An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

Creating the Role of Rural Teachers as New Rural Sages under the Background of Rural Revitalization Based on Organizational Change and Planned Happenstance Theories

In the context of rural revitalization,people are re-examining the issue of creating the role of teachers as“new rural sages”.However,most of previous studies ignored the school organizational change in the process of reform.The planned happenstance suggests that teachers should maintain a positive mindset about the eventualities in their careers.Based on the organizational change theory,this paper gave some advice to help teachers in playing a role of new rural sages:①rooting in local culture and enhancing teachers’sense of belonging,②providing compensation for teachers in a targeted way,and③providing a comprehensive and objective evaluation mechanism for ensuring teachers’participation in social governance.

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.

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.

The Qualification Problem of ESP Teachers in Vocational & Technical Colleges

The role technical and vocational education plays in Chinese educational system is more and more important.However,the quality of vocational and technical teaching,especially ESP(English for Specific Purposes) teaching in vocational and technical colleges neither meets the social requirements nor satisfies students' needs.This paper sets out to explore thequalification problem of ESP teachersand discuss the appropriate approaches to improve teaching level of ESP teachersin Chinese vocational &technicalcolleges.

An Analysis of Internet-based Approaches to New Teacher Induction in Canada

Induction and mentoring programs aim to help new school teachers survive and thrive in their teaching profession.Among each juris-diction of Canada,there are different programs and most of them are characterized by Internet-based supports.On the websites of the provincial departments of education or teachers’organizations,well-designed webpages are set for induction programs,special portals are designed for new teachers,and documents relating to early career teaching are provided.Even on some local school districts’websites,induction programs and relevant documents are easily accessed.Based on the above facts,this paper also analyzes the advantages and limitations of those Internet-based approaches in Canadian teacher in-duction activities.

工匠精神视角下高职“双师型”教师资格认定的现状及对策

工匠精神在“双师型”教师资格认定中起着评价、促进、保障的重要作用。调研结果显示,高职院校“双师型”教师认定工作呈现出认定体系基本建立、认定过程不断规范、认定效果持续提升的总体特征,同时也存在着理论依据不清晰、实施过程欠规范、配套制度不健全等困境。工匠精神的弱化是导致这些困境的重要原因,嵌入工匠精神理念则是破解困境的必然手段。为此,需要树立勇于创新意识,持续加强理论探索;弘扬爱岗敬业品德,规范实施资格认定;秉持精益求精态度,精益建设配套制度。

“国考”成绩与学业成绩相关性分析及教学建议——以物理学科知识与教学能力科目成绩为例

目前,国家教师资格证考试中物理学科知识与教学能力科目的合格率较低。其原因,可能与学生之前学过的各科成绩有关。所以,该文把部分公共课和专业核心课的期末总评成绩,分别与“国考”物理学科知识与教学能力科目成绩进行相关性分析。分析得到,相关性最强的三个科目分别是教师职业道德、物理课程与教学论和物理学科知识与教学能力课程。根据这个研究结果,结合考生考试后的问卷调查情况总结,分别从提高学生的教师职业认知、注重专业课和中学物理课程结合、加强中学物理教学实践训练三方面,给出对物理学科课程与教学论和物理学科知识与教学能力等课程的教学建议,以供同行参考。

新时代背景下高校课程思政建设研究

开展高等学校课程思政建设旨在对高校思想政治教育工作进行提质增效,提高社会主义意识形态的引导力和辐射力,更有效地培养大学生的品德素质和家国情怀,助力大学生全面发展。深入剖析了当前高校课程思政建设面临的机遇与挑战,从教学目标、教学内容、教学方法和教学效果方面阐述了课程思政建设过程中值得注意的新问题,并以此提出了高校课程思政建设的优化路径。

论新时代高校思政课教师教学话语能力提升的三重维度

新时代高校思政课教师作为思想政治教育实践中的关键主体,面临着“说什么”和“如何说”的关键问题。该问题不但直接关系着思想政治教育的话语实效,更影响着高校立德树人的教育质量。话语能力的提升与否不仅涉及教师能否进行合乎语义的规范表达,而且还要看教师是否对自身的话语有批判意识、能否看到话语背后的权力等社会因素。教师话语能力的提升基于以下3个基本维度:权力保障是话语能力提升的现实基础,知识生成是话语能力提升的内在动力,话语表述是话语能力提升的重要手段。

