农村教师教学行为问题的案例及评析

教师的课堂教学行为是决定教学成败的关键，是促进学生身心健康发展的有力保证。本文采用课堂观察法、访谈法等调查方法对云南边疆贫困县——镇雄县农村13所中小学教师教学行为问题及其成因进行了调查，搜集到了一些案例并进行了简单的评析，旨在对教育工作者有所帮助和启示。

论当前高校教师课堂教学行为的问题与优化

本文分析了当前高校教师课堂教学行为问题的表现,并为问题的调适与优化提供了理论基础和基本方法,以期引导高校教师提高自身素质,矫正课堂教学行为问题,提高教育教学质量,促进大学生健康发展。

从观念到行为:对教学中的问题观及问题式教学行为的调查与思考

教师的问题观主要是指教师对各种教学问题的主体性认识，是关于问题的相对固定的看法与态度。而问题式教学行为是指教师与各种课堂问题有关的教学策略、行为、方法、手段的总和。在问题观对问题式教学行为的影响研究中，历来存在着二者相一致或二者存在差异两种截然相反的观点。问卷调查发现，教师对问题的敏锐性、提问的计划性、问题难度、反馈评价等四类问题观与其提问行为具有显著的相关。在此基础上，为教师建立正确的教学问题观，正确实施问题式教学行为提出建议。

当前艺术类中专教师课堂教学行为的问题及对策

通过分析当前艺术类中专教师课堂教学行为问题的表现,对问题的调适提供基本方法,引导艺术类中专教师提高教学技能,矫正课堂教学行为,提高教学质量。

The Buddhist Philosophical Perspective of Environmental Preservation and Management

At present we face a lot of environmental issues at both national and global levels. At the same time we will have to face severe environmental issues in the future. This is evident in forming the elements of earth, air, and water which reflect the human influence on organic and inorganic life. So, it is timely significant to pay attention on environmental preservation and management. The main purpose of this study is to explore how the Buddhist teaching could be used for environmental preservation and management. Accordingly, this study introduces a suitable long term environmental preservation model. The other objectives of this study are to learn Buddhism for environmental preservation and management, to create a new model which combines man and environment together, to compare Buddhist thinking and modem man＇s thinking regarding environmental preservation and management through the above and, to motivate man to preserve environment in through both direct and indirect ways. This study was based on the question whether the Buddhist philosophical teaching could be utilized to solve today＇s environmental issues？ The hypothesis was that the Buddhist philosophical teaching could be utilized for environmental preservation and management. For this purpose, the teachings of Buddha, related to environmental preservation as found in ＂Suttapil;aka＂ and ＂Vinayapi!;aka＂ were studied. In order to address these conditions we have subjected randomly collected information for interpretation and comparative analysis in qualitative research methodology. The content that has been analyzed is compared with the ethical code related to the patterns of human behavior and its relation to conservation. This has also given way to building some models related to the Buddhist teaching of environmental preservation. The objective of Buddhist philosophy is to generate sensitivity in the mind, of human beings and persuade them to preserve organic and inorganic environment, based on the view ＂Man is a creation of the environment＂. The Buddhist philosophical process of environmental preservation includes preserving flora and fauna, water, air, soil as well as garbage disposal. These elements, along with ethics, can be used in effective environment preservation. This new model of environmental preservation directs human beings towards sustainable development with a realistic vision. The Buddhist teaching on environment civilizes man＇s physical and spiritual behaviors, with a view to lead human beings towards environmental preservation with a realistic perspective.

Social Media and Education： Ethical Considerations in an Electronic Age

This paper first explores the concepts of values and ethics, utilizing a social work framework. It proceeds to examine various dilemmas involved in communicating with others via social media tools. Historic boundary issues between students and faculty are discussed, as well as emerging dilemmas that are becoming prevalent within electronic communicative networks （e.g., Skype, Facebook, Myspace, Linkedln, Twitter, and Texting）. The need for policy guidelines within academic environments in the use of social media is emphasized, Similar to the National Association of Social Workers （NASW） Code of Ethics, Arizona State University （ASU） is cited as a model in providing some structure regarding staff responsibility and unethical conduct within its academic setting. An enhancement of these guidelines to include electronic communication is recommended. Guidance is necessary to promote responsible communication, as the right to privacy, freedom of speech, and anonymity are all illusions of invulnerability.