From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ Reading Practices in Mafraq

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

An introduction to an English Teacher Education Program

Teacher training for primary and secondary schools in the underdeveloped areas in China was rather inadequate in terms of teaching skills.It's imperative to direct more attention to the English teachers in these areas and provide opportunities for them to receive in-service training so that they can update their subject matter knowledge and pedagogic knowledge to facilitate their teaching.In light of this demand,this paper presents a one-year-long program that is tailored to the needs of the secondary school teachers of English in the inland areas,by giving a detailed description of the knowledge base they need together with the rationale underlying such a design.

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.

In-Service LTE Program for Chinese Private Institute English Teachers

This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their career.Primarily intending to build the trainee teachers' professionalism and raise their awareness,an overall illustration of adopted training courses and choice of activities are introduced in this paper.Focusing on integrating instructional knowledge from ESL and English language teaching,the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities.Principles underpinning this program design are illustrated one by one.A course like this may not foster all teachers to become professionals at once,but to be a reflective practitioner can be a reachable goal,as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

The Progress and Strategy of National Training for K-12 Teachers in China in the New Era

The reform of rural teacher team building has entered the deep-water zone where tough challenges must be met in the new era.In order to adapt to the new situation and cope with the new challenges,the national training of K-12 teachers in China should set up the concept of high-quality products,summarize the experience of the grass-roots level,aim at the prominent problems,give full play to the exemplary and leading role of the National Training Plan,and promote the comprehensive improvement of the quality and efficiency of teacher training.During the 13th Five-Year Plan period,the national training of K-12 teachers in China has achieved gratifying results,as well as considerable problems in the implementation of the National Training Plan.On the basis of sorting out the progress of the national training for K-12 teachers in the new era,this paper puts forward development strategies.

Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

Necessity of introducing children's literature courses in teacher training programs in China

本刊1991年3期发表了一篇〈英美儿童文学——师范院校英语专业应当填补的空白〉,表明我们对开设这个课种的支持。东北师大的外籍教师Tova Meltzer博士在下面这篇文章中,根据北美的情况,结合中国的外语教学,进一步论述英美儿童文学课程对于学习生动活泼的英语和陶冶健康的情操的意义,并对儿童文学书目做了补充。

由规模化到精准化:国家中小学智慧教育平台教师研修的差异化需求及优化策略研究

立足常态化的新发展阶段,国家智慧教育平台教师寒暑假研修如何从规模化走向差异化、精准化,“按需施训”尤为关键。研究以基础教育阶段参训教师的9.06万条、149万余字反馈文本为研究对象,综合运用结构主题模型(STM)及重要性-绩效分析法(IPA),构建了国家中小学智慧教育平台教师研修需求框架,并深入分析其差异、明确基于需求要素的优化方向。研究发现:参训教师需求包含个体发展和系统环境两个层面的五类需求,且均存在显著的区域及城乡差异,针对时间安排及学时认定等研修机制需求仍须优化改进。研究为教师寒暑假研修精准化、差异化发展提供实证依据与决策支持,为优化研修服务提供策略建议。

以兵团精神为基石的边疆高校课程育人体系探究与实践——以农业水利工程专业为例

石河子大学农业水利工程专业历经60余年发展,坚持为党育人的初心、为国育才的立场,紧抓师资引进、培养、评价和奖励等关键环节,形成一整套有特色的高水平师资队伍建设体系;构建培养目标、课程体系、毕业要求“三环节一主线”的培养模式,形成基于工程认证理念的农业水利专业人才培养体系;从突破教材和章节定式进行教学内容改革,采用最直观、最有效的教学方法改进教学方式,到利用网络新媒体改善教学手段推进混合式教学改革;从改善实践教学硬件设施、指导学生实践项目、创新创业教育和党员先锋志愿服务系列活动上推动实践教学质量提升;从改进课程考核,开展德育考试上发展多元化评价体系。形成以弘扬兵团精神为育人基石,以服务维稳戍边为发展特色的农业工程专业课程育人体系。培养一大批“下得去、留得住、干得好”的边疆农业水利建设技术人才,深刻回答“培养什么样的人、如何培养人、为谁培养人”这一根本问题。

