从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative

EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’s research efficacy.The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support,and research participation. The study sheds light on teacher educators and EFL preservice teachers,with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

A Study on Informatization Teaching Efficacy in Higher Vocational Education in Guangzhou,China

China has been vigorously promoting the construction and development of Informatization teaching efficacy education.Informatization teaching efficacy was used as an indicator of the psychological state of teachers.This article analyzes relevant literature at home and abroad and determines the five dimensions that affect teachers’informatization teaching efficacy in informatization teaching.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups;key nutrients provided by each food group, The Australian Guide to Healthy Eating;food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%);“sharing information about food labels with your family” (52.4%);“reading food labels when you go shopping” (50.0%);“changing what is on your dinner plate each night” (44.2%);“vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

“优师计划”背景下师范生U-G-S培养模式价值、问题及对策

从“优师计划”背景下师范生U-G-S培养模式价值分析入手,剖析“优师计划”背景下师范生U-G-S培养模式中地方政府、师范院校、中小学校、师范生四个基本要素各自存在问题,提出“四位一体”师范生U-G-S培养模式提升对策,以当地政府为主导、以师范院校为引领、以中小学校为核心、以师范生为主体,统筹各方培养资源和优势力量,激活多方利益主体意愿,助力乡村卓越教师的培养。

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

A Study on Developing College English Teachers＇ Ability of Integrating Academic from the Perspective of Self-efficacy

This article consists of the following parts： First, explains what the teacher efficacy is. Second, analyzes current situation of College English teachers integrating academic ability. Third, talks about the relationship between the efficacy level of College English teachers and the ability to improve the integration of academic from four aspects. Finally, analyzes College English teachers＇ training about integrating academic ability under the efficacy perspective from college English teachers, colleges and social aspects.

血清组织蛋白酶S、颗粒蛋白前体及趋化因子配体12对慢性阻塞性肺疾病急性加重的预测价值

目的探讨血清组织蛋白酶S(CTSS)、颗粒蛋白前体(PGRN)及趋化因子配体12(CXCL12)对慢性阻塞性肺疾病(COPD)急性加重的预测价值。方法选择2020年1月至2023年2月铜陵市立医院收治的202例COPD患者为研究对象,根据是否发生急性加重分为急性加重组(n=64)和非急性加重组(n=138),收集2组患者的血清CTSS、PGRN、CXCL12水平及年龄、性别、体质量指数(BMI)、病程、吸烟史、第一秒呼气容积占预计值百分比(FEV1%)、稳定期慢性阻塞性肺疾病评估测试(CAT)评分等临床资料。采用单因素分析比较2组患者各指标的差异,多因素logistic回归分析COPD患者发生急性加重的独立危险因素,Pearson相关分析血清CTSS、PGRN及CXCL12水平与FEV1%和CAT评分的相关性,相对危险度分析不同水平CTSS、PGRN及CXCL12对COPD患者急性加重的影响,受试者操作特征(ROC)曲线评估血清CTSS、PGRN及CXCL12水平对COPD患者急性加重的预测效能。结果单因素分析结果显示,2组患者的年龄、性别、BMI、病程比较差异无统计学意义(P>0.05);2组患者吸烟者占比、FEV1%、CAT评分及血清CTSS、PGRN、CXCL12水平比较差异有统计学意义(P<0.05)。多因素logistic回归分析结果显示,血清CTSS、PGRN及CXCL12水平升高是COPD患者急性加重的危险因素(P<0.05)。不同FEV1%、CAT评分患者血清CTSS、PGRN、CXCL12水平比较差异有统计学意义(P<0.05)。相关性分析显示,血清CTSS、PGRN、CXCL12水平与FEV1%呈负相关,与CAT评分呈正相关(P<0.05)。危险度分析显示,血清CTSS、PGRN、CXCL12高水平COPD患者急性加重的风险分别是低水平患者的2.089倍(95%置信区间:1.341~3.253)、2.294倍(95%置信区间:1.363~3.862)、2.359倍(95%置信区间:1.459~3.815)。ROC曲线分析显示,血清CTSS、PGRN、CXCL12水平单独预测COPD患者急性加重风险的曲线下面积分别为0.780、0.811、0.775,三者联合预测COPD患者急性加重风险的曲线下面积为0.923。结论血清CTSS、PGRN及CXCL12水平是COPD急性加重的危险因素,血清CTSS、PGRN及CXCL12水平异常升高会显著增加COPD急性加重风险,血清CTSS、PGRN及CXCL12水平联合预测COPD急性加重风险的效能较优。

