Examining the Current State of Reflective Teaching Practices Among Newly Appointed Primary School Teachers

This study focused on three newly appointed primary school teachers in City D as research subjects.Utilizing research methods such as interviews,text analysis,and observation,the findings revealed that these teachers exhibited a substantial grasp of teaching reflection.The predominant emphasis in their teaching reflection levels was observed at the technical reasonable reflection and practical action reflection stages.To enhance the reflection levels of these novice teachers,it is recommended to foster their professional ethics,institute a diverse training system,and enhance the school’s infrastructure and institutional support systems.

Examining the Burden Reduction Policy for Primary and Secondary School Teachers in China:A Framework Analysis Centered on the Rational Selection of Institutional Doctrine

The“burden reduction”policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens.While it has improved the quality of teachers,implementation challenges still exist.This study utilizes rational choice institutionalism and Ostrom’s institutional analysis and development framework to examine the policy.By considering the preferences of the Ministry of Education,local governments,schools,and teachers,it explores interactions and outcomes,identifies challenges,and provides policy suggestions.

Primary and secondary school mental health teachers in professional identity of intervention programs

To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.

Impact of Gender and Working Environment on the Level of State Anxiety among Primary and Middle school Teachers in China

State anxiety has become serious among primary and middle school teachers in China. By using stratified random sampling, we selected 2790 primary and middle school teachers as participants. They were from seven regions of China, among them 2278 were valid subjects. Constructed on the basis of anxiety content, the Teachers’ State Anxiety Questionnaire (TSAQ) was used in the investigation. The result of the survey shows that primary and middle school teachers are generally affected by state anxiety;further analysis indicates that the prevalence of state anxiety is relatively higher among male teachers, teachers from key middle schools, teachers working more than 10 hours a day, and teachers loaded with additional task as head teachers. This is directly connected with China’s national situation, teaching envi-ronment, discrepancies in teachers themselves, and their own ability of self-regulation.

Analysis of English Teachers＇ Professional Development in Rural Primary Schools Taking the Surrounding Areas in Linyi as an Example

This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools

A Study on the Professional Development Strategies of English Teachers in Rural Primary and Secondary Schools

In the new round of development, the government should not only focus on the development of large enterprises, but also on small enterprises that can grow explosively. According to the growth characteristics of unicorn enterprises, the "Guidelines for the Cultivation of High-Growth Enterprises" should be formulated at the provincial level. On the basis of the clear definition of highgrowth enterprises, the classification criteria are defined. A set of government support mechanisms for enterprise selection, approval and support should be established. In addition, a set of positive support policies should be adopted for different types of enterprises in land use, financing, taxation, technology, talent recruitment and other aspects.

Empirical Research on Current Construction Situation of Primary and Middle School Teachers in New Era

Teachers are the top priority to develop the education.The thesis,first of all,has structured the index system of current teachers’construction situation in the new era.Then,the thesis has adopted the independent sample test and analysis of variance to analyze the difference of current teachers’construction situation in different dimensions on the basis of questionnaire data collected from teachers in five provinces and cities in the new era.Finally,the thesis has given some suggestions on improving teachers’situation in the new era from four aspects such as the improvement of the treatment guarantee mechanism for primary and middle school teachers,the operation of the cooperation mechanism among colleges,government and primary and middle school in cultivating students,the formation of training system on teachers’personal growth process and the establishment of the evaluation standard of teachers’titles as well as the standard evaluation procedure of professional titles.

On the Relationship Between Primary School English Teachers’Personality and the Teaching Effect

Studies have shown that teachers’personality will have a direct impact on students’serious study,emotional attitude,and personality(Liu,2006).Due to the different personalities of teachers,the effect of their education and teaching work will inevitably bring differences.Therefore,school management needs to consider the problem of adjusting measures to individual conditions.This paper will analyze the influence of teachers with different personality characteristics on teaching effect and reasons and significance of individualized teaching in primary school.

