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2023年第2期目录

教师教育研究 教师教育研究
2024-09-23


论技术时代高质量教师教育的路径建构

周 彬

(华东师范大学教师教育学院,上海 200062)

[摘要]正如纸质媒介的出现拉开了儿童与成人的距离,而电子媒介的出现又让儿童消逝,让未成年人和成人得以同时面对人类积累的文化知识;同样的道理,电子媒介和信息技术广泛应用于学校教育中时,学生就会消逝,学习者将崛起并与教育者拥有同样面对文化知识的机会。这就需要改变现有的教师教育体系,才有机会培养技术时代所需的教师。与之相应,教师教育课程要以教育教学技术的积累为前提,并在教育实践中加以检验和修正,才能够保证教师教育培养的未来教师能够融入技术时代,并实现对基础教育实践的引领。实现教育教学知识的持续创新和教育教学技术的不断开发,需要在形式上已经高等教育化的师范院校,实现形式与实质同步的高等教育化。但是,这一切都离不开支撑教师教育体系的技术支撑,只不过技术并非用于引领教师教育的发展趋势,而是用于解放教师教育者在低认知水平事务上的时间与精力。

[关键词]教师教育体系;技术时代;教师教育课程;高等教育化

 

On the Path Construction of High Quality Teacher Education

 in the Technological Era

ZHOU Bin

(College of Teacher Education, East China Normal University, Shanghai, 200062, China)

Abstract: Just as that the emergence of paper media created a gap between children and adults, and electronic media caused children to disappear by allowing minors and adults to face the cultural knowledge at the same time. Similarly, the use of electronic media and information technology in education will cause students to disappear, creating equal opportunities for learners and teachers to face accumulated knowledge. This requires a transformation of the existing teacher education system to prepare teachers for the technological era. Teacher education courses should be based on educational technology and tested and revised in practice to ensure that preservice teachers can integrate technology and lead basic education. To continuously innovate educational knowledge and technology, normal schools in higher education must synchronize form and substance. While technical support is essential for the teacher education system, it should not be the driving force behind its development. Instead, technology should be used to relieve teachers of routine and menial tasks, allowing them to focus on higher-level cognitive work. This can lead to more effective and engaging teaching, ultimately improving student learning outcomes.

Key Words: teacher education system, Technological era, teacher education curriculum, higher education

 

人工智能赋能教师教育的基本问题与应然系统设计

蒋永贵

(杭州师范大学经亨颐教育学院,浙江杭州 311121)

[摘要]人工智能赋能教师教育,已成为国内外教育领域的关注热点。实践中,存在应用取向两极化、游离于教学目标、赋能欠缺科学性、鲜有智能化备课等制约因素。为此,坚持守正创新,以问题为导向,通过系统思维,从根本上厘清人工智能赋能教师教育的四个基本问题,即为谁赋能、赋能什么、怎样赋能和赋能如何。由此,构建出智能教师教育应然系统:一是育人目标为赋能定盘星;二是构建一致性的闭环系统;三是人工与智能技术相协同。

[关键词]人工智能;教师教育;基本问题;应然系统

 

Fundamental Issues and Rational System Design of AI-empowered Teacher Education

JIANG Yong-gui

(Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, Zhejiang, 311121, China)

Abstract: AI-empowered teacher education has become a hot topic in the field of education at home and abroad. In practice, there are constraints such as polarization of applications, deviation from teaching objectives, lack of science in empowerment and insufficient intelligent lesson preparation. Accordingly, the four basic issues of the empowerment, namely, who, what, how and how well are clarified through the problem-oriented and systematic thinking approach of innovation with adherence to integrity. And subsequently, an advisable system of intelligent teacher education is to be constructed: first, to establish educational goals as the guiding stars of empowerment; second, to build a coherent closed loop of teacher education; and third, to synergize artificial and intelligent technologies.

Key Words: artificial intelligence, teacher education, fundamental issues, advisable system

 

专业认证视域下师范生师德培育的生成逻辑、现实审思和实践进路

梁宏亮,艾美伶

(华东师范大学孟宪承书院,上海 200241)

[摘要]对标普通高等学校师范类专业认证的政策要求,创新师范生师德培育模式、全面提升师范生的师德涵养是新时代教师教育的重要着力点。本文基于师范类专业认证的理念和实践,系统梳理了师范生师德培育的生成逻辑,并从国家政策、高校实践和所临挑战三个方面对师范生师德培育提出现实审思。最后,对标师范类专业认证“学生中心、产出导向、持续改进”的核心理念,从以学生为中心夯实师德培育的顶层设计,以产出为导向创新师德培育的实践养成和以改进为抓手提升师德培育的质量文化三向度提出师范生师德培育的实践进路。

