Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan:From an Examination of Educational Thought,Educational System,History,and Contemporary Science and Mathematics Education Practices

The purpose of this paper is to examine the development of a curriculum in Japan to foster the agency(OECD Student Agency)necessary for children living in the future,as outlined in the OECD Education2030 Project,and the role of teachers who implement this curriculum.Therefore,I aim to achieve this goal by taking an overview of educational thought,educational systems and history,and examining several initiatives in the OECD Project and the situation of a Japanese high school that practices science and mathematics education.As a result of analyzing previous research and the narratives obtained from interviews with Teacher A(pseudonym)of a certain F High School(pseudonym),it was found that school education should not simply teach subjects,but should aim to enable student to help student exercise agency in the future.It was suggested that it is not necessary to add content to the curriculum,but rather to prepare to provide students with competencies that will enable them to use the content in various contexts,situations,and circumstances,suggesting that in order to discover such important competencies,teachers and other related parties are required to implement curricula that allow students to slowly and carefully explore the competencies surrounding the content,and to conceive and build curricula that include both hidden and intended curriculum that allows student to reflect on the curriculum they have achieved.

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

Curriculum Discourse and Foreign Language Teachers'Professional Development

The significance and status of the teachers'professional development make the education system and the society pay more and more attentions.The article elaborates the internal contact of curriculum discourse and teachers'professional development from a few respects such as the rationality of curriculum discourse,the long-term nature of the teachers'professional development and many factors affecting the teachers'professional development.The article also analyzes the external and internal factors influencing Tibet foreign language teachers'professional development,and puts forward the corresponding countermeasures in the light of these problems.

The Composition and Promotion Strategy of Teachers'Curriculum Development Ability in Secondary Vocational Schools

The curriculum development ability of secondary vocational school teachers is a necessary professional ability for teachers.It has important practical significance and practical value for promoting secondary vocational education curriculum and teaching reform.On the basis of analyzing the connotation and composition of curriculum development ability of teachers in secondary vocational schools,this article proposes three strategies to improve the curriculum development ability of teachers in secondary vocational schools.

The Roles of the Learner, Teacher and Institution in Curriculum Development in a Chinese EFL Learning Context

There has been an increasing awareness in China＇s English language teaching profession that curriculum development should take account of the participants within the curriculum development process： the planners, the administrators, the institutions, the teachers, and the learners. This paper attempts to identify the underlying principles of the New English Curriculum in China （2001）, based on which the roles of the learner, teacher, and institution that underpin the development of the new English curriculum in a secondary school in South-west China are critieaUy examined.

Action Research——the Way to Enhancing Teacher Professional Development

This paper introduces the notion of action research in its international academic context. Action research is potentially beneficial to both pre-service teachers and in-service teachers in their professional development and it should play an important role in the curriculum renewal of English teaching methodology in China.

Professional Development of County-level Physical Education Teachers from the Perspective of the New Curriculum Standards:A Case Study of Huaiji County

Using methods such as questionnaire survey and literature review,a survey was conducted on the professional development of physical education teachers in Huaiji County under the background of the new curriculum standards.The research results found that physical education teachers in Huaiji County have a relatively good distribution structure in terms of teaching experience,age,and education level,but the gender ratio and professional title ratio need to be improved.In terms of professional competence,teachers have shown good performance in teaching implementation ability,but there is still room for improvement in teaching design ability.A certain proportion of teachers still express dissatisfaction with professional title promotion,hardware configuration satisfaction,salary and benefits,and school reward mechanisms.Based on this,this study proposes some measures to improve the professional development level of county-level physical education teachers,such as enhancing teachers teaching design and implementation abilities,strengthening the cultivation of technical action demonstration abilities,improving hardware configuration satisfaction and teaching effectiveness reflection level,strengthening guidance and support for teachers professional development,and enhancing the promotion and implementation of post employment training.

