新课程改革教师必须确立四个意识

新一轮的课程改革是一场涉及到课堂教学方式、学生学习方式以及日常学校管理等全方位的变革,对传统教育提出了新的挑战,对教师的素质有了更高的要求.面对这个挑战,教师必须更新观念,提高素质,牢固树立学习、合作、创新、反思四大新意识.     

新理念新教学新成果——用新课程理念进行数学教学的一些体会

新课程标准时我们数学老师提出了很高的要求,改革的成功与否关键在于教师.所以从教育观念到教学技能等各个方面都应该积极构建起过硬的基本能力和专业素养,深化教法改革,注重兴趣培养,创设问题情境,培养思维能力,提高课堂效益,减轻师生负担.     

高校音乐教师应当具备的综合素质

教师具备良好的综合素质是实施高校音乐教育的重要保障。教师素质是教师在具体教育教学过程中所表现出来的各种素养、各种品质,它是社会对教师的各种素养和品质要求在具体的教育教学过程中实际达到的水平和状况,是社会要求在教师身上的具体反映。     

教师素质——创业教育的关键

创业教育作为一种新的教育理念,是社会和经济结构调整时期人才需求变化的要求,也是高等教育培养目标的要求.创业教育实践服务体系中的教学主体是教师,要提高创业教育的质量,关键在于提高教师的素质.     

现代工程教育的师资培养

现代工程教育是突出创新精神,重视工程实践的教育.结合现代工程教育对教师的要求,针对高校工科教师目前存在的主要问题,从提高教师的工程素养、培育教师的创新教育能力和依托教学团队等几方面,探讨建设培养高校师资队伍的思路.     

浅谈职业学校新教师培养与课程改革

本文从一个教师成长的角度入手,通过作者亲身经历进行论述.着重分析了新教师在成长过程中遇到的问题,并且提出了相应的解决办法.课程改革是教育不断发展的必经之路,但是不论如何改革,根本都会是从实际出发让学生满意.希望广大成长中的教师在教育教学过程中要按部就班、谨慎思考,切忌盲目.早日成为教学领域的栋梁之材.     

关于声乐教师的教育创新、素质及实践教学中的若干心得

在知识经济时代,教育功能渐渐融入国际化、教育内容体系的高度信息化、教育要求复杂多变及逐渐个性化、教育模式的多样化和教育教学实践管理的民主化,这就要求声乐教师们的素质不断的提高和加强,只有这样声乐教师才能适应未来教育和社会不断发展的新需要     

专业化背景下的教育家成长之路

随着社会分工的加剧以及班级授课制对教师要求的提高,教师专业化成为现代教育发展的自然结果.教师专业化是指教师职业具有自己独特的职业要求和职业条件,有专门的培养制度和管理制度.教师专业化要求教师不仅是知识的传递者,而且是道德的指引者.不仅需要知道传授什么知识,而且要知道怎么样传授知识.     

“新工科”背景下冶金工程专业实践创新教育体系构建与实施

“新工科”对冶金工程专业人才培养提出了新的要求，要求学生有创新意识、创新能力，特别是解决实际问题的实践创新能力，提升工程实践和创新创业能力是专业教育的重中之重。对冶金工程专业实验环节教育教学进行分析，深化产学研创新发展，搭建创新人才培养的“基础实践-工程实践-创新实践”实践教学平台，形成三者融合协同发展的实践教学模式。     

谈幼儿素质教育之教师素质

推行素质教育,教师素质是关键.幼儿教育迫切需要具有现代教育理念,具有一定教育理论基础和实践能力的新一代幼儿教师.特别是保教第一线的教师,他们是幼儿团教育的主体,是幼儿园教育目标的实施者和教学任务的完成者,教师素质的高低,直接决定着幼儿教育质量的高低及完成任务的优劣.新时代幼儿教育,要求教师要具备强健的身体素质、坚定的政治思想素质、高尚的职业道德素质、较高的专业文化素质、健康的心理素质和良好的社交素质.     

Future Psychologists: Scientist and Teacher.

Comments on Stuart W. Cook's (Amer. Psychologist, 1958, 13, 635- 644) discussion of psychology in the future, noting that Cook ignores the teaching of psychology as a rightful professional endeavor. Van Liere argues that many excellent researchers are poor teachers, and many excellent teachers have no wish to research or publish. He concludes that the teaching of psychology is important to advancing the profession, so excellent teachers should be considered important and held in as high esteem as researchers who publish but cannot teach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical evaluation--difficulties experienced by sessional clinical teachers of nursing: a qualitative study

