Promoting Construction of Professional Teacher Team of Acupuncture and Tuina by Artificial Intelligence

Artificial intelligence is a frontier science for simulating,extending and expanding human intelligence,theoretical methods,technologies and application systems.Through the survey and analysis of the current situation of the integration of artificial intelligence into the construction of the teacher team,the corresponding research plan and path are formulated,and the artificial intelligence is fully integrated with the construction of the professional teacher team of acupuncture and tuina,and specific practices are carried out.The practical research path includes the construction of the corresponding artificial intelligence education analysis system and platform for the teaching staff,the formulation and practice of artificial intelligence training and training plans for the teaching staff,the daily intelligent education of the teaching staff and the sustainable improvement of lifelong intelligent education literacy.Through this study,it is hoped that the teaching ability and level of acupuncture and tuina teachers will be improved,and more new ideas and methods will be provided for the training and education of acupuncture and tuina professionals.

Analyses of the Construction of Double-quality Teachers＇ Team of the Application-Oriented Institutes -- take the legal profession as an example

Teachers of the Application-Oriented Institutes are the main force in the field of cultivating high-quality workers and skilled personnel, and their abilities determine the educational level and the training quality of the Institutes. Double-quality teacher should have enough theoretical knowledge and corresponding professional practice skills. He isnot only competent for teaching theory, but also qualified for the guidance of professional practice. The professional practical ability is the core ability of teachers in the vocational colleges. Teachers of the Application-Oriented Institutes should eventually becomethe double-quality teachers. Therefore, to construct a high level teachers＇ teamwith double-quality teachers is the guarantee to improve the teaching quality of the Application-Oriented Institutes, andthe construction of teaching team is a necessary channel to achieve this goal.

Demonstration of the Distinguished Teacher Studio Leads the Exploration and Practice of Teachers’Teaching Innovation Team

The work of the distinguished teacher studio is based on activities and has the characteristics of learning,demonstration,and academic.The“double-qualified”distinguished teacher studio is an important way to help the development of vocational education teachers and cultivate outstanding“double-qualified”teachers.It is also an important carrier to improve teachers’teaching,practice,and scientific research ability,to promote the“three education reform”of vocational education,and to train high-quality technical personnel.

Research on Teaching Innovation Team Construction with“Double-Qualified”Teachers Under the Background of the“Double-High Plan”

With the continuous development of education in China,various vocational colleges have responded to the“Double-High Plan”and are actively building teaching innovation teams with“double-qualified teachers.”By improving the professional level of teachers and increasing practical opportunities,vocational colleges and universities can nurture high-level teachers and improve their teaching level so as to meet the demand for high-level technical skills training in the new era.This paper discusses the significance of constructing a“double-qualified”education model under the background of the“Double-High Plan,”the requirements of the“double-qualified”education model for teachers,the problems in constructing a teaching innovation team with“double-qualified”teachers,and the countermeasures for these problems.

Discussions on the Construction of“Double-Qualified”Teachers in Higher Vocational Colleges

Creating a“double-qualified”teacher team is an important content in the construction of a higher vocational college teacher team.This paper probes into the significance of the construction of“double-qualified”teachers in higher vocational colleges,and deeply analyzes the problems existing in the construction of“double-qualified”teachers’training base,the institutionalization of“double-qualified”teacher rotation training,the regularization of cooperation with enterprises,and the rationalization of incentive mechanism.Therefore,it is of great practical significance to strengthen the theoretical research and practical exploration of the construction of“double-qualified”teachers.

美国田纳西州TEAM质性评价体系:构成、实施与启示

破解极力追求分数、建构引领教师潜心教书育人、上好每一节课的教师质性评价体系是当前教师评价改革的时代命题。美国田纳西州TEAM质性评价体系针对教师专业提升与增值评价的不足应运而生。TEAM质性评价可操作化的指标与观测点、专业化的评价者、规范详细的实施程序及实施过程中注重持续跟进和自身优化、强调收集多重证据、强化指导与专业成长计划等措施,使得其取得了良好成效。这为我国教师教学评价改革带来启示和借鉴,如建立基于教师专业成长和有效课堂的质性评价标准、构建多边互动的评价主体关系、形成个别化课堂观察模式、重视评价结果有效反馈等。

On the Professional Development of Teachers in Public Security colleges and universities

Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our country. Therefore, to reshape education concept from the teaching and research point of view, develop professional level of public security colleges and universities, and create a good team ofteachers are the most important cause of public security education.

