民办幼儿园教师专业素养培训方式实验研究

随着现代教育的发展，提升幼儿园教师专业素养已成为促进学前教育发展的必然要求。以探究民办幼儿园教师专业素养为视角，提出通过干预行为提升教师专业素养水平的构想。实验随机选取成都市某民办幼儿园的20名教师为实验组，再选取与其办园环境、办园背景相似的另一所民办幼儿园的20名教师为对照组，对实验园教师的专业理念与师德、专业知识、专业能力3个维度进行干预。实验结果表明：与对照园相比，实验园教师的专业能力提升显著；与实验园实验前后相比，教师在专业知识、专业能力维度及专业素养总体水平方面均有提升。对教师培训的具体建议为：（1）单一与混合相结合的培训方式对提升民办幼儿园教师专业素养总体水平有现实意义；（2）民办幼儿园教师专业知识的提升需理论培训与自主学习相结合；（3）专家"现场诊断-指导式"培训方式对提升民办幼儿园教师专业能力有显著作用。综上，建议民办幼儿园在了解本园教师专业素养水平的基础上，针对教师专业素养的不同方面，分别采取不同的有效培训方式。     

The ‘right time’ – negotiating the timing of interviews with vulnerable young people

Participant retention is a key factor in determining the success of longitudinal research. Challenges in re-locating and retaining participants over the long term are major issues for researchers working with young people who face adversity and experience frequent changes in circumstances. This article reports on a study of vulnerable young people and their transition into adulthood. Rather than the more conventional schedule-based approach to locating and re-interviewing young people, a relational process, the ‘right time’ framework, was used to facilitate young people's involvement in the study. Embedded in the ‘right time’ framework is recognition of the diverse and fluctuating circumstances that shape young people's availability for interviews. Several case examples are considered which amplify the way that the ‘right time’ framework allowed the research to navigate around these circumstances. The case examples highlight the value young people attached to being involved in the research, the influence on the ‘right time’ of wider relational tensions for young people and the need to negotiate researcher status as a different sort of adult. The ‘right time’ framework contributed to a high retention rate in the study generating a more representative sample and enhancing the subsequent data analysis by providing valuable insights into the lives of these vulnerable young people.     

‘Becoming’ a possible threat: masculinity,culture and questioning among unaccompanied young men in Sweden

A debate on masculinity and immigration rose across Europe in 2015 after an incident with sexual harassments taking place in Cologne, Germany. The incident refuelled a debate positioning unaccompanied young men as a possible threat. This article is based on a research project where we during this time ethnographically followed 20 young men, having arrived in Sweden as ‘unaccompanied’ minors. The aim is to examine how the young men themselves talk about, reflect on and negotiate masculinity and gender during this period. The article concludes that masculinity cannot be approached as something stable easily being inherited or transferred from one’s origins. One difference for ‘unaccompanied’ young men is how conflicts or tensions emerging in relation to issues of gender and masculinity tend to be interpreted differently, and publicly, putting the young men in a ‘gendered situation of questioning’.     

谈新教师的角色投入

新教师要树立正确的角色意识 ,培养深厚的角色情感 ,锻炼角色耐受挫折的能力 ,养成角色的文明行为习惯 ,加强角色的反思和更新 ,以促进角色的成熟和发展     

素质教育对化学教师素质的要求

化学教师必须具备良好的思想道德素质 ,丰富的化学专业知识和较全面的知识技能、丰富的教育理论水平以及探索创新的精神才能适应新世纪的挑战     

论邓小平对选拔培养中青年干部的思想

建设有中国特色的社会主义市场经济 ,需要一大批杰出的人才。如何选拔培养中青年干部成为我们党和国家一项重大课题。运用邓小平理论中关于选拔培养中青年干部的观点并指导实践 ,将会对我国的四化建设起到积极作用     

高等师范院校情高教育的几个误区

理性地审视高师院校的情商教育 ,其存在种种认识上的问题和操作上的偏颇 :(1)对情商教育内涵的界定过于宽泛 ;(2 )对情商教育的重要性认识不足 ;(3)情商教育未纳入课程或课程计划 ;(4)把EQ (情商 )教育与IQ (智商 )教育相对立、与思想政治教育相分离。如何避免情商教育的这四个误区 ,应引起人们的关注     

现代教育技术与高师教育改革进程

本文从信息时代对人才的需求及教育改革发展的趋势出发 ,论证了应用现代教育技术对培养创新型人才的必要性和迫切性 ,并提出了使现代教育技术在高师院校得到扎实、有效的推广和应用的若干可行性建议     

高职院校“双师型”教师队伍现状分析与对策研究

"双师型"教师是高职院校教育质量提高和教育目标实现的基本保证,但目前我国的高职院校"双师型"教师队伍建设存在着诸多问题,如师资力量不足、职称结构不合理且学历偏低、兼职教师所占比例偏低、教师培训环节薄弱、师资流出现象严重等。为此,国家必须制定相应的政策法规,高职院校也要建立和完善相应的机制,从而保证"双师型"教师队伍的建设。     

对第二语言习得中“年龄小优势论”的辩证分析

多数人认为:在第二语言习得过程中,年龄小的人比年龄大的人学得好;儿童比成年人学得好。通过对大量的有关年龄因素如何影响"第二语言习得"(SLA)的资料的辩证分析,肯定了在自然条件下,就语音和语法方面而言,年龄越小,学得越好,但年龄大的人在读写方面的优势以及成年人比儿童能够更快地习得第二语言语法的事实证明了:在"第二语言习得"中,年龄小的人并非总是比年龄大的人学得好,从而论证了"年龄小优势论"具有一定的片面性。