的人．  相似文献   

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety     

Anne Williford  Paula Fite  Kathleen Diaz  Mehar Singh 《Psychology in the schools》2021,58(1):185-202

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.  相似文献   

How students conceptualize grade‐based acceleration in inclusive settings     

Lynn Dare  Elizabeth A. Nowicki  Lori L. Murray 《Psychology in the schools》2021,58(1):33-50

Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based acceleration in inclusive schools. This study engaged two groups of students in group concept mapping processes to examine how they conceptualized beliefs about grade‐based acceleration in inclusive schools. First, 26 students in inclusive classes generated beliefs about grade‐based acceleration. Then they, and a group of 14 students with high ability, structured the data by sorting and rating a synthesized list of the generated beliefs. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. The resultant cluster maps revealed some differences and some similarities in the ways that the two groups of students conceptualized beliefs about educational acceleration. Practical implications are discussed.  相似文献   

The role of school-based research champions in a school–university partnership     

Katharine Burn  Robin Conway  Anne Edwards  Eluned Harries 《British Educational Research Journal》2021,47(3):616-633

The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda.  相似文献