A Survey Study of Kindergarten Teachers’Use of ChatGPT to Support Instructional Design

With the rapid development of information technology,Artificial Intelligence(AI)is gradually applied to a wide range of fields,especially the powerful ability of ChatGPT to bring infinite possibilities for education,but teachers’attitudes toward using it are not yet clear.The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use.The results indicate that kindergarten teachers hold positive preferences for technology acceptance,perceived self-efficacy,and learning attitudes toward using ChatGPT for instructional design.Meanwhile,the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instructionenvironments.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

Chinese EFL Teachers' Attitudes toward Corpus Use in Collocation Instruction

The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.

Discoursal Features of Teachers＇ Instructional Discourse

Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom

Problems in Chinese Teachers＇ Instructional Discourse --From the Perspective of Authenticity

In the English language classroom, authenticity is a basic discoursal feature of teachers＇ instructional discourse. Without authenticity, there will be a mismatch between what students learn in the classroom and what they use in real life. However, the notion of authenticity varies with the change between the natural mode and pedagogic mode in the classroom. Therefore, based on this assumption, retrieving and analyzing data from the corpus and classroom videos, the present paper identifies two categories of problems in Chinese teachers＇ instructional discourse. Sample extracts are discussed and predictions are made on how teachers＇ failure to produce authentic discourse may result in ineffective teaching and learning.

A Study on the Model of Teachers’ Instructional Intervention in Trilingual Teaching Based on the Law of Mother Tongue Acquisition

The research on Trilingual Teaching Model in ethnic areas has become a hot spot.By analyzing the data of the questionnaire,this paper discusses the teachers’instructional intervention model,based on the law of mother tongue acquisition.Trilingual teachers should highlight the role of reading in vocabulary learning and even in improving reading ability.The law of mother tongue acquisition can be one of the main strategies to solve the problems in Tibetan students’English learning.

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.

Teachers' Perspective on Language Learning Strategies in Second Language Acquisition

"Teaching how to learn"has become very popular nowadays,and it is also very important to explore language learn ing strategies(LLS) in second language acquisition(SLA). Teachers' perspective will greatly affect the result of strategy instruction and training and how to help students acquire second language effectively is worthy researching.

Co-teaching:The Challenges and Practice Strategies for Co-teachers

Co-teaching, an approach, provides professional instructions for students with disabilities served by a cooperation by a general education teacher and a special education teacher. This paper offers a brief overview of practical techniques and strategies drawn from different kinds of articles that are designed to support co-teachers as they are working with children and partners.

网络名师工作室的内涵与使命:引领教育适应新常态

以2020年春季为分水岭,教育领域正在从线下教学常态向混合教学新常态转型,为了探索转型后的教学样态,我国加强了基层教学组织的建设。网络名师工作室就是在网络学习空间与实体学习空间共同存在的背景下,为适应教学变革的现实需求,由具有独特的空间思维与空间应用专长的教学名师领衔所建立的、率先开展新质教育研究与实践的教师专业成长共同体。通过梳理当前的工作室建设过程中存在的窘境,并结合对江苏地区已经建立的网络名师工作室的调研分析,研究提出,网络名师工作室应当率先思考如何顺应混合教学的现实存在,如何形成基于数据的教学决策,如何组织适应个性的教学活动,并将信息化教学变革作为关键任务。工作室不同于一般的基层教学组织,需要更加强调事务的“实”、问题的“真”、过程的“活”,文章还就如何发挥工作室的三大效应进行了分析,并对未来发展进行了思考。

住院医师规范化培训师资队伍能力提升路径探讨

住院医师规范化培训(简称“住培”)指导医师的综合能力和素质是培养优秀住院医师的重要保障,也是影响住培质量的关键要素。随着我国住培管理制度的不断完善,住培师资队伍能力提升最主要的途径已不仅限于师资培训,骨干师资培育计划也逐渐成为高效提升住培师资能力的创新途径。骨干师资培育计划将住培师资培养目标进行了更加细致的划分,指导医师以自身教学业绩及教学能力水平等为基础,通过开展一系列的教学活动逐步提高综合教学能力。教学管理部门组织专家通过遴选体系、培训体系、考核体系对骨干师资培育对象进行严格的三级培育体系管理,严把入口、过程、出口三个关键环节,强调过程管理和目标考核,并引入住培督导反馈机制,同时配套资助及激励政策。骨干师资培育计划的开展探索了住培师资队伍建设的新途径,对逐步分层次提升住培师资能力提供新的思路。

基于模糊综合评判的住院医师规范化培训带教质量评价

带教质量直接影响住院医师规范化培训工作中最终输出人才的质量,对带教质量进行合理、有效的评价,是提升住院医师规范化培训质量、完善住院医师规范化培训制度的重要保证。针对住院医师规范化培训工作中带教质量评价因素的复杂性、模糊性以及定性指标难以量化的问题,提出一种基于模糊综合评判的带教质量评价方法。首先,进行一级评判,通过确定因素集、评价集,进行单因素评价,再确定各因素的权重,进行综合评价;其次,进行二级或多级综合评判,构建基于模糊综合评判的带教质量评价模型;最后,通过带教质量的模糊综合评价实例,对带教质量的评价方法进行研究。