English as Foreign Language(EFL)Teachers’Efficacy and Positive Achievement Emotions:Relations to Instructional Changes After Attending a Study Abroad Program

Due to government policy,the number of study abroad professional de­velopment program for EFL teachers increased greatly in China during recent years.Study abroad program aims to help EFL teachers improve their knowledge and teaching practices,which requires them to make ad­justments to their traditional teaching styles accordingly.Hence,teachers may experience strong emotional reactions when they are faced with dif­ferent modes of teaching methods.From the perspective of“emotion”,this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy,positive achievement emotions,and instructional changes among 386 Chinese EFL teachers who attended study abroad programs.Purposive sampling was used in data collection.Data analysis was conducted using Structural Equa­tion Model(SEM).The results showed that teacher efficacy correlated pos­itively with positive achievement emotions(enjoyment,hope,and pride)and instructional changes.Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes.Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’thinking and instructional practices.Based on the findings and limitations of this study,implications on teacher education and professional development program,directions and suggestions for future studies are discussed.

高质量的“U-G-I-S-C”教师教育模式构建研究

“U-G-I-S-C”教师教育模式能满足教师教育一体化发展、大学和中小学共同利益实现与优势发挥最大化、实现中国式现代化和教育强国建设培养卓越中小学教师的需要。为进一步提高我国教师教育质量,可从以下几方面优化“U-G-I-S-C”教师教育模式运行策略:明晰合作理念和共同利益目标,合作关系从松散走向共生;建立平等协商和高效工作机制,合作效果从单兵作战走向互惠共赢;共同发展教育作为爱的事业,从利益联合走向文化融合;增进技术赋能,促进教师培养从断裂式走向全程浸入式并基于循证的教师教育过程;完善保障机制,汇聚各方组织的巨大合力。

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

成效·局限·改革:“G-U-S”三位一体协同育师机制审思

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

智慧环境下的“U-S双师”课堂:设计、实施与评价

为破解教师教育者缺乏中小学教学经验、师范生在真实情境中实践机会有限等问题,文章基于协同创新和深度学习理论,系统构建了智慧环境下的“U-S双师”课堂教学设计框架,提出网络直播、真情境教学和课例展示三种双师课堂实施路径以及表现性评价设计步骤,并将其用于实践,开展行动研究。文章认为,智慧环境下的“U-S双师”课堂具有师生协同的互惠性、教学过程的进阶性和学习环境的智能性,是高校教师教育者与中小学教师共同开发课程内容,通过线上线下联袂执教或线下共同教学等形式,为师范生提供多元参与体验和个性化指导机会,促进师范生知识迁移、问题解决和实践创新的一种课堂形态。实践表明,师范生肯定“U-S双师”课堂的教育价值,能够积极参与并顺利完成学习任务,获得较为扎实的数学教学知识,形成创新思维能力和自我发展能力,但是评课交流方面的高阶思维能力亟待加强。

Vagueness in Teachers' Spoken Language

Politeness symbolizes human civilization,and is one of conduct codes of human beings.As a social activity,language use is subject to this code as well.Pragmatic vagueness is a common phenomenon in spoken discourse.Furthermore,it is an important strategy widely used in teachers' spoken language.Based on the politeness principle,this thesis explores the pragmatic vagueness by analyzing teachers' spoken discourse.Employing pragmatic vagueness in teacher's spoken language can smooth the relationship between teachers and students,and help teachers gain foremost effect on the education to their students.

基于PDSA循环的教师课例研修模式及应用实证

PDSA(计划—执行—审视—改进)循环是一种质量管理行动框架,因其能有效地发现并解决问题,逐渐在教育领域获得不断实践和发展。为解决当前课例研修运行模式和活动设计的规范性和实效性不足等问题,在PDSA循环的指导下,重构了教师课例研修模式,开展了两轮PDSA课例研修活动,并使用准实验研究和课堂观察相结合的方法验证了基于PDSA循环的教师课例研修模式的应用效果。研究结果表明,基于PDSA循环的教师课例研修既提高了学生学习兴趣和满意度,也提升了教师信息化教学能力。

Study on the Roles of a Teacher in College English Teaching Mode Based on the Internet

With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.

Two Necessary Elements of Being A Good Language Teacher

How to be a good language teacher has always been a hot topic in both academic and practical areas.This passage discusses about two elements which are important in the view of the author.A good lesson and the role of a teacher have been discussed in this passage.