Research on the Role of Guiding Students to Participate in Skills Competitions on the Development of Young Teachers in Vocational Colleges

This paper explores the role of guiding students to participate in skills competitions on the development of young teachers in vocational colleges.We investigate the impact of skills competitions on the consolidation of professional knowledge,development of innovation capabilities,improvement of hands-on abilities,and enhancement of communication skills with students.The results of this research demonstrate that skills competitions have a positive influence on the professional growth of young teachers.The consolidation of professional knowledge,development of innovation capabilities,improvement of hands-on abilities,and enhancement of communication skills collectively contribute to the effectiveness of young teachers in vocational colleges.It is recommended that vocational colleges prioritize and support the participation of young teachers in skills competitions to foster their professional development.

Study on the Career Development of Young Teachers in Vocational Colleges

The quality of the teaching staff is crucial to the development of vocational education.Skilled and knowledgeable teachers can provide students with specialized technical knowledge and practical skills.In addition to teaching,teachers also act as mentors in providing guidance and support in all areas to students.However,the development of young teachers faces many problems,such as unclear career plans and a lack of attention to operational skills.This paper analyzes the research findings of past scholars and uses a questionnaire to analyze the problems faced by young teachers in their career development.Based on this,this paper puts forward some targeted suggestions,which can provide guidelines for the career development of young teachers.

Study on Approaches and Methods for Cultivation of Young Marxists in Colleges and Universities

The Central Committee of the Communist Party of China greatly pushes forward young Marxists training projects,thus study on approaches and methods for cultivation of young Marxists in colleges and universities is of great significance for establishment of socialism with Chinese characteristics for a new era.However,current problems include:current young Marxists projects in colleges and universities are based on theoretical research;over-reliance on research results in the recent years,and lack of in-depth systematic research on writing thoughts of classical literature;lack of accurate assessment mechanism for practical activities;insufficient innovation of training methods;poor quality of training environment.Actively searching for relevant improvement measures based on the current problems has positive effects in promoting cultivation of young Marxists in colleges and universities.

Study on Career Planning of College Teachers

With the continuous development of society,the demand for cultivating talents in colleges and universities is becoming more and more urgent,and teachers in colleges and universities bear the heavy responsibility of cultivating talents in colleges and universities.High-quality teachers are the backbone of education and teaching in colleges and universities and the reserve army for sustainable development.Through career planning can not only grasp the pulse of the career,grasp the career direction,but also effectively avoid job burnout.This paper mainly analyzes the career planning principles of college teachers,gives the eight links of college teachers’career planning,and also analyzes some problems in the process.sum up,and give the corresponding strategies to provide a good reference for the professional development of young teachers.

新时代高职院校思政课教师队伍建设现状调查研究——基于六省(市)的实证分析

为深入了解高职院校落实《新时代高等学校思想政治理论课教师队伍建设规定》等中央文件情况,掌握高职院校思政课教师队伍建设现状,在全国六个省(市)高职院校开展调研,结果显示,高职院校在全面领导思政课教师队伍建设、建立常态化思政课教研机制等四个方面取得实效,但仍然存在思政课教师教材使用不规范、马克思主义学院等二级机构设置不规范、思政课教师准入与退出机制不健全、思政课教师企业实践活力不足等突出问题。基于调查,着重从统一编写高职院校思政课选修课教材、建立院企党组织“手拉手”工作机制等四个方面提出参考性建议。

地方医学院校青年教师教学学术能力评价指标体系建构研究

构建地方医学院校青年教师教学学术能力评价指标体系。采用专家咨询法,于2022年9至12月通过邮件向29位专家发放两轮专家咨询表,综合专家积极程度、权威程度和协调程度等进行评价。两轮咨询的专家积极程度分别为93.1%、100.0%,专家权威程度分别为0.859、0.864,评价指标重要性和可行性的专家协调系数分别为0.35和0.39(P值均小于0.001)。构建的指标体系包括4项一级指标、10项二级指标26项三级指标。专家的积极程度和权威程度较高,专家意见协调程度较好,构建的地方医学院校青年教师教学学术能力指标体系可信。

工匠精神视阈下基于项目的高职院校青年教师成长路径研究

在职业教育高质量发展的背景下,建立具有工匠精神、业务能力精湛的青年教师队伍,将极大促进高职院校内涵发展。文章分析了高职院校青年教师成长中存在的现实问题,在“双高校”建设、百万扩招、现代学徒制教育和劳动教育等新视角下,探索工匠精神促进青年教师的职业成长逻辑。提出基于项目的高职院校青年教师成长路径,以期为我国高职青年教师队伍建设提供借鉴。