职业教育高质量发展背景下高职院校“双师型”教师队伍建设的浙江实践

在职业教育高质量发展背景下,我国“双师型”教师队伍建设需要政策创新,更需要区域实践。浙江省在“双师型”教师队伍建设的政策推进与实践探索方面形成了丰富的区域经验,即双管齐下、校企协同,打造“双师”结构队伍;以项目为抓手,实施分层分类培育,着力“双师”素养提升;刚柔并济,强化机制和制度建构,优化“双师”管理。这些经验为我国高质量发展时代背景下的高职院校教师队伍建设提供了有益启示,即夯实“双师”结构,以校企联动共育“双师”为有效路径;提升“双师”素养,以促进教师可持续发展为根本旨归;优化“双师”管理,以建立一体化机制与制度为保障。

Study on the Strategies for the Construction of the Leaming- oriented English Teaching Team in Colleges and Universities

Along with the continuous development of English educational reform in colleges and universities, higher requirements are proposed on the construction of English teaching team. In this paper, several strategies for constructing a learning-oriented English teaching team are proposed in combination with the current situation of English education in colleges and universities.

The Application of Team Teaching in EFL

Learning English as a foreign language has become a global trend.There is an open debate about employing non-native English speaking teachers(NNESTs)/local English teachers or native English speaking teachers(NESTs).In some East Asian regions like Japan,Korea,Hong Kong and Taiwan,NNESTs and NESTs work together as a team to teach students English.However,it is a relatively new idea in Chinese mainland.This paper review will introduce some basic points about this teaching method.

“双师型”教师标准实施背景下“双师素质”探究:价值意蕴、本质内涵与提升路径

加强双师素质培养是“双师型”职教教师队伍建设的必然之举。“双师型”的价值意蕴在于通过双师素质促进职业教育教师、学生和体系的发展,本质内涵在于职教教师“双师素质”合一,落脚点在于双师素质合一的专业教学能力提升。该专业教学能力的提升需要在明晰职教教师队伍结构的基础上,理解“三性合一”理念下专业教学能力的核心要素及其发展阶段,落实体现双师素质要求的专业教学能力提升策略,优化促进教师专业发展的“双师型”教师标准体系。

高校思政课教师团队构建的背景审视、逻辑理路及其协同路径

团队作为社会生活中无所不在的思维与行动单位,它本身所蕴含的行动的力量对于我们审视高校思政课既存叙事主体的叙事逻辑和组织逻辑具有重要意义。在新的历史时期,有必要对高校思政课教师团队的存在样态进行反思,推进高效能思政课教师团队的模式建构,打造高质量发展、高效率运行的思政课教师团队。基于此,从运行主体上需要实现思政课教师队伍从个体叙事向团队叙事的转向,从构建路向上需要基于差异性分层学习共同体的优势来聚焦思政课的主题,从组织保障上需要以民主型、包容性和自治性的机制来协同整合。

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。

关于建设中国特色的高质量教师教育体系若干问题的思考——专访周洪宇教授

围绕“建设中国特色的高质量教师教育体系”这一主题,周洪宇教授认为中国特色的高质量教师教育体系扎根于教师教育话语体系,以开放、协调、联动为特征,以严把质量为核心任务。建设中国特色的高质量教师教育体系是应对提升师资准入门槛,缩小区域师资队伍质量差距,助力数字化时代教师角色转变和能力转型需要的积极回应和必然选择。建设中国特色的高质量教师教育体系是一项系统工程,应统筹规划,从提高教师培养培训体系层次、加大对落后地区所需教师定向培养和精准培训、完善教师教育学科专业体系和构建数字化教师教育体系四个方面综合考量。

“双师型”教师素质与能力的内涵结构模型研究

“双师型”教师队伍建设的政策实践与理论进展表明,“双师型”教师素质与能力的内涵结构研究对理论深化和实践应用十分重要。采用修正式德尔菲法和SPSS 20软件对专家调研结果进行实证分析,构建“双师型”教师素质与能力的内涵结构钻石模型,包括专业知识、专业道德、能力、理念4个维度,含32个细分项。“双师型”教师需要具有扎实的专业知识、系统的教学知识、丰富的职业知识、先进的教育理念和良好的专业道德,具备理论教学能力和实践指导能力。其中,知识结构的多样性可以有效激发学生专业学习的积极性;先进的教育理念和良好的专业道德有助于促进学生自主持续发展;理论教学能力中的理论并不是抽象的书本理论,而是面向工作世界、反映职业实践活动的“真实”理论;实践指导能力强调掌握行业领先的实践技术技能,能在实践教学中进行完整演示并指导学生科学训练。

