Theoretical Analysis and Practical Reflection on the Role Conflict of Double-Qualified Teachers in University-Affiliated Hospitals

Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teachers,there are many hidden issues related to the development of clinical teachers.The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues.This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology.Policy recommendations are proposed,including strengthening the construction of teaching systems at the hospital organizational environment level,enhancing the role identity and teacher beliefs of clinical teachers,promoting their teaching development and academic learning,and ensuring their normal teaching investment;promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts;enhancing individual teacher beliefs,teacher role learning,and role skills.

Current Situation and Countermeasures of the Construction of “Double-Qualified” Teachers in Higher Vocational Colleges

The construction of“double-qualified”teachers is the basic premise for the high-quality development of higher vocational education,and it is also the key force for higher vocational colleges to cultivate high-quality skilled talents.This paper probes into the positioning of the construction of“double-qualified”teachers in higher vocational colleges,deeply analyzes the current situation of the construction of“double-qualified”teachers in higher vocational colleges,and provides the countermeasures of the construction of“double-qualified”teachers.

Exploration of Teaching Development Strategies for Double-Qualified Teachers in University- Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Discussions on the Construction of“Double-Qualified”Teachers in Higher Vocational Colleges

Creating a“double-qualified”teacher team is an important content in the construction of a higher vocational college teacher team.This paper probes into the significance of the construction of“double-qualified”teachers in higher vocational colleges,and deeply analyzes the problems existing in the construction of“double-qualified”teachers’training base,the institutionalization of“double-qualified”teacher rotation training,the regularization of cooperation with enterprises,and the rationalization of incentive mechanism.Therefore,it is of great practical significance to strengthen the theoretical research and practical exploration of the construction of“double-qualified”teachers.

Reflections on the Construction of“Double-Qualified”Teachers in Higher Vocational Colleges

Vocational education is an important part of the overall education system.The development of higher vocational education is one of the guiding principles of education in China.The development of teachers is an important support for the development of vocational education.Teachers who can teach theoretically and guide students in practical work are known as“double-qualified”teachers.Building a highly qualified and professional double-qualified teaching team is the fundamental task in modernizing vocational education.Firstly,this paper discusses the importance of“double-qualified”teachers by describing the relevant policies of the Ministry of Education in China.Secondly,it reviews the research works of early scholars.Thirdly,it analyzes the main problems of teacher training in higher education institutions.Fourthly,it proposes five suggestions for the development of a“double-qualified”teaching team in higher education institutions.A high level and professional teaching team is an important support for the high-quality development of vocational institutions.School leaders must attach great importance to the construction of a“double-qualified”teaching team and increase the support in terms of policies,institutional protection,and financial investment.

Research on Teaching Innovation Team Construction with“Double-Qualified”Teachers Under the Background of the“Double-High Plan”

With the continuous development of education in China,various vocational colleges have responded to the“Double-High Plan”and are actively building teaching innovation teams with“double-qualified teachers.”By improving the professional level of teachers and increasing practical opportunities,vocational colleges and universities can nurture high-level teachers and improve their teaching level so as to meet the demand for high-level technical skills training in the new era.This paper discusses the significance of constructing a“double-qualified”education model under the background of the“Double-High Plan,”the requirements of the“double-qualified”education model for teachers,the problems in constructing a teaching innovation team with“double-qualified”teachers,and the countermeasures for these problems.

Research on the Transformation and Development of College English Teachers under the Mode of Applied Talents Training

With the rapid development of economic globalization and the transformation of higher education from elite education to popular education,all employers require college students’English ability is getting higher and higher,especially for the ability to work in English.Teachers not only play a major role in the process of training students’application ability,but also determine the success or failure of the transformation and development of local colleges and universities.This also puts forward higher requirements for College English teachers.The majority of English teachers must realize their own transformation and development from the overall situation of the transformation and development of colleges and the actual needs of students to learn English.College English teachers should adapt to the new situation,change teaching ideas and establish the concept of lifelong learning,so as to increase their own practical experience and industry experience,so as to promote the development of College English teaching.

Current Situation and Improvement Strategies of Teaching Engagement by Teachers in Higher Medical Colleges Under the Background of“New Medical Education”

The“New Medical Education”is a new requirement for the development of medical education in the new era.As a key and core element of the construction of the“New Medical Education,”the engagement in teaching work of university teachers is a key issue that determines the level of teaching development of university teachers and affects the quality of talent cultivation in universities.Using the literature review method,this study analyzed 39 relevant literatures retrieved from China National Knowledge Infrastructure(CNKI)from 1997 to 2023.The concept,connotation,current situation,influencing factors,and improvement strategies of teaching engagement by university teachers were reviewed and summarized.The results showed that the issue of teaching engagement by university teachers has not received high attention in the field of higher education,especially in higher medical education,which has not yet been reported.Although the overall number of literature is not large,some of the conclusions have important implications for the next research on the influencing factors and mechanisms of double-qualified teacher engagement in higher medical colleges.