师范专业认证背景下地方综合性高校地理科学专业人才培养模式构建──以宁波大学为例

师范专业认证是衡量高校师范素质教育的一个重要指标,对指导地方综合性大学教师教育专业的人才培养具有重要意义。立足师范认证的核心理念,结合宁波大学地理科学(师范)的专业现状,提出“1234”新课程体系人才培养模式。并在此基础上,对通识课程、专业课程、教师教育课程、综合实践课程等教育平台的建设和改革进行了探讨:以区域综合为特点,打造通识课程平台;以学生兴趣为导向,搭造专业课程平台;以师范性为中心,打造教师教育课程中心;以实践教学资源为依托,搭建综合实践课程平台。通过构建一套完整的评价与持续改进体系,以期为师范认证背景下的专业建设和人才培养提供参考。

高校开展新时代教师评价改革的逻辑、机制与限度

从中观层面把握教师评价改革的逻辑和机制是一条重要的路径。研究从组织视角出发,认为基于合法性和效率的双重逻辑组织,高校教师评价改革呈现出强制、竞争、模仿和学习四种发生机制。四种机制对教师评价改革的创新性、有效性和持续性产生了一定的限制。教师评价改革应该重视学术逻辑的作用,在学术、合法性、效率三重逻辑间形成新的张力,进而产生社会网络、自我建构两种新的改革机制。在不同的逻辑组合下,教师评价改革会呈现出多项机制兼容与并存,改革机制发生阶段化变化,且不同类型高校的改革机制之间会有显著的差异性三种特征。

北京地区高校青年教师队伍建设及对策研究

当前,北京市已经形成了一支数量规模满足需求、结构更趋合理、发展态势良好的教师队伍,其中高校青年科技人才规模和结构同增。然而,北京地区高校青年教师的总体工作满意度仅处于一般水平,最不满意的是收入福利与工作评价。同时,青年教师队伍建设还存在教学专业化水平低、缺少高层次人才、青年后备人才培养薄弱、现有人才政策对青年支持不足、薪酬激励机制不健全、职称晋升制度不完善等问题。建议加强高校青年教师政策体系的顶层设计,健全多元化的人才培养机制,突出高层次人才和后备人才培养,完善薪酬体系,完善考核晋升和职称制度,推动北京地区高校青年教师全面发展。

《教师法》修订背景下公立高校教师师德失范行为的识别与治理

当前高校教师师德失范行为屡屡发生,高校相应调查处理存在诸多争议,师德失范行为的认定存在识别标准、治理程序和评判依据模糊等问题。在厘清公立高校教师法律地位基础上,我国应遵循程序正义与比例原则,明确高校教师师德规范边界;建立和完善以调查与听证为核心的高校教师师德失范行为治理程序;基于主客观标准、初再犯情节以及后续行为三方面评估教师师德失范行为过错程度,合理确定教师师德失范行为惩戒等级。

高校专业课教员课程思政能力提升问题研究

在新时代高等教育发展背景下,立德树人已经成为教育的根本任务,是高等院校立身之本。同时,高等院校也成了当前社会技术型人才与应用型人才的摇篮。分析了高等院校专业课开展思政教育改革的紧迫性,指出了专业课教员开展思政教育存在的问题,深入探究了专业课教员课程思政能力提升问题,并给出强化课程思政协同育人的理念、消除“思政”会冲淡专业教学的思想顾虑和误解、不断提高专业课教员的综合素养、不断增强专业课教员的课程思政融合能力等对策建议,为进一步在高等院校全面开展有效“思政教育”提供了有益的参考,使得立德树人根本任务更好落实。

浙江省高校青年教师心理健康现状调查及对策研究

采用抑郁自评表SDS(Self-rating Depression Scale)对浙江省高校青年教师进行心理健康调查,为此类人群的心理健康水平提升提供参考意见。以浙江省7所高校为调查对象,对高校专任教师进行抑郁自评表SDS调查问卷,共回收有效问卷536份。其结果表明高校青年教师躯体化、心境障碍、精神运动障碍和精神病性情感症状等因子合计得分显著高于国内常模水平,不同职称、教龄、性别的高校青年教师心理健康状况存在显著差异。教龄4~5年、中级职称和女性高校青年教师的心理健康状况最为严重,亟须引起个人、学校和社会的高度关注。