[关键词]师德培育;专业认证;师范生;模式创新

 

The Generative Logic, Realistic Thinking and Practical Approach to the Cultivation of Normal University Students in the Perspective of Professional Certification

LIANG Hong-liang, AI Mei-ling

(Meng Xiancheng College, East China Normal University, Shanghai, 200241,China)

Abstract: In accordance with the policy requirements for the certification of teacher education majors in colleges and universities, innovating the mode of student teacher ethics cultivation and comprehensively improving the cultivation of teacher ethics for student teachers are the key points of teacher education in the new era. Based on the concept and practice of teacher education professional certification, this paper systematically combs the generation logic of teacher education ethics cultivation of student teachers, and puts forward practical thoughts on teacher education ethics cultivation of student teachers from three aspects: national policies, university practice and challenges. Finally, based on the core concept of “student centered, output oriented, and continuous improvement” in the certification of normal education majors, this paper proposes a practical way of student teacher ethics cultivation in three dimensions: “student-centered, output-oriented, innovation-oriented and quality culture-oriented”.

Key Words: cultivation of teachers’ ethics, professional certification, normal students, model innovation

 

实践育人模式的变革与创新

——基于师范生的“影子校长”项目

陆 超

(华东师范大学教育学部,上海 200062)

[摘要]新时代的教育呼唤卓越教师,基于三全育人、师范专业认证的理念,华东师范大学教育学部积极探索实践育人的新路径,开展“影子校长”实践育人项目,旨在培养“未来教育引领者”这一卓越型人才。本研究揭示了该项目通过组织机制、学习模式与认知方式的重构对育人模式进行深度变革,促使师范生在知识场、文化场、实践场的共同作用下,以循环互构的方式生成实践性知识,提升教育领导素养。并从激发学生自主学习力,构建协同育人新生态的角度对项目的优化和发展提出建议。

[关键词]“影子校长”;实践育人;实践性知识;教育领导力

 

Reform and Innovation of Practical Education Model:The Experience and Enlightenment of “Shadow Principal” Project Based on Normal Students
LU Chao

(Faculty of Education, East China Normal University, Shanghai 200062, China)

Abstract: Education in the new era calls for outstanding teachers. Based on the concept of “three-all education” and “teacher professional certification”, the education discipline of East China Normal University actively explores the new path of practical education, and focuses on the “shadow principal” practical education project, aiming at cultivating the “future education leader” as outstanding talents. This study reveals that the project has made a deep change to the education model through the reconfiguration of organizational mechanism, learning mode and cognitive mode, and promoted normal school students to generate practical knowledge in a circular and interactive way under the joint effect of knowledge field, cultural field and practice field, so as to improve the quality of education leadership. It also puts forward suggestions for the optimization and development of the project from the perspective of stimulating students’ autonomous learning ability and building a new ecosystem of collaborative education.

Key Words: “shadow principal”, practical education, practical knowledge, educational leadership

 

基于多模态语料库的教师话语分析:缘起、内涵及效力

杨 伊1,陈昌来2,陈兴冶3

(1.上海师范大学教育学院,上海 200234;

2.上海师范大学对外汉语学院,上海 200234;

3.上海市实验学校,上海 200125)

[摘要]教师话语分析是教育学领域的重要研究议题,传统分析方法仅关注单一模态的文本内容,在全面还原话语情境、处理师生共时性话语、辨识非言语特征所传递的复杂意图等方面解释力不足。作为语用学核心领域之一的言语行为理论认为话语具有行为本质,近年来兴起的多模态话语分析以此为理论基础,突破了传统文本语料库的局限,将韵律、动作、意图、情境等多种语力表达手段纳入语料库中。结合多模态语料库中的具体教学案例进行剖析,可以发现该方法更能真实复现师生交互情景,多元展现语力表达形式,以及显化教师话语策略特征;未来在促进教师专业发展,揭示名师教学策略特征方面,将产生积极的作用。

[关键词]多模态;教师话语;话语分析;言语行为理论;语力

 

Teacher Discourse Analysis Based on Multimodal Corpus:Connotation, Origin and Effectiveness
YANG Yi1, CHEN Chang-lai2, CHEN Xing-ye3

(1.School of Education, Shanghai Normal University, Shanghai, 200234,China;

2.International College of Chinese Studies, Shanghai Normal University, Shanghai, 200234, China;3.Shanghai Experimental School, Shanghai,200125, China)