Evaluation of nursing students in the clinical field requires the clinical teacher to make judgements regarding student progress in a number of areas. In this study concepts of role theory, oppressed group behaviour and the ethics of caring emerged and were used as conceptual frameworks to interpret the data relating to the evaluation of undergraduate students. The number of experienced faculty available for clinical teaching and evaluation has become inadequate and a large number of casual or sessional clinical teachers are employed to teach students in the clinical field. Despite the well documented problems associated with clinical teaching and the use of inexperienced clinical teachers, sessional clinical teachers are nevertheless expected to evaluate student success in meeting the clinical requirements of the nursing course, often resulting in disparate decisions for students. A phenomenological study was carried out using unstructured interviews and written clinical scenarios, to explore the evaluation process from the perspective of the sessional clinical teachers. Research findings indicate that although the sessional clinical teachers were skilled at identifying student problems, they were reluctant to make difficult evaluation decisions, due to low self-esteem, role conflict and their ethic of caring. It seems that gender socialization, patriarchal dominance and apprenticeship training had effected their confidence in their own decision making. The implications of such findings are of concern for the ongoing credibility and integrity of nursing courses, as clinical teachers have an influence on the nursing profession through the preparation of its practitioners.     

A decade review of college teaching research: 1970–1980.

Reviews research by Canadian psychologists on college and university teaching in 1970–1980. One group of studies investigated the effectiveness of various instructional innovations, ranging from the learning cell to educational TV. A 2nd body of research focused on the evaluation of effective teaching, especially the reliability and validity of teacher rating forms. A 3rd research approach examined the characteristics of learners, teachers, and courses, including such factors as the background and attitudes of both faculty and students, student achievement, personality and cognitive variables among learners, the training of teachers, and the content and structure of courses. Three general questions are discussed in the light of the available research evidence: whether Canadian research on college teaching can be considered unique, whether it is significant, and whether it has affected psychological theory or teaching practice. (French abstract) (70 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

主干课程群“项目课程”改革的研究与实践

把典型的工作任务或工作项目作为课程的内容,在教师的指导下,学生自主完成由计划到实施的全过程,这样可以有效的完成综合职业知识的教学,同时还能够很好的培养学生的职业能力,这是现代职业教育的一个方向。文章针对包头钢铁职业技术学院的实际,选择了一个专业的主干课程群进行先行的探索,使教学团队建设、理实一体化教室建设、自编教材开发、教学方法和手段创新等一系列环节得以有效融合,创新了理论和实践教学的模式,提高了学生学习的积极性。     

Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning.

This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous motivation for teaching was predicted to be associated positively with teachers' sense of personal accomplishment and negatively with emotional exhaustion. Most important, teachers' self-reported autonomous motivation for teaching was expected to promote students' self-reported autonomous motivation for learning by enhancing teachers' autonomy-supportive behavior, as indicated by students' reports. Results from a sample of 132 Israeli teachers and their 1,255 students were consistent with the hypotheses. Discussion focuses on the importance of the experience of autonomous motivation for teaching for teachers and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

对电气自动化专业PLC课程教学改革的探索

文章较详细地阐述了该院在自动化专业(PLC技术及其应用)教学中教学改革的具体情况.介绍了以往PLC教学中存在的问题及改革思路;详细阐述了课题式一体化教学的教学模式;总结了课题式一体化教学的优势及重点注意的方面;指出高等职业技术学校专业课实施课题式一体化教学的可行性.     

Clinical experience with recombinant factor VIIa

This paper will critically review the factors that influence the teaching of theory and research to mental health nurses. Following a brief historical review it is asserted that current educational approaches fail to address the complexity and context-dependent nature of mental health nursing practice. The author then argues for a radical approach to education which will enable students and practitioners to engage critically in deconstructing and developing theories that illuminate and help us understand the multiple realities of our post-modern professional world. In conclusion, the author provides an example of a casework-based curriculum that emphasizes the ways in which clinical experience with clients in a range of contexts should be the main focus of knowledge and skill development for the emerging profession of mental health nursing.     

多媒体教学的利与弊

如何运用多媒体教学一直是教育工作者研究的课题,文中分析了多媒体辅助教学的利与弊,以多媒体辅助、教师主导、学生为主体三者结合的教学值得教师学习和研究.运用多媒体教学的同时,运用书面资料、学生讨论,让学生达到多媒体和传统教育的优势互补,真正学到知识.     

The role of passion for teaching in intrapersonal and interpersonal outcomes.

The purpose of this study was to determine the role of passion in teachers' burnout symptoms, work satisfaction, and perceptions of positive student classroom behaviors. The dualistic model of passion (Vallerand et al., 2003) proposes 2 types of passion: harmonious and obsessive. In previous studies, harmonious passion has been shown to lead to adaptive outcomes (e.g., well-being and satisfaction), whereas obsessive passion has been shown to lead to less adaptive outcomes (e.g., shame and negative affect). In this study, 494 teachers completed measures of passion for teaching and various outcomes associated with the teaching profession twice over a 3-month period. Results of a cross-lag model based on structural equation modeling revealed that increases in harmonious passion for teaching predicted increases in work satisfaction and decreases in burnout symptoms over time, while changes in obsessive passion were unrelated to such outcomes. In addition, increases in both harmonious and obsessive passion predicted increases in teacher-perceived adaptive student behaviors over time. Overall, the results of the present study suggest that passion for teaching is an important concept to consider in education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)