Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.

International Symposium on China and the World in the Global History of Science and Technology, Held in Beijing

The International Symposium on China and the World in the Global History of Science and Technology was held by the Institute for the History of Natural Sciences(IHNS),Chinese Academy of Sciences(CAS),from May 30 to June 1,2017 to commemorate the 60th anniversary of the establishment of the IHNS,as well as to promote transnational communication among scholars specialized in history of science and technology and to foster developments in this field.Twenty-eight leading historians of science and technology from the Chinese mainland,Germany,the United States,Britain,Russia,France,Korea,Estonia,Hong Kong and Taipei gave lectures on various topics including the relation between Chinese science and technology and world civilization,and new perspectives and methodologies in studies on history of science and technology.More than 140 scholars attended the symposium.

Fatal Accommodations： The Record of Teachers＇ Unions in the McCarthy Era

While professional associations connected to higher education such as the American Association of University Professors fought to defend its members against the anti-communism of the 1950s, evidence suggests that teachers＇ unions failed in this role. Drawing upon the archival records and publications of the American Federation of Teachers and National Education Association, the following paper argues that the ideological inclinations of union leaders hindered their efforts to protect K-12 public school teachers. The attacks on academic freedom rights during the McCarthy era would thus have implications for years to come in regard to the ability of K-12 teachers to exercise their intellectual autonomy.

Review of Teaching Research and Exploration of World Medieval History under the Innovative Education Concept Based on CNKI Database during 2004-2020

In the context of globalization and China s rising status in the world, the requirements of the development of the times have raised new issues for China s education cause. The importance of the humanities discipline is on the rise, and its main discipline, history, is becoming increasingly important. In this regard, in order to explore the current situation and existing problems of history teaching in middle schools of China, this study collected the research literature on related issues in the past 20 years, and conducted a preliminary reading and analysis. It summarized the general background, existing problems, and some recommendations, to provide a certain reference for the history teaching.

The Sixth Forum on History and Heritage of Technology in China Held in Hangzhou

On June 4 and 5,the Sixth Forum on History and Heritage of Technology in China was held at China National Silk Museum(NSM)in Hangzhou.The forum was hosted by the Specialized Committee for the History of Technology and other specialized committees of the Chinese Society for the History of Science and Technology,and co-organized by NSM.The Institute for the History of Natural Sciences(IHNS),Chinese Academy of Sciences,also helped with the organization.

Research on Practical Education of Speciality Teachers in Vocational Colleges to Promote Curriculum-based Ideological and Political Education

Curriculum-based ideological and political education is the inevitable requirement of constructing the pattern of ideological and political education in the new era.As the main leader and implementer of curriculum-based ideological and political education in vocational colleges,speciality teachers should take the fundamental task of moral education as the guidance,focus on it through curriculum,promote the organic unity of knowledge teaching,skill improvement and value guidance in the teaching process,and finally form a new ideological and political work mode in line with the requirements of“high-level vocational college and speciality”construction.At present,speciality teachers in vocational colleges have some problems in curriculum-based ideological and political education,which is mainly reflected in some speciality teachers’weak self-consciousness,poor understanding and integration ability.In order to effectively solve the problem,they have to establish the curriculum-based ideological and political education promotion mechanism led by the college Party committee,consolidate the institutional guarantee for speciality teachers in moral education,strengthen their consciousness and awareness,innovate and improve the assessment and evaluation mechanism of their dedicated education.

General Derivation of Mass-Energy Relation without Electrodynamics or Einstein’s Postulates

The mass-energy equation ?is derived in general from Newton’s equation of motion without use of electrodynamics, or Einstein’s Postulates which were presented in his superb 1905 paper on Special Relativity (SR). This was previously not thought to be possible. This novel derivation of an accelerated body of rest mass m0 is compared with the traditional SR inertial derivation. A discussion is given of pre-1905, electrostatic and electrodynamic derivations of the mass-energy relation yielding , as well as more recent ones. A concise pre-relativity history of the mass-energy relation is traced back to Newton in 1717.

