On Evaluating University Teachers’ Morality and Ethics in the New Era

University teachers play an important role in promoting moral and political education among university students.Regular and long-term construction of teachers’morality and ethics will contribute to the success of the fundamental task of cultivating talents.The present study proposes that due to the multiple identities of university teachers,it is necessary to evaluate the construction of teachers’morality and ethics in terms of what to evaluate and how to evaluate?It is expected that the attempt will provide useful guidance for the construction of university teachers’morality and ethics.

Development and Psychometric Assessment of the Dyslexia Awareness Instrument in Teachers

Dyslexia is a specific learning disability that is neurobiological in origin.It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.Teachers may not be very sure about the definition of dyslexia and generally struggle to tell the difference between dyslexic learners and slow learners.Developing the DyAwI may provide an important psychometric assessment tool in determining the awareness level of the teacher and being able to make this distinction.A descriptive,explorative design was used in this study.The study consisted of two main phases.In the first phase,in order to develop the instrument,a literature review and a pilot study on 20 primary school teachers were carried out,and in line with expert opinions,the content validity index was calculated.In the second stage,exploratory and confirmatory factor analyses were carried out to identify the construct validity and reliability.The study included 182 primary school teachers for the second stage.The KMO and Bartlett test values,which determine the suitability of DyAwI for factor analysis,were found to be 0.77 and 0.000,respectively.The overall Cronbach’s alpha value of DyAwI was 0.75.As a result of the assessment of its construct validity,the scale consisted of 2 factors and 14 items.The findings of the study show that the tool is reliable and sufficient.The instrument is easy to understand,and this tool can determine the dyslexia awareness levels of teachers.DyAwI could promote teachers’awareness of dyslexia and support the early identification of primary school students with dyslexia.It is believed that,thanks to the data obtained from the instrument,teachers will be able to decide on an educational assessment of a student with reading difficulties more quickly.

Examining teachers' perceptions and practice of formative assessment in Chinese ESL classrooms

自2001年课程改革以来,中小学英语课堂形成性评价受到了教育管理者、研究者和实践者的广泛支持,但对于教师是如何理解和实施形成性评价的这一问题,还需要研究。本研究通过问卷调查方式探究中学英语教师对形成性评价的认识及其实施现状:(1)从六个维度(评价主体、评价构念、评价工具、评价时间、反馈、终结性评价与形成性评价之间的关系)了解教师对形成性评价的认识;(2)从五个方面(学习目标、反馈、终结性评价的形成性使用、不同学习阶段的形成性评价、自我和同伴评价)揭示教师形成性评价的实践特征。基于这些特征,本文为形成性评价教师培训提出了建议。

ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.

An Investigation on Pre-service English Teachers’ Perceptions Toward Using Portfolio Assessment in English Writing Teaching at Middle Schools

According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.

An Assessment Scale for Evaluating the Experimental Design Ability of Elementary Science Teachers Based on Primary Trait Analysis

In this study,an assessment scale for evaluating the experimental design ability of elementary science teachers was constructed based on primary trait analysis.This assessment scale contains three first-level indexes and eleven second-level indexes.The corresponding weights of indexes were determined by the objective weighting method.The scores of all the descriptions of the indexes were also assigned.After a trial test,this assessment scale was verified to be reliable and valid for evaluating the experimental design ability of elementary science teachers.

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.

A Study on the Dilemma of Contemporary Teachers'Moral Life

The essence of teachers is to live a moral life with students and create a possible moral life together.At present,the alienation of teachers'moral life has reached an amazing degree.Based on this,at the conceptual level,rediscover the emotional dimension of teachers'moral life in a humanistic way and turn to the inner power of teachers'emotional life.At the practical level,it emphasizes the cultivation of emotional quality of moral life.

Teacher Assessment Literacy:How do We Know What We Need to Improve?

Introduction Teacher assessment literacy is regarded as one of the most influential factors in improving student learning in the classroom,in particular a teacher’s ability to collect,interpret and use a range of assessment information to help students monitor and evaluate their learning needs,set achievable goals.

Moral Education-The Wind Vane for College Teachers to Carry out Curriculum Ideology and Politics

Moral education is the fundamental task of education.It does not only include the inheritance of the fine traditional thoughts of the Chinese nation,but also the deepening of the new era of education concept with the new development in this changing world.Moral education has been widely implemented in the practical education process of colleges and universities and has achieved some outstanding results,but there are still some areas to be improved.Teachers in colleges and universities are the key to implement the concept of moral education,and classroom teaching is the main channel for the implementation of moral education.Therefore,teachers in colleges and universities need to deeply understand the essence and connotation of moral education,accurately grasp the practical problems existing in moral education,focus on the curriculum construction and the main channel of the classroom,and make every effort to exercise curriculum ideology and politics.

Researching Classroom-Based Assessment for Formative Purposes

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students＇ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students＇ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.