Abstract: Teacher discourse analysis is an important research topic in pedagogy. Traditional analysis methods only focus on the single-model textual content, which is insufficient in terms of fully restoring the discourse situation, processing the synchronic discourse between teachers and students, and identifying the complex intention conveyed by non-verbal features. As one of the core fields of pragmatics, speech act theory asserts that discourse has behavioral nature. Based on this theory, multimodal discourse analysis, which has emerged in recent years, breaks through the limitations of traditional textual corpora and incorporates various expressive such as prosody, action, intention and situation into the corpus. Combined with the analysis of specific teaching cases in the multi-modal corpus, it can be found that this method can more effectively reproduce the teacher-student interaction, demonstrate the expression forms of language power in multiple ways, and manifest the characteristics of teachers’ discourse strategies. In the future, it will play a positive role in promoting teachers’ professional development and revealing the characteristics of famous teachers’ teaching strategies.

Key Words: multimodal, teacher discourse, discourse analysis, speech act theory, linguistic power

 

中小学线上线下教学融合的实践困惑与评价改进

田爱丽,肖 敏,侯春笑

(华东师范大学教育学部,上海 200062)

[摘要]大规模问卷调查与案例研究发现,当前中小学线上线下教学融合面临着线上学习体验不佳,线下教学实践成效有待提升,教学数据的采集、分析和可视化呈现不充分等困惑。开展线上线下教学融合的评价,旨在促进学生核心素养的发展,优化线上学习体验,促进学科实践有效开展。运用扎根理论、德尔菲法以及行动研究等方法,本研究建构了涵盖融合教学的目标制定、融合教学的活动设计、线上教学的组织实施、线下教学的组织实施等四个一级指标、十六个二级指标、五十七个三级观测点的评价指标体系。指标体系的落实需要教师素养的提升、支持要素的强化以及学校领导管理能力提升等的系统支持。评价时要做到事先充分准备、有评价方案,评价过程科学、合理,评价后有研讨和反思。评价结果的使用着重于诊断成效、持续改进,起到奖优容错、激励改革,成事成人、促进转型的目的。

[关键词]线上线下教学融合;实践困惑;评价改进

 

Practical Puzzlement and Evaluation Improvement of Online-Merge-Offline (OMO) Education

TIAN Ai-li, XIAO Min, HOU Chun-xiao

(Faculty of Education, East China Normal University, Shanghai 200062, China)

Abstract: The OMO education in primary and secondary schools has been shown to face several challenges through large-scale questionnaire surveys and case studies, including insufficient online learning experiences, the need for improved effectiveness of offline teaching practices, and inadequate data collection, analysis, and visualization. To address these issues, the evaluation of online-merge-offline aims to promote students’ core competency development, optimize their online learning experiences, and enhance the effectiveness of subject practice. This study employs grounded theory, the Delphi method, and action research and other methods to construct an evaluation index system covering four first-level indicators, sixteen secondary indicators and fifty-seven tertiary observation points. The successful implementation of the index system requires systematic support, including improving teachers’ competencies, strengthening supporting elements, and enhancing school leadership and management capabilities. The evaluation process should be well-planned, scientifically, and reasonably executed, and followed by discussions and reflections. The evaluation results should focus on diagnosing effectiveness, continuous improvement, rewarding excellence, tolerating errors, motivating reform, achieving results, and promoting transformation.

Key Words: Online-Merge-Offline (OMO) Education, practice puzzlement, evaluation improvement

 

网络研修中教师深度学习分析及支持对策研究

李宝敏,孔炫文,王钰彪

(华东师范大学开放教育学院,上海 200062)

[摘要]在教育数字化转型背景下,教师的网络研修已成为促进教师学习与专业发展的重要研修方式。为了探究网络研修中教师学习的质量与学习深度,本文结合内容分析与社会网络分析法,以教师的话语分析透视教师学习过程,探讨网络研修社群中教师的学习深度,指导共同体中各角色成员有效开展对话与深度讨论,最终指向教师实践性知识生成。研究发现:教师在线学习停留在经验分享阶段,缺乏批判与分歧性话语、问题深度不足,在线学习的知识网络结构松散,知识建构方向表现为阶段迂回和总体上升趋势。基于研究发现的问题,提出“加强问题设计”、“强化坊主专业引导”、“促进知识建构深度”、“加强教师学习分析”等具体化支持对策,以期促进网络研修中教师知识生成的深度与实践性知识生成。

[关键词]教师学习;深度学习;网络研修;社会网络分析

 

Analysis of teachers’ Deep Learning in Online Training and Support Measures

LI Bao-min, KONG Xuan-wen, WANG Yu-biao

(Faculty of Education, East China Normal University, Shanghai, 200062,China)

