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.

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.

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

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.

中学新手英语教师反馈素养培养与发展研究

中学新手英语教师是否具备反馈素养是学生能否积极投入教师反馈的关键。为提升学生学业成就并形成教师反馈素养培育方案,研究采用叙事问卷和半结构化访谈,深入调研新手教师反馈素养的现状及其影响因素。研究发现,虽然新手英语教师对反馈本质认识欠缺,并呈现出反馈设计模糊、反馈新技术使用率低、反馈方式偏向传统等特点,但是普遍认可反馈的重要性,对反馈过程中的师生角色定位有较清晰认知,反馈态度积极,反馈反思及学习意识强。建议新手英语教师将反馈设计与课型要求相结合,英语师范教育课程体系要增加反馈理论及反馈素养培训专题内容。

新时代大中小学思政课教师队伍一体化建设研究

深化大中小学思政课一体化建设,是落实立德树人根本任务的内在要求,是遵循新时代青少年成长规律的必然选择,是促进思政课教师队伍专业化发展的现实需要。当前,大中小学思政课教师队伍建设存在一体化意识欠缺、一体化配备不足、培训“三性”不足和缺少交流互动等现实问题,需要从加强思政课教师队伍一体化意识、一体化配备、一体化培训和一体化交流互动等方面加以解决。

西藏自治区小学英语教师跨学科素养研究

旨在探讨西藏自治区小学英语教师的跨学科素养现状及其提升策略。通过问卷调查和数据分析,研究发现该地区教师跨学科素养整体水平较低,面临着教师培养机制不足、教学资源欠缺和跨学科教学方法不完善等问题。针对这些问题,提出了加强教师专业培训、整合利用跨学科教学资源和研究应用跨学科教学策略等提升措施。此外,研究指出,样本规模、调查工具和数据分析方法存在局限性,建议未来研究时扩大样本量,采用多元化研究方法,并探索有效的跨学科教学资源和策略,以促进教师专业成长和教学质量提升。

新形势下大中小学师资一体化协同培养——基于虚拟教研室建设构建研究

构建虚拟教研室数字化平台进行协同培养,通过灵活的管理制度进行有效管理,线上线下联动构建师资一体化协同培养共同体,加快数字化平台建设,建立定期总结与反馈机制。

吉林省民族小学英语教师教学设计能力影响因素实证研究

本文利用SPSS19.0软件分析所收集的267位吉林省民族小学英语教师教学设计能力相关情况的问卷调查,并对部分代表教师进行访谈。研究表明:吉林省民族小学英语教师教学设计能力整体处于良好水平;其中教师的教学评价能力最强;教学策略、教学过程能力相对较弱;教学设计能力不受教龄、所学专业、学历、职称因素影响,而受学校所在区域、教师专业声誉、在职期间所参加培训影响等。

新时代中小学教师教学关键能力的内涵、构成与发展路径

新时代教师的职责与使命、学生的核心素养发展要求教师应具备教学关键能力。中小学教师的教学关键能力是教师课堂教学能力系统中最重要的,能够直接促进学生正确价值观、必备品格、关键能力形成与发展的教学能力。根据新时代教师队伍建设政策和中小学生核心素养框架,中小学教师的教学关键能力应包括教学育人能力、探究教学能力、合作教学能力与迁移运用能力。形塑教师提升教学关键能力的自觉品质、构建教师教学关键能力生成的学习共同体、建立教师教学关键能力培养的教育培训机制是促进中小学教师教学关键能力发展的可行路径。

民族地区中小学教师获得感指标体系的建构

为构建研究民族地区中小学教师获得感的有效工具,基于文献疏理、词频分析与结构访谈,从物质与精神两个层面将获得感划分为经济收入、社会保障、事业成就与情感归属4个主要维度,选取与民族地区中小学教师生活质量密切相关的16个项目,运用结构方程建模的方法设计“民族地区中小学教师获得感问卷”,对中小学教师进行实证抽样调研。结果表明问卷的信度良好,具有一定可靠性,结构方程模型拟合度较高,可作为研究民族地区中小学教师获得感的有效工具。

新时代中学英语教师测评素养现状调研与启示

教师测评素养是教师教学能力的重要体现,是构建教、学、评生态体系的重要前提。本研究采用包含测评理念、测评原则和测评实践三大板块的中学英语教师语言测评素养自评量表,调查我国16个省(市、自治区)1140位中学英语教师的语言测评素养水平。描述性数据及单因素方差分析结果显示,中学英语教师对语言测评素养的重要性及测评理念认可度较高,但对测评原则和实践理解相对不足。此外,区域特征、专业程度、培训程度等3个方面的要素导致不同群体英语教师的语言测评素养呈现显著差异。上述结果表明我国中学英语教师测评素养理念和实践、原则与实践相脱节,测评素养总体水平相对较低,我国外语教育政策、课程设置等缺乏教师测评素养的融入和渗透。基于此,本文针对当前困局,尝试提出了提升中学英语教师语言测评素养的相关建议和对策。

My English Teacher

Hello, everyone! My name is Zhu Lei. I'm in Baishan Middle School. I'm in Class Three, Grade Seven. All of my classmates and I like one of our teachers very much. She is friendly to us. We all like having her class. Do you know her? Can you guess who is she①? Oh, she's my English teacher-Zhang Ling. We often call her “Miss Zhang”. Now, let me introduce Miss Zhang for② you.

