学习视角下教师教育课程的认知困境

教师教育课程的安排是以学科逻辑结构为依据的,使得教育理论远离了学生的经验,人为增加学习难度,教师教育课程应该从学科课程与教学法为切入点。教师教育课程内部的知识结构从理论到理论,割裂了认知过程,应该通过对他人实践过程的学习来弥补这个缺陷。学生的教育实习与教育理论学习是脱节的,使得教育理论无法指导学生的教育实践,也无法通过自身的教育实践来检验教育理论的合理性。所以,教育实习指导教师应该有意识地加强这方面的指导,帮助学生最后完成教育理论的学习。     

孔子的心理调适策略及对教师的启示

孔子以丰厚的学识修养锻炼出成熟丰富的心理调适策略:树立崇高的价值取向;构建学习型生活方式;培养高雅的生活情趣;固守正确的交友观念;保持幽默的人生态度。这些策略对当代教师具有重要的借鉴意义。     

三元交互决定论对幼儿园新教师职业适应的启示

社会认知心理学家阿尔伯特·班杜拉提出三元交互决定论，认为个体、环境、行为三者之间互为因果，每两者之间都具有双向的互动和决定关系。幼儿园新教师入职过程是教师个人、幼儿园环境以及教师行为之间相互作用相互影响的过程。本文试图以三元交互决定论为理论基础，来探讨幼儿园新教师职业适应问题，并从教师个体认知、幼儿园环境以及教师个体行为三个方面分别作了阐述，以期对幼儿园新教师职业适应问题有所启示。     

Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly, our study evaluated whether teacher sensitivity may protect less securely attached children against forming less close relationships with their teachers. In a sample of 127 children, mother–child attachment was observed in preschool. In kindergarten, teacher sensitivity was observed, and teacher–child closeness and child aggressive behavior were rated by the teacher. Results of multilevel hierarchical regression analyses first showed that with high teacher–child closeness, less securely attached children are no longer at risk for more aggressive behavior. Secondly, it was found that with high teacher sensitivity, less securely attached children are no longer at risk for developing less close relationships with their teachers.     

萨迦政权时期的两个问题

十三万户的建立和八思巴受封“帝师”是元代西藏历史上的两个重要问题,但十三万户建立的时间和名称以及八思巴受封帝师的时间和封号的内容,在各种汉藏文史料中记载不同,以致在教学中出现混乱现象。本文拟通过以汉藏文史料对比的形式,对这两个历史问题进行考证,以期得到更符合历史史实的认识。     

提高民族学生英语发音的方法

提高学生的英语语音发音对提高民族学生的英语整体水平起着不容质疑的基石作用。本文就如何开展该方面的教学、培养学生的学习兴趣及学习技巧提出一些浅显的建议。     

The Black male teacher: a 10-year content analysis of empirical research

ABSTRACT

The purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of n = 31 studies were identified and examined from articles published between 2006 and 2016. Then frequency data were computed to characterize the data under investigation. The study results indicate that Black male teacher research is nuanced and burgeoning, despite several lapses in article production. The results of this study contribute to the literature on Black male teacher recruitment, retention, and experiences by providing a survey of current research trends that suggest areas of strength, as well as challenges warranting further consideration.     

近五年陕西省中小学教师培训多元化需求分析调查及解决策略研究

通过对自2009年以来近五年我国中小学教师专业培训需求研究成果进行分析和整理,分别从培训需求政策、培训动机需求、课程需求、模式需求等方面进行分析,最后提出解决培训中出现的问题和策略,旨在为教育行政部门提供可借鉴的参考。     

论我国学前教育专业人才培养规格之嬗变

我国学前专业人才培养规格历史的基本走向是：清末民初时期的幼儿园教师培养制度初建,建国初期学习苏联幼儿园教师培养经验,改革开放初期提出幼儿园教师培养基本要求,21世纪初期肯定幼儿园教师专业地位,2010年以来幼儿园教师培养迈向标准化。学前教育专业学生培养的规格取向由只重保育到保教结合,由保姆到专业教师,由重理论学习到理论与实践相结合。学前专业人才培养规格从萌芽、形成走向逐渐清晰和成熟。审视和梳理我国学前教育专业人才培养规格的历史演变,总结其发展趋势,旨在准确认识和把握当前学前教育专业的人才培养规格,构建在培养规格科学定位指导下与之相匹配的课程体系。