Abstract: In the context of the digital transformation of education, online teachers training has become an important training method to promote teachers’ learning and professional development. To explore the quality and depth of learning in teachers’ online training, this paper combines content analysis and social network analysis, analyzes the teachers’ learning process through teacher’s discourse analysis, explores the learning depth of teachers in online training community, and guides the members of various roles in the community to effectively carry out dialogues and in-depth discussions, and ultimately point to the generation of teachers’ practical knowledge. The research finds that teachers’ online learning stays at the stage of experience sharing, lacks critical and divergent discourse, the depth of questions is insufficient, the knowledge network structure of online learning is loose, and the direction of knowledge construction shows stage detours and an overall upward trend. Based on the problems found in the research, specific support countermeasures such as “strengthening the design of questions”, “strengthening the professional guidance of workshop owners”, “promoting the depth of knowledge construction” and “strengthening teachers’ learning analysis” are proposed to promote the depth and usefulness of teachers’ knowledge generation in network training.

Key Words: teacher learning, deep learning, network training, social network analysis

 

乡村教师深层情绪劳动与工作满意度的关系:

工作投入和心理资本的链式中介作用

蒋 蓉,曾 晓,任 卓

(湖南第一师范学院教育学院,湖南长沙 410205)

[摘要]为探究乡村教师深层情绪劳动与工作满意度之间的关系,以及心理资本和工作投入在其中的作用,采用问卷法对761名乡村教师进行调查研究。结果发现:深层情绪劳动、工作满意度、心理资本、工作投入两两显著正相关;乡村教师深层情绪劳动对工作满意度的直接效应不显著,工作投入和心理资本以及工作投入-心理资本在深层情绪劳动与工作满意度之间的独立中介和链式中介效应显著。因此,工作投入和心理资本在深层情绪劳动和工作满意度之间起完全中介作用,乡村教师深层情绪劳动可以通过工作投入和心理资本的中介作用以及工作投入-心理资本的链式中介作用间接影响其工作满意度。

[关键词]深层情绪劳动;工作满意度;工作投入;心理资本;链式中介作用

 

The Relationship Between Deep Emotional Labor and Job Satisfaction of Rural Teachers: The Chain Mediating Effect of Job Engagement and Psychological Capital

JIANG Rong, ZENG Xiao, REN Zhuo

(School of Education, Hunan First Normal University, Changsha, Hunan 410205)

Abstract: In order to explore the relationship between deep emotional labor and job satisfaction among rural teachers, as well as the role played by job engagement and psychological capital, 761 rural teachers are studied in this study adopting the primary and secondary school teachers’ Emotional Labor Scale, Job Involvement Scale, Teacher Psychological Capital Scale, and Teacher Job Satisfaction Scale in primary and secondary schools. The results show that deep emotional labor, job satisfaction, psychological capital, and job engagement are significantly positively correlated. The direct effect of deep emotional labor on job satisfaction of rural teachers is not significant, but the independent mediating and chain mediating effects of job engagement and psychological capital, and job engagement-psychological capital between deep emotional labor and job satisfaction are significant. Therefore, job engagement and psychological capital play a completely mediating role between deep emotional labor and job satisfaction, and rural teachers’ deep emotional labor can indirectly affect their job satisfaction through the mediating effect of job engagement and psychological capital, and the chain mediating effect of job investment-psychological capital.

Key Words: deep emotional labor, job satisfaction; psychological capital, job engagement, chain mediation

 

项目化学习中的教师:角色认知与胜任力要素

万 恒,高辛宇

(华东师范大学教育学部,上海 200062)

[摘要]2022年版的新课标颁布后,项目化学习(Project-based Learning, PBL)成为学校推动育人方式改革,避免素养导向下素养目标与课程目标相背离的主要手段。然而学校在实践项目化学习中面临着诸多挑战,尤其是教师应该如何胜任项目实施全过程中的“以学定教”、“以教引学”、“以评促学”以真正实现教学模式和学习方式的转变的问题。本文从学习科学视角呈现了与传统学科教学相比项目化学习的差异特征的学习样态,归纳出项目化学习中教师的四大角色为项目设计者、项目管理者、学习促进者与行动研究者,最后基于“整体胜任力模型”从认知胜任力、专业胜任力、社会胜任力三个层面析出了教师胜任力要素,为赋能教师的行动指明方向。

[关键词]项目化学习;教师角色;教师胜任力

 

Project-Based Learning Teachers: Role Cognitions and Competence Elements

WAN Heng, GAO Xin-yu

(Faculty of Education, East China Normal University, Shanghai, 200062,China)

Abstract: After the enactment of the new curriculum standard in 2022, Project-based Learning (PBL) has become a main means for schools to promote educational reform, in order to avoid a deviation between the competency goals and curriculum objectives. However, Schools face many challenges in implementing project-based learning, especially with regards to how teachers can manage the entire process of “teaching by learning,”“guiding learning by teaching,” and “fostering learning by evaluation” in order to truly achieve a transformation of teaching modes and learning styles. This paper presents the learning characteristics of project-based learning compared to traditional subject teaching from the perspective of learning science and summarizes the four roles of teachers in project-based learning as project designers, project managers, learning facilitators, and action researchers. Finally, based on the “Holistic Model of Competence,” this paper outlines the elements of teacher competency from three aspects: cognitive competency, professional competency, and social competency, in order to provide guidance for empowering teachers.