师范专业认证背景下地方综合性高校地理科学专业人才培养模式构建──以宁波大学为例

师范专业认证是衡量高校师范素质教育的一个重要指标,对指导地方综合性大学教师教育专业的人才培养具有重要意义。立足师范认证的核心理念,结合宁波大学地理科学(师范)的专业现状,提出“1234”新课程体系人才培养模式。并在此基础上,对通识课程、专业课程、教师教育课程、综合实践课程等教育平台的建设和改革进行了探讨:以区域综合为特点,打造通识课程平台;以学生兴趣为导向,搭造专业课程平台;以师范性为中心,打造教师教育课程中心;以实践教学资源为依托,搭建综合实践课程平台。通过构建一套完整的评价与持续改进体系,以期为师范认证背景下的专业建设和人才培养提供参考。

数智赋能高等教育新质发展:GAI技术时代的教师新作为

高等教育作为教育、科技、人才三位一体的结合点,以及科技创新、新质人才培养的主力军,应主动担当数字化转型的龙头角色,持续深化教育变革和创新,推进新质生产力发展和教育强国建设。新质人才是指具有跨界创新能力和全球视野,能够为社会可持续发展作出积极贡献的人,是实现国家长远发展战略的关键,也是推动全球社会进步和创新的中坚力量。文章从认识论、方法论、实践论、价值论和本体论入手,分析了高校新质教育发展的实践路径,探索了高校教师新质素养的内涵和生成式人工智能协同下的发展趋势,分析了新的教育社会契约中的教学机遇。最后,文章提出促进高校新质发展的四条建议,包括推动高教数字化转型走向新质教育、建设高校数智赋能新质教育领导力、赋能高校新质教育的开放创新范式、构建数智社会文化综合治理新框架。

乡村振兴战略中乡村教师新乡贤角色认同的现实表现及基本动因——基于浙、冀两地21名乡村教师深度访谈的分析

乡村教师是服务乡村振兴的重要力量,在乡村振兴战略中应担当新乡贤角色。基于浙、冀两地21名乡村教师的深度访谈发现:许多乡村教师认同自己在培养乡村振兴人才、助推乡村产业振兴、促进乡村文化振兴、参与乡风文明建设和协助乡村治理等方面发挥着新乡贤的示范引领作用;职业道德的内在要求、乡土情怀的内部驱动、国家政策的支持鼓励和乡民的认可服膺是乡村振兴战略中乡村教师新乡贤角色认同的基本动力来源。因此,要内外因素共同发力,促使乡村教师在乡村振兴战略中积极发挥新乡贤角色的示范引领作用。

高质量发展背景下职业院校“双师型”教师队伍建设:进展、困境及突破路径

“双师型”教师队伍是职业教育高质量发展的关键。通过对“双师型”教师队伍建设现状梳理发现,政策愈发关注“双师型”教师队伍内涵提升,同时也存在教师培养不足、在职教师学历提升遇到瓶颈、高技能人才进入职业院校路径不畅等困境。为此,应建设开放型职业教育教师培养体系,吸引应用型高校加入职教教师培养体系,为在职教师学历提升及高技能人才进入职教教师队伍打开通道,通过产教融合为“双师型”教师队伍的可持续发展提供保障。

“双一流”大学教师国际学术影响力研究——结构、评价指标及影响因素

构建大学教师国际学术影响力的三维评价指标和量表,对中国37所“双一流”大学教师进行了国际学术影响力抽样调查和测评。通过结构方程模型方法,拟合验证了所构建的大学教师国际学术影响力的三维结构,即国际人才培养、国际科学研究和国际社会服务。研究结果表明,大学教师的国际学术影响力平均水平偏低,存在较大的个体差异,同时,还会受到大学教师的学科领域、职称、访学时长、访学次数等因素的显著影响。