高质量发展背景下职业院校“双师型”教师队伍建设:进展、困境及突破路径

“双师型”教师队伍是职业教育高质量发展的关键。通过对“双师型”教师队伍建设现状梳理发现,政策愈发关注“双师型”教师队伍内涵提升,同时也存在教师培养不足、在职教师学历提升遇到瓶颈、高技能人才进入职业院校路径不畅等困境。为此,应建设开放型职业教育教师培养体系,吸引应用型高校加入职教教师培养体系,为在职教师学历提升及高技能人才进入职教教师队伍打开通道,通过产教融合为“双师型”教师队伍的可持续发展提供保障。

教师的教育判断力:内涵要义、价值表征及发展策略

教育是中国式现代化的关键组成,面对教育的快速发展以及教育数字化、人工智能的到来,教育判断力是教师减少迷茫、寻求立命之所的重要支点,也是提升教师教育质量的关键。教师的教育判断力就是在教育情境中合目的性的指向下,将各种教育现象、事例与一般规则交互作用而进行的“归摄”“运用”“反思”的判断能力,它是教育“尝试”与“提升”特质的诉求、教育思想形成与创生的支撑、教师生命意义获得与更新的助力。然而,当下教师的教育判断力面临缺乏生长土壤、教师教育者的判断力不足等困境。提升教师的教育判断力,应以深度学习为理念,以案例教学为依托,以教育情景为中介,建立跨界教师教育师资团队。

地方高职“双师型”教师团队高质量建设面临的困境及突破路径

高质量“双师型”教师团队是地方高职实现内涵式发展以及适应和服务区域社会经济及产业发展的必然要求。针对目前地方高职“双师型”教师团队建设存在的团队建设水平与学校内涵发展要求不匹配;团队服务水平与区域产业发展需求不适配;“政校行企”联合培养机制尚未健全导致培养培训平台与团队成长需求不匹配;考核评价激励机制不完善和团队素质能力与学校高质量发展要求还存在一定差距等突出问题。亟须在政府层面通过政策引领和制度保障推进形成“双师型”教师团队建设的制度化、系统化体系机制;学校层面通过社会服务等利益联结主导共建“双师型”教师团队发展共同体,探索建立校行企“产教岗位互通”运行机制和相互兼职双向交流的联合培养机制;行业企业层面通过以产促教、产教融合助力共建培训基地、研发中心、技能大师工作室、技术创新平台等助推团队高质量建设;教师层面以教学名师、技能大师等为引领助推“双师型”教师团队素质能力的提升发展。

班主任任职意愿及其影响因素:基于心理感受与工作嵌入视角的综合分析

吸引优秀教师担任班主任是当前中小学教师队伍建设中的重要议题。通过对北京市A区1567名中小学教师的调查发现:教师的班主任任职意愿偏低,58.9%的教师不愿意担任班主任;相对而言,城镇教师、低学历教师、高职称教师以及高中教师等亚群体的班主任任职意愿更低;影响班主任任职意愿的因素复杂多样,职业承诺、匹配和牺牲具有显著的正向预测效应,其夏普利分解值贡献率居于前三位。要提高教师的班主任任职意愿,可考虑采取如下举措:加强班主任人力资源开发,优先关注重点人群;改善班主任工作设计,提高班主任岗位本身的吸引力;进一步推动绩效工资改革,加大向班主任的倾斜力度。

新时代高职院校“双师型”教师队伍建设研究——基于江苏省相关政策与实践的探索

当前高职院校“双师型”教师队伍建设在师资来源、培训体系、认定标准、考核评价等方面存在一些问题。基于江苏省相关政策与实践探索,提出高职院校“双师型”教师队伍建设的策略:科学规划教师队伍建设,完善“双师型”教师发展顶层设计;规范师资管理政策措施,优化“双师型”教师队伍结构;深化教师考核评价改革,打造“德技双馨”高质量“双师”队伍,持续推进“双师双能”教师队伍建设。