Key Words: project-based learning, role cognitions, teacher competence

 

乡村教师何以坚守且卓越

——基于四位乡村卓越教师的叙事分析

王 伟,唐文静

(湖南师范大学乡村教育研究中心,湖南长沙 410081)

[摘要]本研究采用教育叙事研究方法,以四位乡村卓越教师为典型个案,深入探究这一群体能坚守乡村教育又在工作中成就卓越的原因。研究发现,成就乡村教师坚守且卓越的影响因素,主要有坚定的教育信仰、精准的激励、强有力的学校文化和乡村社会融入。为了让更多的乡村教师实现坚守且卓越,应提高对乡村教师支持与评价的精准性,科学引领乡村教师专业化发展;增强乡村教师与乡村社会的联系,厚植乡村教师的乡土情怀;发挥校长在创设强有力的学校文化中的作用,提升乡村教师队伍的活力与凝聚力;坚持将教师教育信仰的培育贯穿于教师教育体系,提升乡村教师坚守的“持续性”。

[关键词]乡村教师;教育信仰;学校文化;乡村社会融入;教育叙事研究

 

Why Rural Teachers Persist and be Excellent: A Narrative Analysis on Four Outstanding Rural Teachers

WANG Wei, TANG Wen-jing

(Research Center for Rural Education, Hunan Normal University, Changsha, 410081, China)

Abstract: This research adopts the method of narrative research and chooses four excellent rural teachers as typical participants to explore in depth the reasons why this group can insist on rural education and acquiring excellence in their work. The study finds that the influencing factors for rural teachers’ persistence and excellence mainly include firm educational beliefs, precise incentives, strong school culture, and social integration in rural community. In order to make more rural teachers achieve persistence and excellence, the accuracy of support and evaluation for rural teachers should be improved to guide their professional development; the connection between rural teachers and rural society should be strengthened to cultivate rural emotions among rural teachers; the role of principals should be taken for creating a strong school culture, and enhance the vitality and cohesion of rural teachers team; the cultivation of teacher education beliefs should be integrated into the teacher education system for enhancing the “sustainability” of rural teachers.

Key Words: rural teachers; educational belief, school culture, social integration into rural community, educational narrative research

 

轮岗交流制度下的教师知识发展:困境及进路

阙粤红,羊以玲

(华东师范大学教育学部,上海 200062)

[摘要]学校间的知识势差往往与教师这一主要知识载体分布的非均衡性相关,轮岗交流制度的功能实现需要以骨干教师在学校间的流动促进薄弱校教师知识的发展。审视轮岗交流制度下教师知识发展的实际样态发现,组织惰性行为抑制了教师知识获取动力,教育场域差异削弱了隐性知识传递效果,知识位势差距影响了教师知识内化效率。在传统SECI模型的基础上,以轮岗教师知识的转移扩散为关键要素,构建轮岗交流制度下涵盖“潜移默化”“协商对话”“系统整合”“实践反思”四个阶段的教师知识发展模型并解释其内在机理,据此提出相应保障措施,力图促进薄弱校知识存量的积累与增长,破解区域教育发展不充分不均衡难题。

[关键词]教师轮岗;教师知识;知识创生;教育资源共享

 

Dilemmas and Approaches of Teachers’ Knowledge Development under the Teacher Rotation System

QUE Yue-hong, YANG Yi-ling

(Faculty of Education, East China Normal University, Shanghai, 200062)

Abstract: Knowledge gaps between schools are often linked to the uneven distribution of teachers, who are the main bearers of knowledge. For the Teacher Rotation System to work, it is necessary to promote the development of teachers’ knowledge in weak schools through the mobility of backbone teachers between schools. This paper examines the actual patterns of teacher knowledge development under the Teacher Rotation System, and finds that organizational inertia inhibits teachers’ motivation to acquire knowledge, educational field differences weaken the effect of tacit knowledge transfer, and the knowledge potential gap affects the efficiency of teachers’ knowledge internalisation. Based on the traditional SECI model, this study takes the transfer and diffusion of rotating teachers’ knowledge as the key element, and constructs a model that includes “implicit transfer”, “negotiation and dialogue”, “systematic integration”, and “practical reflection” under the Teacher Rotating System. Also, its internal mechanisms are explained. Finally, appropriate safeguards are proposed in an attempt to promote the accumulation and growth of knowledge in weak schools.