由规模化到精准化:国家中小学智慧教育平台教师研修的差异化需求及优化策略研究

立足常态化的新发展阶段,国家智慧教育平台教师寒暑假研修如何从规模化走向差异化、精准化,“按需施训”尤为关键。研究以基础教育阶段参训教师的9.06万条、149万余字反馈文本为研究对象,综合运用结构主题模型(STM)及重要性-绩效分析法(IPA),构建了国家中小学智慧教育平台教师研修需求框架,并深入分析其差异、明确基于需求要素的优化方向。研究发现:参训教师需求包含个体发展和系统环境两个层面的五类需求,且均存在显著的区域及城乡差异,针对时间安排及学时认定等研修机制需求仍须优化改进。研究为教师寒暑假研修精准化、差异化发展提供实证依据与决策支持,为优化研修服务提供策略建议。

中小学教师人工智能教育应用适应性的影响因素研究

以ChatGPT为代表的新一代人工智能快速发展,对中小学教师如何适应其教育应用提出了更高要求.通过文献梳理和理论基础探寻,构建中小学教师人工智能教育应用适应性影响因素假设模型.研究结果显示:中小学教师普遍具有使用人工智能改进教学的意愿,但人工智能教育应用的外部环境支持存在不足;整体适应程度中等偏上、存在群体差异;感知有用性、感知易用性和初始信任直接或间接对中小学教师人工智能教育应用适应性产生正向影响,其中初始信任在感知易用性与心理适应之间起部分中介作用;能力适应是行为适应最直接的、唯一的影响因素,且相对而言作用强度最大;中小学教师人工智能教育应用适应性的影响方向与作用路径为:心理适应→环境适应→能力适应→行为适应.为增强中小学教师人工智能教育应用适应性,提出“从‘心’出发→‘境’中造‘能’→化‘能’为‘行’”递进式推进策略,使利用人工智能优化教育教学真正成为中小学教师的常态行为.

新时代高质量小学教师教育体系重建:为了儿童的全面发展

新时代高质量小学教师教育体系是实现小学教师教育供给侧与需求侧趋于平衡的高质量,并最终指向为儿童的全面发展。它将小学教育作为一门科学与专业的教育,是一种整体上思考小学教师教育活动运行规律的方法论,是“体”与“系”及其相互关系的有机统一。新时代我国小学教师教育体系存在的问题包括当前小学教师教育体系无法满足我国新时代教育战略需求,无法满足中国特色教师教育体系建设需求。基于此,研究提出中国新时代高质量小学教师教育体系重建的路径:因地制宜构建多元化多类型多层次的专门小学教师培养机构体系;提高师范生的招生质量,确保新时代小学教师教育体系的生源质量;加强小学教师教育者队伍建设,为新时代小学教师教育体系提供师资保障;加强学科建设,重塑以高等知识为基础的小学教师教育课程建设;重构“理论-实践”相互激活的新时代小学教师教育教学模式;通过协同提质,重构新时代小学教师教育体系的组织保障机制。

北京市远郊区小学教师开展预防性侵害教育的现况及其影响因素

目的了解北京市远郊区小学教师开展预防性侵害教育的现况及其影响因素,为我国农村地区开展预防性侵害教育及教师培训提供参考依据。方法采用分层整群抽样,随机抽取北京市远郊3区6所小学452名教师进行线上调查,采用单因素方差分析和多元线性回归分析教师开展预防性侵害教育的影响因素。结果共回收有效问卷428份(94.7%)。“儿童性侵害问题存在于世界各地”和“对一个儿童进行过性侵害的人,将很有可能再多次侵犯儿童”的回答正确率最高(88.6%),“儿童报告说受到了性侵害,几乎所有都可信”的回答正确率最低(26.4%);95.3%的教师赞成“在小学开展预防儿童性侵害教育”,91.8%的教师认为“开展教育有助于预防儿童性侵害发生”;46.0%的教师开展过某种形式的预防性侵害教育实践。高职称(B=0.484,95%CI:0.214~0.753)、担任班主任(B=0.645,95%CI:0.256~1.034)和有培训经历(B=2.114,95%CI:1.654~2.573)的教师,教育实践得分更高(P<0.05)。结论北京市远郊区小学教师整体对于预防性侵害教育态度积极,但知识和实践较少;亟须加强教师相关教育的培训,以提高其预防儿童性侵害教育的知识水平和实践能力。

教育高质量发展背景下中小学教师专业能力提升意愿、需求及建议

教育强国建设与高质量教育体系建设对我国中小学教师专业能力提升提出了更高要求。调查研究发现,当前我国中小学教师专业能力提升意愿整体比较强烈,其中重点关注提升引导学生心理健康、促进学生全面发展的能力。同时,教师对专业发展保障的需求整体比较强烈,其中对保障集体教研和备课、健全考核评价制度、完善职称评审制度和薪酬待遇等保障制度的需求更为强烈。建议建立健全高质量的教师专业发展支持体系,完善教师考核评价、职称评审等激励保障制度,抓紧研制出台配套的待遇保障政策,引导全社会进一步理解尊重和支持教师。