2023民间文学:本体研究与跨学科对话

2023年民间文学在承续之前研究的基础上,其表现出研究话题更为集中,特别是对民间文学口头性、集体性、人民性及体裁、语境的讨论,彰显出民间文学领域进行理论建设的自觉与学术愿景;而在对学科史、学术史的梳理中,我们所看到的是研究者立足当下面临问题时的思考及结合时代语境对过去学人研究的重新阐释。在民间文学社会价值研究中,我们能看到相关研究成果既有对学术传统的延续,也注重结合时代命题,多维度、立体化地进行理论拓展。当然,无论在哪个论域,我们都能看到2023年度民间文学研究有待提升之处及未来的新趋向。

From Nikolay Umov E=kmc^(2) via Albert Einstein’s E=γmc^(2) to the Dark Energy Density of the Cosmos E=(21 22)mc^(2)

The paper starts from the remarkable classical equation of the great nineteenth century Russian physicist Nikolay Umov E=kmc2 where 1/2≤k≤1, m is the mass, c is the speed of light and E is the equivalent energy of m. After a short but deep discussion of the derivation of Umov we move to Einstein’s formula E=γmc2?where γis the Lorentz factor of special relativity and point out the interesting difference and similarity between Umov’s k and Lorentz-Einstein γ. This is particularly considered in depth for the special case which leads to the famous equation?E=mc2?that is interpreted here to be the maximal cosmic energy density possible. Subsequently we discuss the dissection of E=mc2 into two components, namely the cosmic dark energy density E(D)=(21/22)MC2 and the ordinary energy density E(O)=MC2/22? where?E(D)+E(O)=MC2. Finally we move from this to the three-part dissection where we show that E is simply the sum of pure dark energy E(PD) plus dark matter energy E(DM) as well as ordinary energy E(O).

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.

高职院校发挥社会服务功能的现实困境及效能优化路径

职教改革背景下社会服务已经成为衡量高职院校办学质量、发展水平的重要指标。当前高职院校社会服务呈现出服务范围地域性明显、服务内容以基础实践为主的特点。针对高职院校社会服务师资综合能力不强、组织执行机制不完善、外部环境支持认可不高等现实困境,应采取组建混编“链上师资团”,打造技能大师工作品牌,创新多元主体社会服务模式;制定“年度社会服务专项规划”,创设专职机构,挑选辅助机构,强化社会服务执行力度;深入工作场景,拓展志愿服务,匹配区域特色优化专业布局,营造良好场域环境,提升高职院校社会服务公众认知度等措施。

新时代复合型特殊教育教师培养的创新实践——以杭州师范大学特殊教育专业为例

“复合型”特殊教育教师是融合教育、教康结合等特殊教育发展趋势下对新时代特殊教育教师培养的要求。在此背景下,杭州师范大学特殊教育专业开始探索高质量复合型特殊教育教师的培养,凝练出“精特教、懂融合、知康复”的培养模式,设置“特殊教育、融合教育、教育康复、教师基本素养”四大主线课程,打造“跨学科教师团队+核心专业教师团队+社会实践教师团队”组成的“三元”师资团队,与特殊教育学校、融合教育学校、康复机构等实施协同教学和评价,构建“全程化、融入式、多样性”的实践体系。

特级教师专业核心素养的现状、特点与启示——基于江西省特级教师的调查分析

专业核心素养是衡量特级教师综合素质的重要指标,并对其教育教学质量具有重要影响。通过对江西省218位特级教师的调查发现,特级教师专业核心素养总体处于优秀水平,不同性别、不同年龄、不同教龄、不同学历、任教不同课程与学段,以及是否担任班主任的特级教师在专业核心素养水平上存在差异。特级教师专业核心素养的特点主要体现在:追求平衡发展,专业素养全面;加强品格涵养,提升精神境界;重视文献阅读,知识广博深厚;持续改进教学,教学能力突出;积极投入科研,主动自我反思。特级教师专业核心素养的发展给我们以重要启示:一是内外结合,充分发挥特级教师的示范和引领作用;二是整体强化,全面提升教师的专业核心素养;三是上下联动,为教师的专业发展创设良好的条件。