指向卓越教师的地方高校“以赛赋能、以赛育人”人才培养模式构建与探索——以绍兴文理学院英语专业为例

“以赛育人”的人才培养模式已成为当前应用型地方高校培养未来卓越英语教师的有效途径。通过“以赛育人”,可以转变教师教育培养模式,激发英语师范生的学习兴趣,提高人才培养质量;提升专业教师指导学科竞赛的能力,促进双师双能型教师的发展;推动课堂教学改革,增强人才竞争力。为实现“以赛育人”人才培养模式,需要完善育人机制,营造学科竞赛文化氛围;改革课堂教学,加强课程建设,夯实“以赛育人”基础;丰富实践育人形式,提高学生英语学科竞赛能力和教育教学能力,从而实现以学科竞赛为载体,提升地方高校指向卓越英语教师的英语师范专业人才培养质量。

课程思政中立德树人导向对育人绩效的作用机制研究

为了揭示立德树人导向如何作用于育人绩效,从组织战略导向出发,选取教师组织公民行为和目标导向行为作为中介变量,基于“战略导向—组织行为—战略产出”理论模式,探讨立德树人导向对育人绩效的作用机制;同时,选取变革型和交易型两种课程思政的领导风格作为调节变量,研究其对立德树人导向发挥作用的边界影响。研究表明,高校需要强化立德树人导向培养优秀大学生,形成自身的独特竞争优势;同时,高校管理者需要通过调整领导方式以更好地贯彻完成立德树人根本任务。

师范类数学专业“双向设计、聚焦课程、三会四有”专业素质培养体系的构建与实施

在新时代背景下,教师专业发展的重要性愈发显著,其中“一践行三学会”已成为评价教师职业素养的关键指标。师范类专业学生的专业素质培养已成为高师教育的核心组成部分,其重要性不言而喻。然而,目前高师学生在专业素质培养方面仍面临一些挑战,如专业素质培养体系有待进一步优化和完善,教学设计缺乏必要的科学性,教学实践的深度与广度亟待加强。针对上述问题,基于OBE理念,提出了一套师范类数学专业“双向设计、聚焦课程、三会四有”的专业素质培养体系,通过“研-学-训-赛-习”一系列师范生教学能力的培养模式,全面提升学生的专业素养与实践能力。同时,还创新性地提出了“循环学习法”和“分步考核法”,以期进一步推动学生专业素质的全面发展。

试论外语教育学的价值及学科建设

外语教育学被列入2024年发布的《研究生教育学科专业简介及其学位基本要求(试行版)》,本文将阐述将外语教育学确立为学科的必要性、学科建设的定位和使命、学科发展对外语教师成长和外语人才培养的重要意义,以此坚定学科信念,引导研究方法,助力教学改革。寄望该学科能够为提高我国外语教育质量赋能,为提升外语专业人才的核心竞争力、促进教师的专业发展搭桥造势。

近代翻译文学:教育观念转变的“引擎”

鸦片战争以降,西学翻译和教育变革成为国人呼声最高的两剂救亡药方。对于翻译中伴随的异质性,如何作用于教育转型的进程,进而引领着教育观念的转变,值得寻绎。潮水般涌入华夏大地的泰西文学,促使近代人才观不断位移,各类译著中的西方人物,焕发出别具一格的魅力,为国人树立了一种新型人才“标杆”。西方教育小说中的教师,呈现出与传统中国教师截然不同的面相,成为形塑崭新师生关系的直接资源。在翻译小说的浸染之下,通俗文学逐渐深入人心,并在课堂上下、校园内外枝蔓攀升、花蕊广播。国人的知识结构在翻译文学的影响之下进行重组,中国教育模式得以吐故纳新,新的教育生态也逐渐建构起来。

新时期法治人才培养视域下“双师同堂”教学模式的构建

为落实全面依法治国的要求,新时代法治人才培养是实现这一目标的重要环节。在传统法学教育的供给与新时代法治人才的道德素养、知识素养和实践素养的需求下,表现出供需失调的结构性困境。“双师同堂”教学模式可以有效整合教学资源,实施分层级体系化教学,按照法学基础知识教育、学科交叉融合教育、法律实践技能等不同层次开展“对分式”“互补式”“对话式”等“双师同堂”教学模式,从而培养适应社会多元化需求的高素质应用型法治人才。

乡村人才振兴背景下乡村教师的专业成长路径

乡村人才振兴是乡村振兴的关键,而乡村教师作为乡村振兴的重要人才支撑,其专业成长对乡村教育的质量和乡村人才振兴具有重要意义。当前乡村教师专业成长面临诸多困境,如何探索一条适合乡村教师专业成长的路径,成为乡村振兴背景下亟待解决的问题。从乡村教师专业成长的现状分析入手,探讨乡村教师专业成长的制约因素,并提出相应的对策建议。