加强新形势下的师德建设

:师范院校是教育战线的“母机” ,师范院校教师队伍的整体素质 ,直接关系到教育事业的发展。在教师队伍的整体素质中 ,道德素质占有十分重要的地位。就新形势下加强师德建设问题 ,从师德建设所面临的挑战、师德建设的基本内容、师德建设的途径和方法等方面 ,作出简要分析和论述     

培养世界一流教师的中国追求——国家战略和制度转型的一个理性模式

教师教育在最近数十年里经历了全球性的重大变革,中国也在坚持不懈地培养世界一流教师。通过案例研究,全面分析中国在培养世界一流教师国家战略方面的政策过程,重点分析在中国独特的社会文化背境下的政策举措、制度转型以及理性视角下的发展挑战。同时,制度变革的挑战和限制将在以下两个框架内得以检视——现有背景制约因素下的较少可变革性和制度上的可完善性。对未来教师教育改革的启示也将围绕这两个方面进行阐释。最后指出,随着中国国际地位的提高,从其卓越的教育绩效和上海学生在2009年PISA中优异的学业成就可以看出,中国提供了培养世界一流教师队伍的新模式,在全球化时代,这个模式或许对国际社会具有多重意义。     

转型期的日本教师培养改革

进入20世纪80年代以来,日本的教师培养面临前所未有的挑战与课题:社会结构的急剧变化 对教师培养提出了更高的要求;教育病理长期居高不下严重动摇了社会对教师和教师教育的信任。在此背景 下,提高教师专业性,恢复民众对学校和教师的信任,成为日本教师培养改革的基本目标。为达此目标而进行 的教师培养改革呈现出“注重实践”、“强调合作”和“追求高度化”三个特点。在可预见的未来,日本教师教育 改革的基本方向不会发生大的变动。     

教学学术与大学教师专业成长的共轭与生成

大学肩负着教学、研究和服务社会的重要使命。教学学术是大学重要的研究内容,能够有效引领教师的专业成长,突破学术内涵"窄化"问题。在教学学术视阈中探索大学教师专业成长有效策略的生成,引导大学教师进行正确角色定位,树立教学学术理念,着力开展教学学术活动,参与教学学术校本培训,对提升高等教育质量、促进高校教师专业成长具有重要作用。     

加强民族地区教师专业化发展 促进民族地区教育信息化

文章探讨教师专业化的概念及意义,分析加强民族地区教师专业化发展的必要性,提出以加强民族地区教师专业化来促进民族地区教育信息化的发展。     

人本主义理论背景下中小学教师培训课程体系的重构

人本主义强调人的内心世界的重要性,人本主义理论倡导以学生经验为中心的"有意义的自由学习观"。当前中小学教师培训的课程设置存在着从培训者出发、课程结构趋同、偏重理论课程、课程内容缺少整合、课程形式单一呆板等诸多问题。人本主义理论背景下的中小学教师培训,坚持以人为本的人本主义思想,从中小学教师的实际需求出发,合理建构课程结构,科学配置课程资源,有效整合课程内容,丰富课程培训方式,从而实现对中小学教师培训课程体系的重建。     

Bullying: Three Books Delve Behind the Statistics

SUMMARY

Seventy percent of students are bullied in school, many of them because they are, or are perceived to be, lesbian, gay, bisexual, or transgender. Bullying and victimization are not just part of growing up. They have long-term negative consequences for bullies and victims alike. Three recent books shed light on the issues.     

The Expansion of Advocacy Center's Role

No abstract available for this article.     

Gay Youth

Abstract

In recent years there has been a growing awareness among parents and social service professionals of the complex sexual identity development of adolescents. Despite this, adolescents continue to struggle to define their sexual identity. Gay and lesbian adolescents in particular are at risk for a host of problems, including substance abuse and suicide. In this context it is important for social service researchers to study adolescent sexual identity and to report their findings in such a way as to be accessible to professionals and to the public.     

Training Knowledge of Professionals on Specific Topics in Child Sexual Abuse

This exploratory study examined the training background and self-reported level of knowledge of a group of professionals on specific topics in child sexual abuse. The results show that while the vast majority of those working with adult victims, female victims, and incest victims have received training, many professionals working in the area of child sexual abuse treatment have not had training on topics directly related to their work. It was found that fewer than 40% of those working with female offenders, victims and offenders who are gay or lesbian, victims and offenders who have developmental disabilities, or in cases where cultural issues are relevant, have had training in working with these types of cases. Those professionals who had received training reported feeling more knowledgeable on these topics than did those without training. It is recommended that graduate degree programs and continuing education programs examine their offerings in the area of child sexual abuse.