推进幸福体育课程模式实施的价值意蕴、面临问题与多元途径

幸福体育课程模式是深化体育课程改革的必然选择,是体育课程一体化精准实施的具体范式。当前,幸福体育课程模式仍处于理论初创与实践探索阶段,在该课程模式有效实施方面面临着诸多问题和挑战。体育是为健康还是为健康而幸福的人生的认识问题亟待统一;幸福体育课程模式在体育课堂如何呈现问题需要明确;幸福体育课程模式的协调发展和协同推进问题需要重点把握。有效推进幸福体育课程模式需要系统性地整体规划和精准有效地实施。从教师的角度,需要全面提升实施能力;从课程系统性变革的角度,需要整体布局并形成合力;从课堂教学的角度,需要把握学生的真实感受;从课内外体育联动协同角度,需要有明确的分工和相互的协同。

基于思想、师德、教学、科研“四过硬”的师资建设农业机械化及其自动化课程思政示范专业

国家的人才培养始终坚持“把思想政治教育贯穿教育教学全过程”。中国农业大学农业机械化及其自动化专业始建于1952年,依托72年的沉淀和积累,始终以立德树人为根本,不断优化培养方案,构建了以思想、师德、教学和科研“四过硬”的师资建设农业机械化及其自动化课程思政示范专业。主要措施包括铸造高思想觉悟、强师风师德、高教学技能和强科研能力的师资队伍,夯实培养学生强国先强农、知农爱农为农的创新意识和解决复杂工程问题实践能力的思政育人目标,建设思政引领的课程育人大纲,建立思政化、常态化的教学研究模式,构建跨系、跨学院、跨学科的农业产业+新工科+新农科教学团队,包括“强机械”“强自动化”和“强农业实践”3个教学团队,夯实全环节、多种形式的实习实践,强化课程思政总结,在相关高校进行示范推广,旨在推进我国农业机械化及其自动化课程思政示范专业人才培养水平。

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。

构建高职立德树人教学团队的挑战及对策研究

高职教育是教育事业中不可或缺的一部分,“立德树人”是教育的根本任务。文章探讨了高职教育中教师如何更好地落实“立德树人”的使命与责任,提出了打造“思政教师—辅导员/班主任—专业教师”三位一体立德树人教学团队的对策和建议,以期进一步推动高职教育的发展。

21世纪以来我国教师教育研究热点与趋势——基于CSSCI数据库的计量分析

近年来,国家陆续出台教师教育相关政策,教师教育事业快速发展,教师教育已然成为学术界研究热点。2000—2023年CSSCI收录教师教育研究成果的统计分析显示,教师教育研究成果丰硕、期刊繁多、主题广泛。研究热点覆盖教师教育模式、教师专业发展、教师教育课程改革、教师教育信息化等。教师教育研究取得了一定成果,但后续研究仍需继续深化,其中,注重理论体系构建、采用实证研究方法、研究主题的包罗万象将成为趋势。

教育数字化背景下“内科学”课程建设与师资培养探索

西安医学院内科教研室教学团队在“内科学”一流课程项目建设目标的驱动下,依托数字技术和智慧化课程平台,以分工合作、每人承担一个子项目的“项目制”管理形式,探索出一套适合医学课程的“四二三”混合式课程建设与实施方案,同时提升了教师的数字素养,培养了他们课程资源建设与开发、教学设计与课堂管理以及教育教学研究等多方面的能力,促进了教师教学能力发展。

整合性交替培养:法国教师教育课程探析

近年来法国基础教育发生了多次重大改革,其中关于高质量的教师职前培养和极具特色的“整合性交替培养”型教师教育课程是提升国家教育水平的重要举措。经过多年的发展,法国形成了双轨合一式的教师培养机构和多元整合式的教师培养路径,继而产生了以行动为导向、以“理论-实践-再理论-再实践”为特点的整合性交替培养模式。课程设置以培养团队、学科知识、教育知识以及教学知识的四重整合为原则,加之多种实习方式的交替进行,旨在提供专业化且高质量的教师教育课程。同时,法国也通过对课程内容、课程结构、课时分配的有效统整,体现出教师教育课程一体化与层次化等特点。