Key Words: teacher rotation, teacher knowledge, knowledge creation, educational resources sharing

 

参与数学文化活动对小学数学教师专业发展的影响

——基于对11228名小学数学教师的实证调研

陈 婷1,2,孙琪琪2

(1. 西南大学基础教育研究中心,重庆400715;

2. 西南大学教育学部,重庆 400715)

[摘要]基于对11228名小学数学教师的实证调研,使用多元线性回归分析方法,探讨参与不同类型数学文化活动对小学数学教师专业发展的影响。研究发现:参与数学文化课题研讨活动、数学文化节活动与教师专业发展及其分维度两两之间呈显著正相关。相比于数学文化优质课大赛,参加数学文化课题研讨和数学文化节活动对教师专业发展的影响更加显著。其中,数学文化优质课大赛中的讲课大赛对小学数学教师专业行为的正向影响更加显著;数学文化课题研讨活动中的数学文化经验交流比论文征文比赛和小课题研究更能促进教师专业发展。此外,数学文化活动对教师专业发展的影响存在学校位置、教师任教年级、性别、教龄和学历差异。上述结果表明了参与数学文化活动的重要意义,并为更好地开展数学文化活动、促进小学数学教师专业发展提供路径参考。

[关键词]数学文化活动;小学数学教师;教师专业发展

 

A Study on the Influence of Teachers’ Participation in Mathematical Cultural Activities on the Professional Development for Mathematics in Primary School: An Empirical Investigation of 11228 Primary School Mathematics Teachers

CHEN Ting1,2,SUN Qi-qi2

(1.Center for Basic Education, Southwest University, Chongqing 400715, China;

2.Faculty of Education, Southwest University, Chongqing 400715, China)

Abstract: Based on the empirical investigation of 11228 primary school mathematics teachers, this paper uses multiple linear regression analysis to deeply explore the influence of participating in different types of mathematical cultural activities on the professional development of primary school mathematics teachers. The results show that there is a significant positive correlation between participation in mathematics culture project research, mathematics culture festival activities and teachers’ professional development and its sub-dimensions. Compared with the mathematics culture quality course competition, participating in mathematics culture project research and mathematics culture Festival has a more significant impact on teacher professional development. Among them, the teaching competition in the mathematics culture quality course competition has a more significant positive impact on the professional behavior of primary school mathematics teachers. The exchange of mathematical culture experience in the mathematics culture research can promote teacher professional development more than the essay competition and the small topic research. In addition, the influence of mathematical cultural activities on teachers’ professional development varied in terms of school location, teachers’ grades, gender, teaching experience, and educational background. The above results show the significance of participating in mathematical cultural activities, and provide a reference for better carrying out mathematical cultural activities and promoting the professional development of primary school mathematics teachers.

Key Words: mathematical cultural activities, elementary school math teacher, teacher professional development

 

普通高中特色建设进程中的教师发展

蔡 文

(1.上海师范大学基础教育发展研究院/上海师范大学第二附属中学,上海 200234)

[摘要]结合上海市特色普通高中建设背景与自身创建实践经验,提出影响普通高中特色建设进程中教师发展的主要维度,即“价值认同”“课程平台”“真实动力”“倒逼机制”。借鉴成功创建上海市特色高中教师队伍建设的先进经验,提出促进普通高中特色建设与教师队伍协同发展的策略建议:描绘特色高中的发展愿景,唤醒教师专业发展的主体自觉;编制融入特色课程的学校课程图谱,搭建教师特色发展的课程平台;以真实问题解决为导向,创建教师发展的动力机制;以学生社团、项目研究为抓手,形成教师特色发展的倒逼机制。

[关键词]普通高中;特色建设;教师发展;对策建议

 

Teacher Development in the Process of Building Characteristics of General High Schools

CAI Wen

(Institute of Basic Education Development, Shanghai Normal University/No.2 High

School Affiliated to Shanghai Normal University, Shanghai, 200234, China)