教育实习对职前小学英语教师身份认同的调查研究——以西部一所职业大学为例

研究旨在解析教育实习活动对职前小学英语教师身份认同形成的影响。通过对我国西部一所高职高专综合性大学英语教育专业的教育实习期师范生为研究对象,以质性研究为主加量化研究为辅的研究方法,采集并分析了教育实习期间小学职前英语教师的个体经验。研究设计包括深度访谈、参与观察、个案分析和问卷调查,确保数据多元性与深入探索。研究结果揭示了教育实习过程中身份认同转变的具体案例,展示了教育实习环境、个人情感和职业规划的互动对身份认同演变的重要影响。研究论证了教育实习经历作为一种职业发展经历,能显著促进个体对小学英语教师职业认知的深化,特别强调了教育实习对增强身份自信、促进专业成长的积极作用。

新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型

本研究考察新冠疫情期间,工作-家庭冲突是否通过职业倦怠增加中小学教师抑郁水平,以及心理弹性是否调节该中介作用。1127名中小学教师参与线上调查,完成中小学教师工作-家庭冲突问卷、中小学教师职业倦怠问卷、抑郁自评量表及中学教师心理弹性量表。结果发现:(1)大多教师疫情前后工作生活情况、工作-家庭冲突与抑郁的状况变化不大,少数教师疫情期间工作生活情况、工作-家庭冲突与抑郁状况变差或好转;(2)教师工作-家庭冲突与抑郁、职业倦怠呈正相关,三者均与心理弹性负相关;(3)控制额外变量后,职业倦怠是工作-家庭冲突与抑郁间的中介变量,在疫情期间工作生活状态更好、更差以及与疫情前后没有差别的教师中均成立;(4)对于感知疫情后情况更好的教师,心理弹性调节了工作-家庭冲突与职业倦怠的关系。对于感知疫情后情况更差的教师,心理弹性调节了职业倦怠与抑郁的关系。因此,缓解工作-家庭冲突和职业倦怠、提高心理弹性可减少中小学教师抑郁,保持心理健康。

“双减”背景下中小学教师工作压力水平及特征——基于云贵川渝的调查

运用TALIS 2018教师问卷,对云贵川渝4省市41所中小学的2386名教师的工作压力水平进行调查。研究发现:云贵川渝中小学教师的工作压力水平整体偏高,且呈现出明显的民族差异、学历差异、学段差异和教龄差异;与上海和OECD平均水平相比,云贵川渝初中教师的工作场压力明显更高;云贵川渝初中教师的工作量压力主要来自备课、授课、批改作业等与教学相关的工作,相比之下教学负担更重;学生成绩、班级纪律和家长工作等也是云贵川渝初中教师工作压力的主要来源,教师的隐性工作繁杂。为推动云贵川渝中小学教师减负减压工作的顺利实施,促进教师队伍建设和教师专业发展,研究提出4点建议:厘清教师工作边界,明晰教师权责范围;利用技术赋能教师,实现提质增效;实施优师强师计划,完善定向培养供需对接机制;促进多方协同,实现家校社共育。

师生合作评价在初中英语写作教学中的应用

随着时代的发展与进步,人们已经意识到在初中英语写作教学中科学运用师生合作评价的重要意义与价值,这样的师生合作评价方式可以对我国传统初中英语教学中“学用分离”的弊端进行逐步的改进与完善。通过运用师生合作评价,准确了解学生的实际评价表现以及教育目标的实现状况等。通常情况下,基于“产出导向法”的师生合作评价有利于通过一系列后期评价,提升学生的英语写作学习效率和质量,促进学生英语写作知识技能的稳步发展与巩固,切实促进初中学生英语写作综合水平的稳步发展,真正提升初中学生的英语核心素养。

中小学生均教师工资成本影响因素探究——基于《教育概览:OECD指标》的分析

经济合作与发展组织(OECD)各国非常注重对中小学教师薪资水平的相关研究,很多国家制定了多项提高教师工资待遇的政策制度,积累了较为丰富的做法与经验。经济合作与发展组织认为,中小学生均教师工资成本受教师法定工资、学生学习时间、教师教学时间,以及班级规模等4个因素的综合影响。对各国中小学生均教师工资成本影响因素进行描述和分析,展示各国中小学教师薪资水平的横纵向及结构差异,并在此基础上分析我国中小学生均教师工资成本的影响因素及现实状况,对优化教育经费投入结构、提高中小学教师薪资待遇、加强教师队伍建设,具有重要的现实意义。结合我国中小学教育发展实际,建议持续加大政府教育经费投入,构建教师激励长效机制;制定科学合理的教师工资标准,完善教育督导管理体系;切实关注教师发展的实际需要,科学核定教师工作量。