高校初任教师教学能力提升类MOOC学习意愿研究

教学能力提升类MOOC有助于高校初任教师实现终身学习并更好地适应信息化教学,教师愿意学习是MOOC发挥作用的前提,而我国高校初任教师的学习意愿并不清晰。基于43所高校157名初任教师的问卷调查,采用UTAUT模型分析教学能力提升类MOOC的学习意愿及其影响因素,结果表明:目前有44.59%的高校初任教师已经学习过教学能力提升类MOOC,超3/4的高校初任教师有学习教学能力提升类MOOC的意愿,学习意愿受到绩效期望、付出期望、社会影响的正向影响且影响程度依次递减,学习意愿转化为学习行为还面临科研、教学任务重等障碍。因此,高校应优化教学能力提升类MOOC及MOOC平台设计,并在新教师培训中纳入教学能力提升类MOOC,而“工学矛盾”的解决有待顶层设计的完善和高校理念的转变。

“人工智能+”时代的教育变革创新——顾明远先生对话讯飞教育技术研究院

在“人工智能+”的时代背景下,本次对话展现了一位教育学家对智能教育研究和实践中热点问题的思考与见解。顾明远先生首先从人工智能的技术优势出发,探讨了人工智能技术对于实现因材施教的重要作用,并指出为适应“人工智能+”时代的发展,教师应提高人工智能素养,在应用人工智能技术辅助教学的过程中处理好手段和目的、传统教育与现代教育、虚拟世界与现实世界这三对关系。然后,结合“双减”的政策背景以及教育强国建设目标,顾明远先生阐述了应试教育与素质教育的关系,并强调学习不应该竞争,可以利用人工智能技术增强学生的学习兴趣。顾明远先生认为,实现中国式教育现代化,提高教育质量、促进教育公平是关键,需要高校、科研机构以及科技企业加强产学研合作,让智能技术更好地服务教育。最后,顾明远先生提出年轻教育工作者作为建设教育强国的生力军,要不忘初心,坚持终身学习,共同助力教育高质量发展。

对分课堂融入高职院校劳动教育的可行性、问题与对策探讨

对分课堂与劳动教育相融合是一种创新且富有意义的尝试,对促进教与学有着积极的作用。然而对分课堂在高职劳动教育应用过程中出现劳动教育观念存在认知偏差、课程教学时间不足、部分学生缺乏自主探究能力、实践场地和设备不足、师资力量配备不足等问题。高职院校可以从加强教师培训、优化教师的教学理念,优化教学设计、加强理论教学与实践教学的融合,激发学生兴趣、培养学生良好的学习态度和习惯,完善教学资源、确保劳动教育有效实施等方面入手,将对分课堂教学模式有效融入劳动教育,提高劳动教育的质量和效果,培养全面发展的优秀人才。

初中物理教师新课标教学适应性及其对教学实施行为的影响——基于多群组结构方程模型分析

基于AMO理论建构新课标导向下物理教师教学实施行为(TB)触发模型。以新课标教学适应性为依据对课改实验区的304名初中物理教师进行群体区分,运用多群组结构方程模型分析与检验O-学校课改氛围(SA)、A-教学实施效能感(TE)和M-教学实施内在动机(TM)在不同群体中发挥的作用与构成的影响机制。研究发现:(1)依据“课标理解-教学重塑”适应类型二维矩阵,教师新课标适应可以划分为四类型、三水平;(2)随着教师新课标教学适应性的提升,AMO之间的可能性作用路径呈现不断增加态势,对于低适应教师,中观-SA仅能通过“SA→TE→TB”“SA→TM→TB”两条独立中介作用促进教师教学实施行为产生;对于中适应教师,TE与TM之间产生协同关联,两者间可以通过连续中介作用“SA→TE→TM→TB”激发教师教学实施行为;对于高适应教师,存在“SA→TB”的直接触发机制,教师可以直接对学校课改氛围做出符合预期的教学实施行为反映。

青教赛后关于教学设计的一些体会与范例

来自于笔者参加北京高校青年教师教学基本功比赛的实战经历,结合指导教师团队在各级各类教学讲课比赛中的多次获奖经验,给出了数学类专业课程青年教师在参赛后针对教学设计的一些体会.并以微分方程中“追击曲线”为范例来进行说明,为日常课堂教学提供借鉴.

建国初期徐中玉先生的文学教育理念——聚焦1954年《论文艺教学和语文问题》

徐中玉先生于建国初期植根于新中国的现实语境,在此基础上借鉴苏联语文教学的先进经验,从而对新中国的语文教育进行深度思考与探究。其中,以文艺教学和语文问题的关系为中心,对于语文阅读教学的教学方法、教学设计、教学内容提出诸多创见性的阐释,集中呈现在1954年6月由上海东方书店出版的《论文艺教学和语文问题》的专著里。徐中玉先生围绕文艺教学和语文问题的关系,聚焦语文阅读教学展开的多维度思考,实为追问文学育人的最终旨归。

“三教”改革背景下职业院校抒情散文教学策略台探

“三教”改革指的是对教师、教材以及教学方法进行的改革,以此提高学校办学质量。抒情散文教学是职业院校语文学科的重要内容,旨在培养学生的情感表达能力、审美能力,使其具有追求美好生活的意识和能力。文章以《故都的秋》为例,在深入分析“三教”改革背景及“三教”改革背景下抒情散文教学设计价值的基础上,以对比的方式,从情境创设、群文阅读优化、读写迁移等角度,探究职业院校抒情散文教学的优化策略,以供参考。

Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.