Abstract: Referring to the evaluative index system of Shanghai characteristic high schools, this paper elucidates the connotation and challenges of the characteristic development of general high schools, and analyzes the unique role of teachers’ development in the establishment of characteristic high schools. Based on the establishment of Shanghai characteristic high schools, this paper puts forward the main problems affecting the development of teachers in the process of characteristic construction of general high schools, which are mainly manifested in four deficiencies, namely lack of value identity, lack of curriculum platform, lack of realistic motivation and lack of anti-driving mechanism. Drawing lessons from the advanced experience of successfully establishing the construction of teachers’ team in Shanghai characteristic high schools, this paper puts forward some suggestions to promote the coordinated development of the construction of characteristics and teachers’ team in general high schools: describing the development vision of characteristic high schools; awakening the subjective consciousness of teachers’ professional development; weaving the school curriculum map integrated into the characteristic curriculum; building the curriculum platform for the development of teachers’ characteristics; creating a dynamic mechanism for teachers’ development guided by real problem solving and taking student associations and project research as the starting point to form anti-driving mechanism for the development of teachers’ characteristics.

Key Words: ordinary high school, characteristic construction, teachers’ development, countermeasures and suggestions

 

中小学教师从教动机对职业倦怠感的影响研究

——教师社会情感能力的中介作用

刘珈宏1,冯剑峰1,秦鑫鑫2,3

(1.华东师范大学基础教育与终身教育发展部,上海 200062;

2.江苏大学教师教育学院,江苏镇江 212013;

3.江苏大学管理学院,江苏镇江 212013)

[摘要]教师职业倦怠感通过影响教师身心健康和工作状态,进而对学生的学习与发展产生负面影响。教师职业倦怠感相关研究注重对外部影响因素的探讨,缺乏教师从教动机和社会情感能力对职业倦怠感影响的研究。本研究基于1169位中小学教师的问卷调查,探讨了教师内外从教动机和社会情感能力对职业倦怠感的作用机制。结果表明,教师职业倦怠感在性别、学段、职称和学校类型上存在显著性差异;教师内部从教动机和社会情感能力负向显著影响职业倦怠感,外部从教动机正向显著影响职业倦怠感;社会情感能力在内部从教动机对职业倦怠感的影响中起到部分中介作用。教育主管部门和学校可以通过革新教师引育理念、保留教师从教“初心”和提高社会情感能力,预防或缓解中小学教师的职业倦怠感。

[关键词]内部从教动机;外部从教动机;社会情感能力;职业倦怠感

 

Motivation for Teaching on Job Burnout: Testing the Mediating Role of Social-Emotional Competence

LIU Jia-hong1, FENG Jian-feng1, QIN Xin-xin2,3

(1.Basic Education and Lifelong Education Development Department, East China Normal University,Shanghai,200062, China;

2.School of Teacher Education, Jiangsu University, Zhenjiang, 212013, China;

3.School of Management, Jiangsu University, Zhenjiang, 212013, China)

Abstract: Teacher job burnout has a negative impact on student learning and development by affecting teachers’ physical health and mental and work status. Research on teacher burnout has focused on external influences, while there is a lack of research on the impact of teachers’ motivation and socio-emotional competencies on burnout. Based on a questionnaire survey of 1169 primary and secondary teachers, this study investigated the mechanisms of teachers’ internal and external motivation for teaching and socio-emotional competence on perceptions of job burnout. The results indicate that there are significant differences in teacher burnout in terms of gender, school level, job title and school type. Teachers’ intrinsic motivation for teaching and social-emotional competence have a positive and negative effect on job burnout. Teachers’ social-emotional competence partially mediates the effect of teachers’ intrinsic motivation for teaching on job burnout. Education administrators and school leaders can prevent or mitigate teacher burnout through innovative teacher recruitment and development philosophies, retaining teachers’ ‘originality’, and improving social-emotional competence.

Key Words: intrinsic motivation for teaching, extrinsic motivation for teaching, social-emotional competence, teacher job burnout

 

打破“以偏概全”:新时代我国小学全科教师培养的样态重构

马一先,张万朋

(华东师范大学教育学部,上海 200062)

[摘要]小学全科教师的培养问题是近年来教师教育研究的一个重要话题。本文认为,在新时代建设教育强国的背景下,当前小学全科教师的培养在内涵理解、机制设计以及实践路径等三大方面均存在着一定程度的偏差。为了扭转这种“以偏概全”的误区,文章在系统分析“三大偏差”的表现及其产生的具体原因的基础上,从高质量教育发展战略下的认识理解重构、育人机制改革情境下的机制设计重构、教师专业发展新格局下的实践路径重构三方面提出了纠偏的解决方案,力图更好地诠释新时代小学全科教师培养的新样态。

[关键词]小学全科教师;全科教师培养;样态重构

 

Breaking “General Overview”: The Reconstruction of Our Elementary School General Teacher Training in the New Era

MA Yi-xian, ZHANG Wan-peng

(Faculty of Education, East China Normal University, Shanghai 200062, China)

Abstract: The training of primary school general teachers is an important topic in teacher education research in recent years. This paper argues that, in the context of strengthening education in the new era, the current training of primary school general teachers has certain deviations in terms of understanding of connotation, mechanism design and practical path. In order to correct this “General Overview” misunderstanding, based on a systematic analysis of the manifestations and specific causes of the “three major deviations”, this paper proposes solutions to correct these deviations from three aspects: the reconstruction of understanding under the high-quality education development strategy, the reconstruction of mechanism design under the reform of education mechanism, and the reconstruction of practical path under the new pattern of teacher professional development. It aims to better interpret the new model of primary school generalist teacher training in the new era.