新文科背景下课程思政融入师范专业课程的困境与出路

新文科建设的改革与实践对于培养担当民族复兴大任的时代新人具有深远价值和意义,课程思政有效融入是新文科建设的重要内容。研究在S大学师范学院随机抽取38名专任教师和291名大一至大三年级师范生进行问卷调查,发现当前师范专业课程思政融入的主要困境在于教师课程思政融入意识薄弱、课程思政元素开发能力不足、教学方式的综合运用欠缺、课程思政评价方式单一。基于此,研究认为可以从教师和高校两个方面出发促进师范专业课程思政融入:教师需要树立以德育人观念,探课程思政融入策略;学校可以通过“减”“赋”“增”路径助力课程思政。

师范类专业认证背景下体育教育专业人才培养方案优化策略研究

高等院校体育教育专业的学生是我国教师队伍的后备军,而人才培养方案在很大程度上决定了体育教师的培养质量。我国高等院校人才培养方案在师范类专业认证理念下需要同时满足《普通高等学校本科专业类教学质量国家标准》和《普通高等学校师范类专业认证实施办法(暂行)》的要求。本文采用文献资料法等研究方法,以协同“学生中心、产出导向、持续改进”的师范类专业认证标准基本理念作为指导方针,探索师范类专业认证背景下体育教育专业人才培养方案的优化策略。

乡村教师培训课程的精准设计与实施——以上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目为例

对上饶师范学院“国培计划(2021)”江西省原国贫县小学数学学科送教下乡培训项目进行整体规划和科学设计,并将“精准培训”理念贯穿于课程设计和项目实施的全过程。通过对参训教师(乡村小学数学教师)的基本信息、参训意愿和动机及其参训期待等进行调研,并对调研结果进行数据统计和相关性分析,确立了“专题讲座”“优质课示范”和“研课议课”三种培训形式,实现了培训需求的精准匹配;通过研读和对照《中小学幼儿园教师培训课程指导标准(义务教育数学学科教学)》,并结合项目县参训教师“能力诊断”的调研结果,设计了“立德树人”“数学核心素养”“‘双减’提质增效”和“教学设计与实施”等四个培训主题(下设9个培训子主题和17个培训专题),实现了培训主题的精准设计;通过创新培训方法、拓宽培训路径、丰富培训内容,采用了“两阶段四模块”模式(两阶段是指“学”“用”两阶段,两模块是指“学”“用”两个阶段各有两个模块,“学”阶段有“专题讲座、更新理念”“观摩示范、专业引领”两模块,“用”阶段有“集体教研、研课议课”“活学活用、汇报展示”两模块)对参训教师进行培训,实现了培训模式的精准实施。上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目结束后,通过参训教师对项目培训进行“评价”,谈“收获”,提“意见和建议”。结果表明,参训教师对上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目三种培训形式、四个培训主题和“两阶段四模块”培训模式的评价满意率高,培训效果达到了预期目标,实现了培训效果的精准评估。

校企共建“双师型”教师培训基地的困境与对策研究——党的二十大精神对基地建设的启发

党的二十大对教育强国、人才强国方面进行了重要部署。开展并优化职业院校“双师型”教师培训基地建设已成为当前的主要任务之一,其中,校企共建的培训基地对教师的培养被证明非常有效。双方合作办学的模式虽然已经实行了一段时间,但在目前也面临不少的挑战和问题,亟须梳理和解决。只有打通行业、企业与职业院校合作机制,更好地聚焦信息化、智能化、数字化,才能全力打造职业教育“双师型”教师培训基地建设新范式。

“优师计划”背景下“中学物理实验教学技能训练”课程与教学探讨

在“优师计划”背景下,以新课程标准为理论依据,从物理师范生培养对口西藏中学物理教学视角出发,立足大中物理教学衔接,从宏观上探讨了“中学物理实验教学技能训练”课程与教学内容设计.进而在课程的宏观指导下,给出了课程教学内容的微观实践过程,探讨了师范生物理实验教学技能培养与提升的路径.