“双减”背景下中小学教师的工作“负荷”与“减负”治理的实践路径

中小学教师超负荷工作已是常态,其日常工作的基本样态是工作内容面广、工作分散点多、工作时间线长。这种超负荷的工作样态不仅影响着教师的职业生命力,也影响着我国整个基础教育提质增效和“双减”政策落实的成效。因此,教师“减负”治理迫在眉睫。教师“减负”治理应是政府、学校和家长等多主体联合参与的持续过程,特别是政府应该灵活调配教师编制,补充人力资源供给;明确学校的权责边界,让教学回归主业;为教师提供保障机制,缓解教师工作压力;有效利用信息技术,提高家校沟通效率。

乡村小学教师队伍建设的“新动向”:问题与防范

乡村小学教师建设出现了“选调走”和“不用下”的“新动向”。如不及时有效地防范,乡村小学教师队伍将面临“结构坍缩化”和“信念异质化”的问题。为留住优秀师资,应实施乡村小学教师工资倍增和职称自然晋聘计划;应创新乡村小学教育人力资源管理制度,通过入口、出口、编制、班额等方面的改革,优化乡村小学教师队伍;应实施乡村教育自信提振工程,增强乡村小学教师队伍的内生动力。

中小学教师对其孩子接受职业教育意愿的差异分析

国家有关政策及法律要求社会各界要积极营造职业教育良好发展氛围,在普职分流及民众对职业教育接受度不高的情况下,中小学教师对职业教育的接受度值得关注。通过对全国15625名中小学教师的调查发现:中小学教师让其孩子接受职业教育的意愿比较低,仅为27.9%,在各人口学变量间存在显著差异,学段越高的教师越不愿意让其孩子上职业院校,经济越发达的东部地区及地级市、省会地区的教师越不愿意让其孩子上职业院校,除了年收入在10万元以上的高收入水平及职称未定级的教师外,年收入水平越高及职称越高的教师越愿意让其孩子上职业院校。为此,建议:为形成正确的劳动观与职业观,很有必要要求中小学教师在平时的课程与活动中逐步渗透有关的职业启蒙教育知识,应要求初中及普通高中教师越来越多地正面向学生宣讲职业教育,让学生明白职业教育同样是适合的成长成才途径,在正面宣讲职业教育中应更多地要求男性教师及年收入水平在10万元以下中的收入越高的教师及职称越高的教师,因他们更能接受职业教育,其有利身份与地位也更容易取得学生及家长的信任与接纳。

中小学教师职称与工资收入的性别差异分析

通过对全国15044名中小学教师的调查发现,不同年龄、不同地区、不同学段及城乡间的中小学女性教师在职称及工资收入上均明显低于男性教师,女教师不仅获得初级及以下职称、较低收入的占比均要明显高于男教师,且获得中高级职称、中高收入的占比要明显低于男教师。女性青年教师在职称晋升上难度更大,还有较大比例的教师职称未定级。东部地区女教师、农村及乡镇女教师的职称晋升相对较难,较难晋升到中高级职称;而县城及农村女教师、小学女教师和中部地区女教师则深陷中低收入陷阱,较难进入到较高及高收入段,她们在职称晋升及工资收入上与男性教师差距明显。因此,应对真正在农村地区工作的教师给予更多补助,要关注并提高县城及中部地区教师的工资待遇,在职称晋升与评审中应增设一些体现性别平等结果的指标要求,以阻止性别差距进一步扩大。

卓越小学教师艺术素质培养研究与实践

为有效推进教育部卓越教师培养改革项目——“综合型卓越小学教师培养理论与实践研究”,文章作者持续开展了系列研究与实践探索,希望以艺术素养教育作为培养卓越小学教师的突破口,通过单独招定向公培生遴选“好苗子”、修订培养方案构建艺术素养教育课程体系、日常训练和集中实践紧密结合、专兼职教师协同培养等措施,有效加强定向公培生的艺术素质培养,提升学生的艺术素养,培养艺术特长突出的综合型小学卓越教师。

乡村小学教师编制困境及对策

近年来,乡村教师队伍建设取得了很大的成绩,但受多方面因素影响,一些乡村小学的教师编制难以满足学校教育教学需求,而且还存在教师学科结构性缺编问题,尤其是音体美学科教师。针对乡村小学教师编制存在的困境及其影响因素,提出进一步完善乡村小学教师编制核定标准、实施乡村教师编制动态化管理、充分利用信息技术等对策,以期解决小学教师编制紧缺难题,促进乡村小学教师队伍建设高质量发展,提高乡村小学教学质量。