校本课程开发二十年:一项教师生活史研究

运用生活史研究的方法,通过田野观察和深度访谈,采集教师们的课程开发故事,并将他们的故事放入到他们所处学校的、社区的及国家的社会大背景中加以历史地考察。同时,通过并置、对照和比较他们的个人课程开发故事,构建一幅有关“校本课程开发”乃至更广的课程改革“马赛克”式生活史图景。与单纯的文献史不同,这是一种微观至中观层面上的课程史建构的努力和尝试,是一种“叙事性”的历史“真实”。回顾“三级”课程管理政策推动的“校本课程开发”二十年(2001—2021),追问:校本课程开发的实践主体——学校教师——是如何卷入到二十年前的那个改革的大潮中去的?经历了怎样的课程开发过程?产生了什么样的认识和体验?对这场主要由改革专家“理论”、政府推动的自上而下的课程改革的认同度有多高?这些追问不仅涉及到“过去了”的二十年,更关系到未来的二十年、三十年,关系到他们面对未来政府和专家推动新新课程改革的参与度、支持度、行动力和认知力。

关于特殊教育历史分期的思考

认识和划分历史时期是开展特殊教育史研究的前提。国内外特殊教育界关于特殊教育历史分期的不同观点反映出在特殊教育的历史分期上既与普通教育史有一致之处,也有不同之点。现在对新中国特殊教育发展阶段的界定,应该按照2021年《中共中央关于党的百年奋斗重大成就和历史经验的决议》提出的三个时期来划分,并在三个时期大的历史背景下进行研究。

地方师范院校培养中学卓越历史教师路径探析

基础教育课程改革的不断深入,对地方师范院校培养卓越教师提出了更高要求。针对中学卓越历史教师培养存在的历史自信培塑针对性不强、历史思维培养养成性不够、历史主动精神培育突出性不足等问题,要采取切实有效的路径:在“五化培养机制”中提升学生的历史自信,在“五环节”的学习与实习模式中强化学生的历史思维,在“五大实践平台体系”中增强学生的历史主动精神。

论职业教育专业博士的独立设置——基于“双师型”职教师资博士“特需项目”十年实践与反思

职业教育专业博士是基于职业教育类型定位和面向新时代职业教育高质量发展对博士层次“双师型”职教师资要求而设置的专业学位,“双师型”职教师资博士“特需项目”十年实践为职业教育专业博士培养提供了“先行先试”范例。该项目致力于职业教育工科“双师型”专业带头人培养目标,实施“交叉课程—企业实践—教育实践—技术研修”课程教学,组建“教育学—工学—职业院校—企业”四师协同导师组,开展“高等院校—龙头企业—职业院校”校企校深度学术训练以及构建“校企校—校院—院院”多际协同组织保障体系,十年实践形成了“教育学+工学”“双师型”职教师资博士人才培养模式。目前因陷入项目终止与质量标准缺失的内外部困境,建议独立设置职业教育专业博士并构建分类评价体系,支持职业技术师范院校开辟博士层次职教师资培养新赛道。

教师培训视角下的特殊教育专业群人才培养模式创新——以襄阳市小学、幼儿园教师培训为例

赋能地方教师培养是构建高水平特殊教育专业群的一项重要任务,也是打造地方人才培养高地的一个关键指标。文章结合襄阳市融合教育教师培训的现状及基本经验,瞄准专业群服务基础教育教师培训存在的问题,分析原因,提出“普特融合,育训一体”,构建高水平特殊教育专业群;“三双驱动,岗位双任”,打造产教科深度融合新生态;“四方评价,多证融通”,建立培养培训质量评价机制等专业群人才培养模式创新举措,旨在全面提升专业群的社会服务能力。

唤醒沉默的大多数:乡村教师口述史的内涵、价值与展望

20世纪上半叶,历史学家将关注的视角转向口述史,随着越来越多学者的关注,口述史成为历史研究的重要方法。以往的教育史研究多关注大历史,如制度史、思想史、重要人物史、教育普及史等,而对教师个体特别是乡村教师个体的历史研究较少。乡村教师的经历,关系到教育本身,更关系到中国整体的教育事业。乡村教师口述史既具有历史的品质和温度,又具有研究的性质,对乡村教师口述史的内涵、价值意义以及未来展望进行全面深入的分析,对于推动乡村教育改革与发展、提高教育质量、关注教师队伍建设等方面具有重要意义。