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《青春岁月:学术版》2013,(19)
教育是振兴民族和国家的希望,教师则是教育发展的重要基础,教师的素质直接关系到一个民族或国家教育的质量。因此教师教育的改革与发展势在必行,而我国的教师教育一方面重视高素质教师队伍的培养,另一方面规范教师管理体制。本文从这两个方面对近年来我国教师教育的发展进行简要分析,并借鉴国外先进经验,以期对我国教师教育有更为明晰的了解。 相似文献
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校本教研是以教师为研究主体,通过解决教育教学中的实际问题,促进教师专业成长和提高教育质量的实践性研究活动。近些年来,我校以"自我反思、同伴互助、专业引领"为一体教研活动为主体,从学校的实际出发,依托学校自身的资源优势和特色进行教育教学研究,改进学校的教育教学,提高学校的教育教学质量,促进教师专业化的发展,从中我们取得了一定成效。 相似文献
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2021年6月3—5日,残疾人事业发展研究会融合教育专业委员会成立大会暨第三届全国融合教育论坛在河南驻马店召开.会议围绕"融合教育理论与政策、融合教育课程与教学、融合教育教师教育、融合教育支持与保障"等主题做了系列学术报告.与会专家学者及实践代表的观点精彩纷呈,对融合教育是什么、为什么、如何办等问题进行了深入研讨,对我国融合教育的未来发展具有重要参考意义. 相似文献
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新课程实施以来,出现了许多有关于"情感态度价值观"评价的研究,而本文就是将近几年来历史教学中有关于这方面的研究论文进行整理,分别从国外情感态度价值评价的发展、我国情感态度价值观评价的发展和我国情感态度价值观评价的现状进行综述,以期能在这些基础上,对情感目标有更深刻的理解,以便在今后的教学活动中能更好的落实情感目标的评价。 相似文献
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Wilfred W. Black 《Social Studies》2013,104(2):54-57
Two middle-school teachers incorporated student creation of historical accounts into their history instruction. During these projects, the teachers instructed their students to (1) summarize information presented during classroom instruction on a topic (e.g., the Great Migration) and (2) explain the significance of that topic to the present day. This second component of the task addressed a curricular standard regarding historical thinking, but students' responses referenced themes from citizenship education (e.g., cultural pluralism, social criticism, and national identification). More than eighty student projects were analyzed and coded for themes. This study presents a portrait of ambitious history teaching and suggests a tactic for a civics-infused history education course. 相似文献
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The article presents a student‐impact assessment of a model two‐year place‐based intercultural approach to indigenous education. Students at Lewis & Clark Primary School in Missoula, Montana, connected face‐to‐face with tribal educators and members residing in the nearby American Indian reservation. The program’s learning outcomes included impressive gains in knowledge of Montana tribes, fewer stereotypical images, enhanced consciousness about the histories and cultures of the place in which students’ reside, heightened appreciation for and connectedness with Native Americans, and increased cultural awareness. The power of the place‐based intercultural‐education approach is that K‐5 students can acquire cultural knowledge, break stereotypes, and develop new appreciation for, and interest in, diverse peoples and issues by directly experiencing the local context in which diversity resides. 相似文献
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ABSTRACT In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived. 相似文献
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Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for colleges of education, where higher education internationalisation policies have the greatest potential to expand the perspectives of public school students. This article uses three cases drawn from the authors’ teaching and local service initiatives to illustrate the educational potential for future teachers and school administrators of working to broaden students’ perspectives through a ‘dialectic of the global and the local’. 相似文献
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《心理学和人类性特征杂志》2013,25(1-2):50-62
ABSTRACT Various international declarations have called for universal access to comprehensive sexuality education. This article looks at why comprehensive sexuality education is most effective in promoting sexual health and why it should be framed in terms of health, values, development and rights. The lack of recognition of young people as sexual beings and the return of abstinence-only sexuality education are two main challenges for rights-based, comprehensive sexuality education. To address these challenges, stronger international responses are needed to make sexuality education a comprehensive initiative supported by all, both in the community and at the international level. In order to move the agenda forward for better sexuality education, a positive approach that accepts sexual desire and pleasure as essential components of young people's sexuality should be the next step. 相似文献
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Walter E. Myer 《Social Studies》2013,104(1):24-27
History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students. 相似文献
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Using data from a sample of 2,274 divorced or separated parents who participated in the Focus on Kids (FOK) divorce education program, we examine program effectiveness by demographic characteristics. We followed up with 149 participants after between 4 and 10 months with a follow-up posttest survey to examine long-term effectiveness. Overall, the vast majority of parents indicated that the FOK program was helpful and worthwhile. However, younger participants, females, and those with lower education levels and lower incomes found the program to be most helpful. At follow-up, parents were less likely to be engaging in coparenting conflict. Implications for divorce education programs are discussed. 相似文献
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Dayna S. Henry Nicole Aydt Klein Monica Kempland Sarah Rose Oswalt Molly A. Rexilius 《Journal of American college health : J of ACH》2017,65(1):50-57
Objective: The purpose of this study was to examine the proportion of higher education institutions in the United States that require a personal health course (PHC) for graduation and to describe the nature of such requirements. Participants: This study included a random sample of public and private institutions of higher education (IHE) with undergraduate programs within the United States (N = 310). Data were collected between September 2014 and May 2015. Methods: University catalogs were accessed from the institutions' public Web sites to determine whether a PHC was offered, and whether it was exclusively or optionally required for graduation. Results: The majority (55.8%) of the sample offered at least 1 PHC, with only 10% exclusively requiring the course and an additional 10% optionally required the course. Conclusions: Although the utility of undergraduate students completing a PHC is clear, the majority of institutions do not require such a course for degree conferral. 相似文献
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