论基础教育教师培养的元教师/基教师/准教师(YJZ)协同机制

教师教育专业的培养理念可以概括为:基教师发现适合做基教师的生源—推荐进入高校教师教育专业—高校教师教育专业聘任元教师和基教师共同培养即将成为基教师的准教师—经过协同融合培养使其成为合格的基教师。培养过程中应该实行双师教学,即元教师和基教师结对授课,理论课程以元教师为主,实践课程以基教师为主。最主要的障碍在于封闭式教学,必须建立开办教师教育专业的高校与中小学幼儿园的紧密合作关系,建立协同融合新机制,保证元教师组织学生到中小学实践的时间,保证基教师到高校配合教学的时间,保证中小学幼儿园兼任的实践课程基教师到高校任教的时间,当然更要保证基教师的高校教师身份和地位,特别是教学工资和交通费用乃至职称待遇方面的条件。

提高年轻基护教师能力之我见

护理学基础对中职护生来说是及其重要的一门课程,因而,提高基护教师的能力是保证输出优秀护理人才的前提。本文就中职院校中新参加工作的年轻基护老师的不足展开论述,并提出几点应对措施,借此希望对提高年轻基护老师的能力有所帮助。

An Ecological Exploration of the Culture of English as an International Language Among Iranian English Language Teachers in Light of Vygotsky＇s Genotypic Approach

Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.

Analysis on the Development of College Art Education Status

Art Teacher Education or the local college art education major have a particular responsibility in promoting in the development of quality education of basic education and cultivating all-round development of high-quality innovative talents. For art education is recognized as one of the most effective trainings for creativity, art education plays a special and irreplaceable role for the cultivation of innovative thinking. Fine Art Education has become an important part of Chinese modem art education and made a tremendous contribution. Education is the hope for the nation＇s revitalization, teachers is the hope for education revitalization. Building a good political quality, reasonable structure, stable team of teachers is a fundamental plan for reform and development.

The Hidden Curriculum in Language Classrooms

This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.

The Probe into the Methods of Implementing General Education in Application-oriented Civilian-run Colleges and Universities

This paper conducts the probe into the methods of implementing the general education in application-oriented civilian-run colleges and universities. As the basic education for the construction of high-quality teachers more and more urgent, how to make application-oriented colleges and universities teacher education in the personnel training level and training mode to meet the basic education development needs. Therefore, accomplishes the counted by the 100 million high quality worker diligently, ten million counts the professional personnel and a large quantities of best pick of the crop innovation talented person, specially raises the considerable amount to stress in the practical work department on the solution actual problem high level. Compared with the state-of-the-art core applications, this paper’s idea is novel and effective.

Awareness and Perception of Genetic Modification among Science and Technical Vocational Teachers in Guyana： Focusing on Genetically Modified Foods

A study was conducted to determine the awareness and perception of biotechnology focusing on genetically modified foods among public secondary school science and technical vocational teachers in Guyana. A questionnaire was administered to 228 randomly selected teachers of 42 schools in six administrative regions of Guyana, representing about 90% of the population. The results revealed that there was a low level of awareness among the teachers： those who were knowledgeable about the subject were mainly Biology, Agricultural Science and Integrated Science teachers. Most teachers （almost 90%） indicated that the public is not receiving adequate information about genetically-modified foods and opined that the television should be the main medium to provide information. The study also revealed that teachers felt that ethical, religious and social issues should be considered when applying the technology. This view did not vary based on qualifications, years in the profession or subjects taught. Genetic modification was more acceptable to plant-based than animal-based foods, although they seemed ambivalent as to whether genetically modified foods can be harmful to their health. The implications of these findings are that more teachers in various subject areas should be informed about emerging issues in sciences to enable them to better analyze the subject matter, transfer information to the students, and form attitudes and opinions based on facts.

College English Teachers＇ Perceived Difficulties in Teaching Content-Based Courses and Opportunities for Their Knowledge Growth

This paper explores three College English teachers＇ perceived difficulties in teaching content-based courses in the Chinese context and opportunities for their change in the knowledge base. Interviews and classroom observation were used to collect data. After coding and recoding of the audio data, the researcher found that College English teachers face the following difficulties： positioning of themselves, commitment to the course, students＇ expectation, the balance between language and content, and administrative support. Meanwhile, the experience of teaching content-based courses offered them an opportunity to increase their knowledge of the content, the learners, and educational values. Some implications for CBI （content-based instruction） in curriculum reform were put forward at the end of the paper.

On the Content-based Instruction of EFL for Chinese Undergraduates

Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..

Construction of Human Resources Management Practice Teaching System base on Applied Talents Training

Along with the society＇ s stronger demand for practices of students of human resources management （HRM）, the construction of practice teaching system shall be the key channel for the cultivation of practice talents, especially in local universities and institutions. Combining with the practice of HRM construction in Langfang Teachers University, based on the introduction about the necessity of construction of practice teaching system, the construction content, guarantee measures, and implementation effect of practice teaching system for the cultivation of applied talents of HRM are out forward in this paper, which is in favor of the cultivation of applied talents of HRM.