困境与希望:信息科技教师身份认同的调查研究

信息科技作为独立科目列为国家课程,建设高质量信息科技教师队伍对课程实施有重要意义,而高水平身份认同对提升信息科技教师幸福感、归属感与职业认同感有重要促进作用。研究以经验研究方法为主,主要采用定量研究方法开展研究,辅之以访谈研究作为补充,对信息科技教师身份认同现状及影响因素进行探究。研究发现:信息科技教师身份认同总体处于中等水平。学校课程建设与课程政策是影响信息科技教师身份认同的主要因素,学校组织管理为次要因素,教师的个人与职业特征对教师身份认同影响较小。信息科技教师身份认同陷入了教师队伍中“科班”教师占比较低、高学历信息科技教师物质与情感需求难以满足、学校无法满足信息科技教师的竞赛资源需求的困境。学校课程建设、考核评价与课程政策可以助力提升信息科技教师身份认同。

新课标背景下中小学体育教师专业化发展的困境与纾解——基于行动者网络理论

中小学体育教师专业化发展是义务教育阶段学校体育高质量发展的必然选择。本文采用文献资料法、逻辑分析法等研究方法,基于行动者网络理论,以转译过程的4个核心要素(问题呈现、利益赋予、充分征召、积极动员)为分析框架,对新课标背景下中小学体育教师专业化发展困境与纾解路径进行探究。研究发现:“新课标”背景下中小学体育教师专业化发展面临各方行动者认同感不高、趋利性博弈、机制不健全、行动力不足等困境,致使“新课标”执行落地缓慢、建设实效不强。据此提出纾解路径:强化行动者自身认同感,激发专业化发展的自觉性行动;夯实利益共同体意识,维持专业化发展赓续性跃迁;打造多元协同培养机制,促进专业化发展全要素参与;不断突显核心行动者,支持专业化发展持续性推进。

美国校外舞蹈教育经验对我国的启示

随着“双减”政策的实施,作为素质教育的关键组成部分,校外舞蹈教育必须积极应对新形势。校外舞蹈教育的进步离不开对全球优秀经验的批判性借鉴。美国在全球舞蹈教育领域的卓越发展,源于其相对成熟的理念与机制:开发跨学科舞蹈课程激发学生的创造性思维、注重舞蹈教师资格认证加强人才培养,由相关舞蹈教育机构、协会等发挥引领作用促进行业发展。这为我国“双减”背景下校外舞蹈教育的发展提供借鉴:重视跨学科舞蹈课程开发、关注舞蹈教师资格认证、由相关组织引领舞蹈艺考行业规范。

师范专业认证背景下教师教育实践课程建设研究

定向培养农村小学教师,是破解当前西部地区农村小学师资队伍建设难题的重要路径。高质量的教师教育课程体系是提高人才培养水平的关键,教师教育实践课程是师范生形成教学能力的基石。研究通过实地调查了解地方院校在小学教育(农村定向培养方向)教师教育实践课程实施方面的现状,以师范专业认证理念为指导,提出建设小学教育(农村定向培养方向)实践课程的若干思考。

基础教育课程改革下体育教师实践性知识发展的内涵、价值与路径

体育教师是我国体育基础教育课程改革的关键力量和重要保障。面对体育与健康课程改革,促进体育教师专业发展路径存在“去情境化”“规定化”“技术理性化”的局限,体育教师实践性知识的发展有助于教师主体性的浮现,是体育教师专业发展的新路径。从“错位-反差失衡”的视角省思体育与健康课程改革下体育教师实践性知识发展的内涵,基于“呈现自我”“关怀他者”“回应标准”阐释体育教师实践性知识发展的价值。探索性提出体育教师实践性知识发展的路径包括在情境中捕捉,叙述体育教师实践性知识;在行动中浮现,运用体育教师实践性知识;在反思中重构,更新体育教师实践性知识;在互动中延续,传承体育教师实践性知识。