Key Words: primary school general subject teachers, general subject teacher training, shape reconstruction

 

基于师道教育的普通高中课程改革实践

李 元,张铮乾

(上海师范大学附属嘉定高级中学,上海 201800)

[摘要]师道教育特色普通高中的创建,是中小学校作为主体,践行“双新”理念、推进课程改革实践和育人方式变革所做出的主动探索。上海师范大学附属嘉定高级中学确立“志道、据德、依仁、游艺”的培养目标,赋予师道传统以新的时代内涵,并以此统领课程建设,在显性课程和隐性课程领域积极探索并呈现“师道教育”特色,形成面向全体学生的师道教育特色课程体系。由此指引学生求知学技,涵养道德情操,激励学生终身学习,从而使学生具备能够适应未来社会发展需求的爱国情怀、社会责任感、创新精神和实践能力,担当民族复兴大任。

[关键词]课程建设;师道教育;特色高中

 

On Curriculum Reform in Senior Higher School Featuring Teaching-Education

LI Yuan, ZHANG Zheng-qian

(Jiading Senior High School Affiliated to Shanghai Normal University, Shanghai, 201800, China)

Abstract: Building up a senior high school featuring with teaching-education, practiced by Jiading Senior High School Affiliated to Shanghai Normal University, is an active response to the two new conceptions——New Curriculum and New Textbooks——in reforming both curriculum and educational methods in middle and primary schools. This school aims to cultivate students with aspiration, benevolence, versatility, and sense of social justice, the virtues summarized from Confucius’ doctrine, endowing traditional teaching-education with new connotations. With this aim, the school makes enthusiastic exploration in both traditional class teaching and special selected courses, lectures and activities, and constructs a new curriculum system featuring teaching-education for both teachers and students. This new curriculum featuring teaching-education guides students to crave for knowledge, improves their moral standards, encourages them to learn throughout their lives, and equips students with patriotism, social responsibility, initiative and practical spirit so as to shoulder the mission of national rejuvenation.

Key Words: construction of curriculum, teaching-education, a senior high school with characteristics

 

指向实践智慧生成的师范生教育见实习机制改革思考

——来自新加坡V3SK框架的启示

王 健1,孟丹祺2

(1.上海师范大学基础教育处,上海 200233;2.上海师范大学教育学院,上海 200233)

[摘要]注重实践智慧生成是当代教师教育的重要取向。当前的师范生教育见实习在空间的“情境”和时序的“脉络”上仍存在缺失和断裂的问题。充分学习借鉴新加坡如师范生教育见实习系统设计的“结构化”思维及精细操作的“颗粒度”所彰显出来的专业、精致品质,基于“技”与“道”的统一,应当在师范生教育见实习中加强师范生教育情意的涵育、强化多维协同的指导机制、推动见实习课程的结构化,以促成师范生教育实践智慧的不断生成。

[关键词]教育见实习;实践智慧;师范生

 

Reflection on the Reform of Normal University Students’ Educational Probation and Practice Mechanism Oriented to Practical Wisdom Generation: Enlightenment from V3SK Framework in Singapore

WANG Jian1, MENG Dan-qi2

(1.Division of Basic Education, Shanghai Normal University, Shanghai, 200233, China;2.College of Education, Shanghai Normal University, Shanghai, 200233, China)

Abstract: Emphasis on practical wisdom generation is an important orientation of contemporary teacher education. The current educational probation and practice of normal university students still suffers from a lack of spatial “cultural lineage” and a break in the chronological “pulse”. Based on the unity of “skill” and “Tao”, and learning from the professional and refined quality manifested by the “structured” thinking and the “granularity” of the fine operation in the design of normal university students’ educational probation and practice system in Singapore, we should intensify the cultivation of normal university students’ educational sentiments, strengthen the multidimensional and collaborative guidance mechanism, and promote the structure of the practice curriculum, so as to contribute to the continuous generation of normal university students’ educational practice wisdom.

Key Words: educational probation and practicepractical wisdom, practical wisdom, normal university students

 

 

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