幼儿教师使命感对工作投入的影响：组织工具性的中介作用

幼儿教师工作使命感对提高教育工作的实效性,增强幼儿教师自身的职业幸福感具有十分积极的影响。本研究采用CVQ问卷、组织工具性问卷和工作投入问卷对广州、佛山和中山共31所幼儿园的305名幼儿教师进行问卷调查。分析结果表明,幼儿教师的工作使命感可以显著地正向预测她们的工作投入度,且组织工具性起着部分中介的作用。     

唐西州里正铨拟、上直与县吏分片管理制度①

唐朝立国不久,就废止了乡正长,里正长成为地方基层管理的重要力役。吐鲁番出土文书反映,唐朝铨拟里正的过程具有一定的规范性。为了保证政令及时传达、对乡村事务及时了解和处理,唐代实行了里正上直及县吏分片管理制度。     

苏霍姆林斯基的师德观及其启示探析

苏霍姆林斯基的师德观主要包括：一是要全心全意地热爱学生,二是爱岗敬业。他的师德观启示我国当前师德建设：选拔教师时要提出对教师职业的热爱;给教师一定的自由支配时间,让教师拥有创造性研究和充实自己的时间和机会;营造良好的教师集体合作、协作氛围,促进教师间合作、沟通和互助;鼓励教师阅读,养成教师终身学习的习惯;更新师德观,不能鼓吹神化的师德,而应该是更切合教师实际的师德观。     

我国综合性院校中教师教育问题与对策探析

在外部条件基本成熟和国家鼓励性政策陆续颁布的前提下,我国越来越多的综合性院校参与了教师教育,为此项事业做出了积极贡献并成为教师教育的主要发展趋势。但是,在一系列的实践过程中,很多矛盾和问题也逐渐显露出来,例如新设办学点准入资格的标准,传统高师院校转型带来的问题,办学模式的选择,教育类课程的不足,对于教师教育的重视程度不足,学生心理因素对教育质量的影响等。本文分别就这些问题进行了分析,并提出了相关的建议。     

中职教师专业化发展的目标取向及推进策略

立足我国中职教育的发展现状,指出中职教师岗位具有教育对象特殊化、所处环境复杂化、工作内容多元化、社会角色综合化等四个特征。从知识结构、职业态度、素质提升等三个角度,分析了目前中职教师专业化发展所存在的主要问题。在此基础上,提出中职教师专业化发展在教育观念、职业道德、业务知识、教学能力和身心素质等五个方面的目标取向。同时,从社会、政府、学校及教师等视角,探讨了中职教师专业化发展的推进策略。     

论教师的语言美及语言修养

语言是人类特有的用来表达意思、交流思想、沟通信息、联络情感的工具。教师职业的特殊性决定了教师要把好语言关,在传授知识、技能的同时,给学生以关的享受。教育教学实践中教师的语言体现着境界关、心灵关、震撼美和艺术美,作为教师,必须从内到外加强语言修养。     

论强化工科院校专业教师人文精神的培养

将专业教育与人文精神培养"一体化"融合,是目前工科院校提升学生综合素质的最佳途径。从工科院校专业教师人文素质存在的问题入手,分析了强化专业教师人文素养的必要性及内涵,在此基础上提出了"转变观念"、自我主动修炼、人文素养意识等四点对策建议。     

我国教师专业化的现状及对策

教师专业化既是国际教师教育改革的基本趋势,也是当前我国教育改革中面临的一个具有重大理论和实践意义的课题。我国在教师专业化建设方面进行了许多成功的尝试,取得了一定的成绩,在实践中也积累了一定的经验。但与西方发达国家相比,目前我国教师专业化的程度较低,专业化素质不高,专业化发展还处在起步阶段。立足我国教师专业化现实,我们必须探索教师专业化发展的有效策略,尽快提升我国教师队伍专业化水平。     

Cultural capital and perception of teacher-student relationships: Uncovering inequalities at schools in China

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the “right culture,” which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students’ perception, and their educational outcomes.     

Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China

Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start–fast decreasing, high start–low decreasing, low start–low increasing, and mid–persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.