Investigating the writing proficiency of pre-service English as a Second Language teachers:Making use of distinguishing features

This research aims to investigate the writing proficiency of Hong Kong pre-service ESL teachers,in particular how their writing proficiency differs as characterized by distinguishing features inherent in such teachers' writing performances. Over 120 pre-service ESL teachers from various programmes in local universities in Hong Kong were recruited for the study. Results showed that the higher their writing level,the better they performed in a set task as well as in grammatical range and accuracy. The different programmes they enrolled in could affect the number of cohesive devices they tended to use. Mode and years of study had an effect on task achievement and number of cohesive device. Pre-service teachers enrolled in the teacher training programmes on a part-time basis outperformed those enrolled on a full-time basis. Teachers with more teacher training outperformed newly admitted pre-service teachers.The results of this study could provide empirical evidence for identifying different levels of writing proficiency for Hong Kong pre-service ESL teachers. On this basis,the link between the writing proficiency of pre-service ESL teachers and their assessment of student scripts could be subsequently established in a follow-up study to explore their differences in scoring focuses and strategies when scoring students' writings. This could further contribute to teacher evaluation,teacher training concerning language proficiency,and the improvement of teachers' assessment literacy in high-stakes and L2 classroom writing assessment.

全科医学师资质量评价体系建设研究进展

保障全科医学师资质量不仅是培养合格全科医生的重要基础,而且关系到全科医学与其他专业学科之间的关联,是提高全科医学地位、促进全科医学发展的重要保证。本文通过查阅国内外全科医生培训、全科医学师资培训的相关网站及文献,对全科医学师资的角色和功能、准入标准、质量评价标准、认证标准进行总结,并对我国全科医学师资质量评价及认证指标体系的发展进行展望,提示未来应构建适应中国国情的全科医学师资质量评价及认定指标体系,成立权威的全科医学师资专业委员会,制定全科医学师资的准入、评价和考核标准,建立系统完善的全科医学师资培训管理制度,在各省筛选出1~2家优秀全科医学师资培训基地,建立一支相对固定、优质的全科医学师资队伍,这将为我国全科医学师资培养的持续质量改进提供有益借鉴。

“经师”与“人师”统一:我国中小学教师职前培养的关键难点

中小学教师职前培养是其职业生涯的主体中心环节,在此过程中强调“经师”与“人师”的统一,是其可否成为教师职业胜任者的重中之重,也是中小学教师职前培养的关键难点。当前我国中小学教师职前培养偏重“经师”,体现出知识本位、技能本位、实践本位等目标取向。实现“经师”与“人师”的统一培养特别是培养“人师”意义重大,培养“人师”不仅是弘扬中华优秀传统文化的内在要义,而且是落实“立德树人”教育根本任务的必然要求,还是新时代建设高质量教师队伍的根本遵循。目前在实现“经师”与“人师”统一过程中,还面临着培养主体育人理念存在错位、培养对象在专业学习过程中功利化倾向较为严重、培养过程的核心维度和关键内容失之偏颇等问题。基于此,中小学教师职前培养应遵循国家聚焦制度政策建设、学校致力培养过程改革、高校教师夯实“人师”培养能力、师范生主动提升“人师”力等多维协同,最终实现“经师”与“人师”的统一培养。

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。

论教育家精神与师德修养的三个方向

教育家精神是教师职业精神的最高境界。关注这一精神对于当前的师德建设来说,具有十分重要的意义。教育家精神蕴含了教育家所应有的高超的教学专业能力、强烈的社会责任担当、坚定的奋斗与奉献自觉。教育家精神的三个维度实际上也指明了教师的师德修养应当努力的三个方向。因此,新时代教师的师德修养实践,要注意结合教师教学能力的专业提升、涵养教师贡献社会的浩然之气、助力教师“为己之学”的师德构建。

课程思政背景下大学英语教师教学评价素养探析

课程思政背景下的大学英语教师教学评价素养结构就是由三维度(素养、评价、教学)、六要素(评价情感、评价知识、评价技能、评价阶段、评价反思和评价监督)构成分层次的立体结构。英语教师思政教学评价素养的发展就是教师的评价知识、评价技能及评价情感通过内在的评价反思,以及外在的评价监管在课前、课中、课后不断发展、达到动态平衡的过程。要提高大学英语教师评价素养,教师自身应反思大学英语思政课堂评价质量,提高教学评价效果;学校形成评价监督机制,规范教师评价行为,并为教师提供评价实践机会,提高教师评价实践能力。

国内教师评价研究可视化分析:现状与启示

基于CSSCI来源期刊论文为研究对象,对近二十年来国内教师评价研究进行可视化分析,结果显示:近二十年来国内教师评价研究发文量整体增长速度放缓;作者之间和研究机构之间均缺乏合作;研究热点聚焦于评价制度、评价政策、发展性教师评价、教师评价素养等;研究经历了基础、强化、深化三个发展阶段。在反思国内教师评价研究进展的基础上,从强化实证研究、推进校本化特色研究、加强合作研究三个方面提出了未来研究应着力的方向,以期进一步推动国内教师评价研究的理论深化。

大学质量文化视域下的高校师德建设策略探析

大学质量文化是新时代高等教育内涵发展的重要表征和内在要求,高校师德既是大学质量文化的核心内容,也是保障条件。通过对本科高校的教学质量年度报告、年度教育教学工作校长述职报告、高校内部质量标准和制度个案的分析,由此得出将师德规范融入教育质量标准是最基本要求、将师德建设融入教学实践是最有效方式、将学生评价纳入师德考核是最客观评价的研究结论。在此基础上,提出“四位一体”的高校师德建设体系、“四个相统一”的师德建设原则和“四个到位”的师德建设策略。