职业院校体育教师“素质提高计划”项目实施现状与提升策略

为了解职业院校体育教师“素质提高计划”项目实施的现状及诸多问题,分析并寻求对策。该研究以湖北工业大学2019—2021年承担的职业院校体育教师“素质提高计划”项目为例,选取湖北省及新疆的150名中高职体育教师作为研究对象,主要从培训需求、培训方案、课程设计、培训方式、效果评价、项目特色创新和训后跟踪指导等方面对“素质提高计划”的实施现状进行调查。研究发现,培训基地的培训需求侧调查分析还不够精确,针对性把脉区域教情、学情,找准区域师资队伍建设及校本研修工作短板亟需提高;培训方案规划、课程设计的设置较为合理,其中部分专题,如实践指导环节有待提升;学员与培训教师深度互动的实效性有待优化;多数学员在选择培训内容倾向于经验引领,学员理论水平亟需提高;学员培训后续跟踪指导环节如同虚设,对学员的训后跟踪指导环节及效果监测工作亟需加强;项目特色创新不够明显。提升“素质提高计划”项目实施效果,需从学员的实际需求出发,找准培训目标定位,精准设计培训方案;全面掌握学员的专业发展特点,科学、系统性设置培训专题内容;遵循成人和体育教师的生活与学习的特点,精心选择培训方式;采取科学递进式的学员评价体系,充分激发学员能力提升的自觉性;充分凝聚人力资源,科学组建高水平的培训团队;切实保障培训实施质量与效果,有效建构学员可持续发展的监测机制。

盲区与痛点:师范类专业认证视域下的课程学业评价刍议——基于汉语言文学师范生问卷调查的思考

师范类专业认证所强调的课程目标达成评价本质上即为课程学业评价。在OBE教育理念下,课程学业评价日渐成为常态化教学环节,但基于师范类专业认证的课程学业评价仍然存在盲区和痛点。学生作为评价主体的缺失、缺席、被忽视,这是课程学业评价的盲区;课程目标游离于课程学业评价之外,评价任务缺乏精心设计,评价标准被忽视,这些则是课程学业评价的主要痛点。以“设计”为抓手,构建课程学业评价共同体,是改进和完善课程学业评价的有效途径之一。

师范专业认证背景下英语专业人才培养模式探究——以安顺学院为例

近年来随着国家不断加强师范教育,作为重要举措的师范专业认证,为师范专业发展指明了方向。以师范专业认证为背景,通过调研,梳理了地方本科高校英语师范专业在人才培养中存在的问题:不同层次高校的培养目标相似,英语专业课程设置缺乏差异性;英语专业选修课设置不合理;教师教育类课程设置存在缺乏特色、学分不足、与英语专业课程关联度不高、教学内容重理论轻实践等问题。针对这些问题,以安顺学院英语专业为例,通过构建地方院校英语专业师范生人才培养模式,优化课程体系,建立跨院系、跨学科的合作机制,在课程教学模式上注重选修课的相关性和专业性,引入前沿技术与教学理念,并加强师范教育课程的实践性,丰富实践教学的内容和方式,以提升英语专业师范生的综合素养与专业能力。

“国优计划”实施中的组织跨界行动及其优化策略--基于活动理论的视角

2023年7月,我国出台《教育部关于实施国家优秀中小学教师培养计划的意见》,要求实施“国家优秀中小学教师培养计划”(简称“国优计划”)。“国优计划”在建设教育强国的背景下应运而生,旨在发挥参与实施“国优计划”的高校在师资、生源等多方面的优势,培养研究生层次高素质中小学教师。从计划实施的情况来看,如何协调高校内部不同院系和学科的力量,推动不同组织开展跨界联合培养“国优计划”研究生,是其中一个重要议题。本研究基于活动理论的视角,建立“国优计划”研究生跨界培养系统模型,分析该计划的实施及其交互活动系统的复杂结构与动态发展,探寻“国优计划”实施中的组织跨界行动优化策略。不同院系跨界开展“国优计划”研究生联合培养项目的关键在于:一是要从活动理论的逻辑起点出发,以培养“学科教学素养”这一潜在的共享目标为切入点,促进不同主体对跨界联合培养高素质中小学教师达成一致认识;二是要建设联合培养项目的配套制度,促进中介工具融合和创新、抓好规则与分工的落实;三是要在共同体稳定与拓展上持续发力,既要在已有共同体内建立更多通路以加深共同体的稳定联系,又要根据不断变化的现实需要灵活拓展共同体边界。