学做教育家型教师:前提性追问、释义与实践路径

学做教育家型教师是践行教育家精神的关键,是教师人才成长的路径之一。要引导新入职教师树立成为教育家型教师的职业意愿,分析出教育家型教师的精神内核和核心动力,即“教育爱”与“持续追求教育教学”优化。循证于此,构建新入职教师高质量成长路径,即要以积极情感诠释职业价值,用仁爱情怀关照教育对象,在热爱情感中推进事业发展来实现教育爱;要通过保持开放式心态,对教育教学问题进行创新性阐述,积极主动超越现状、超越碎片化来实现教育教学优化,以此创新教师队伍素质提升的理念与路径,提高教师队伍建设质量。

新课程标准下中小学教师跨学科素养的基本内涵及提升路径

为落实党的二十大对创新人才培养的要求,推进义务教育新课标的落地实施,设立跨学科主题学习活动是打造高质量课堂、推动中小学教育高质量发展的重要途径。当前跨学科与校本课程接轨过程中面临政策要求、应用场景、实施对象及技术环境的转变问题,基于探索跨学科的发展历程,新课标背景下的中小学教师应当具备跨学科知识储备、跨学科意识、跨学科行动及跨学科反思的综合型跨学科素养。通过联合培养、教研迭代、角色转变和技术赋能可以提升教师跨学科素养,对推进高质量跨学科教师的培养,助力义务教育发展迈上新的台阶意义重大。

课程思政供给侧教学建设思考与实践——以新医科教师党支部引领课程思政建设为例

课程思政是落实立德树人的战略举措,是“三全育人”格局的具体体现,是新医科人才培养的必然要求。以重庆医科大学公共卫生学院教工第一党支部为例,阐述在新医科人才培养背景下,通过高校教师党支部引领课程思政供给侧深化改革的途径,从教师队伍、课程建设、课堂教学等三要素进行基于供给主体、供给内容与供给载体的创新实践,并提出“四个坚持”的价值遵循,以期为课程思政提质提效提供参考和经验。

新时代高职院校教师师德师风评价体系研究

新时代高职院校师德师风建设工作是高校师德师风建设的一部分,也是我国师德师风建设工作的重要组成部分。高职院校教师作为一个特殊的社会群体,承担着培养促进经济发展和提高国家竞争力的高素质技术技能人才的重任,结合新时代党和国家对高校师德师风建设及职业教育的要求,界定具有职业教育特色的,如“双师”素质、产教融合、校企合作、提质培优等高职院校师德师风内涵,从而建立适用于高职院校师德师风的评价体系。

教师个人层面的努力与教学发展——高校新入职教师教学自我发展路径探讨

教师个人层面的自主学习是教师专业发展的根本路径,教师个人层面的努力情况对教师个人教学能力发展的影响最为显著。新入职教师要加强个人层面的自主学习,形成正确的教育观,并不断增强个人教学生活的体悟,在体悟的过程中不断转变教学行为。此外,加强教学实践的自我总结与反思、寻求与同事、学生之间的交流和互动、积极投身教育教学研究,在学习、实践、反思、总结和研究的过程中,不断促进自己教学的成长和发展。

美国中小学教师资格制度的演变及其特征

中小学教师资格制度是提升教师质量的重要标准。研究发现:美国中小学教师资格制度经历了萌芽、确立、发展、改革和完善五个阶段,形成了实施PraxisⅠ-Ⅲ标准考试、设置资格认定的高学历标准、构建多样化的证书分类体系、实行教师试用期和更新制度以及建立多元化的社会认证机构的制度特征。从现实角度来看,美国中小学教师资格的考试制度、认定制度、管理制度、配套制度和保障机制对我国中小学教师资格制度改革具有重要意义。

新文科背景下大学英语教师课程思政素养能力调研与策略

新文科坚持立德树人,倡导跨学科跨专业创新教学;教师是课程思政建设关键。研究以跨学科政治素养认知、跨学科专业素养认知、跨专业人文素养认知和跨学科信息素养认知为维度,通过对江西地方高校大学英语教师课程思政素养能力问卷调研,结果显示四个维度均受到教师性别、教龄、职称等个人因素不同程度影响。为此,研究提出组建“亲他—亲我”共同体、营造跨学科课程思政教科研氛围和搭设多样化信息技术学习平台的建议以作问题策略,供新文科背景下大学英语教师队伍建设与发展以支撑参考用。

新课程背景下政治教师教学改进探析

新课程标准对教师的教学理念、方法和评价等提出了更多的新要求,不断冲击着当前教师的旧教学思想与模式。政治课是落实立德树人的关键课程,更需要结合新课程背景下对教师教学改进的新要求,从改革教学手段、优化教学过程、加强自身学习及增强实践教学4个方面对当前教学进行“改造升级”,为建设现代化教育强国提供有力支撑。

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。