提升幼儿园新教师职业适应能力的策略研究

大力发展学前教育，对于保障和改善民生、促进社会和谐稳定具有重大现实意义。作为社会的一种职业，幼儿教师承担着教育与保育的双重责任。管理者应把握住幼儿园新教师发展过程中的矛盾，因势利导，使其专业发展效益达到最大化，从而提升其职业适应能力。

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

Innovation-- Quality and Knowledge Structure that Modem University Teachers Must Have

The teaching of university teachers is no longer a transfer activity of ＂teachers teaching students listening＂ , but to constantly have innovative teaching methods, teaching environment and teaching philosophy; so as to arouse students＇ ＂enthusiasm for knowledge＂ , making students enthusiastically seek for knowledge under the support of ＂knowledge interest＂ and ＂knowledge belief＂ .

A Research on University Postgraduates＇ Innovation Practice Ability Promotion Strategy

There is no doubt that college postgraduates should improve their ability of innovation practice, keep pace with the times, and strive for realism the innovation, in order to keep up with the development pace of the times. So far, our country postgraduates＇ innovation practice ability is not desirable, which are not completely get rid of the dependence on teachers. For this reason, how to improve postgraduates＇ innovation practice ability become a realistic problem in front of educators in colleges and universities. This paper fries to put forward several strategies of enhancing university postgraduates＇ innovation practice ability.

Teachers＇ teaching innovation abilities in financial management courses

Teachers＇ teaching innovation abilities in financial management courses are very important to train the major of financial management undergraduate students＇ innovation sense, spirits and abilities. This paper firstly explores the structure of teaching innovation abilities, characteristics of creative teachers. Secondly, combined with teaching practice, this paper inquires into how to explore students＇ innovative abilities, how to teach differently according to different students, and how to guide correctly. Finally, from the perspective of department and office environments, continuing education and teachers＇ self-questioning, this paper probes into how to train professional teachers＇ teaching innovation abilities in financial management courses.

Practice and Innovation of ＂Teacher Education＂ Training Mode： Take Zhanjiang Normal University for Example

This article adopts the method of case study, thorough analysis of Zhanjiang Normal University in teacher education training model innovation practice, explore its talent training innovation goals： to cultivate beauty, intelligence and physique full scale development ＂responsible, strong ability, good innovation＂. Came to the conclusion that the university talents training mode of innovative practice is specific to subjects and to students.

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.

Journalism Teacher Assessment of Education Inhibitors

Combining,, cultural-historical theory＇ of human development with research pinpointing education inhibitors, a survey was developed to investigate how journalism teachers evaluated the effects of five education inhibitors on their students＇ learning. The list of inhibitors included electronic gadgets, lack of nutrition, parental education levels, family support levels, and racial subcultures. Results showed that use of electronic gadgets and lack of parental edxlcation were perceived as having the most negative influence on learning, while students＂ subcultures were perceived as having the smallest effect. Respondents also knew the least about their students＇ nutritional intake. Further, school size and student socio-economic status seem to play some role in teacher awareness of education inhibitors, and this is an important finding. It shows that while increasing teacher awareness of various education inhibitors, demographic factors also must be considered when targeting specific inhibitors.

Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong

Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.

Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization

Neoliberalism has emerged as a keyword that captures some core features of global economic and educational reforms in recent years. This paper reports a linguistic ethnographic study of how a Chinese language teacher was engaged with neoliberal discourses on language education in and out of the classroom in a suburban public middle school in China, with an attempt to illuminate the complexity of language education in a neoliberal context. The analysis shows three general identity positions-as an opponent, a conformist, and a pragmatist-across the identification trajectory of the focal language teacher through the fieldwork period, in relation to neoliberal exam-oriented education and her various ways of engaging with exam discourses in her language classrooms. This inquiry argues for the perspective of unpredictability and complexity as an alternative that goes beyond the current "deterministic neoliberalism" in understanding the dynamics of neoliberalization in language education, language teaching, and teacher identity formation.

Establishing a Teacher Performance Evaluation System Geared to the Cultivation of Character:With a Reflection on New Public Management Theory

Since New Public Management theory,which seeks to promote public management reform with the techniques used to catalyze economic development,was introduced into the field of education,it has led to the implementation of education accountability measures and reforms focusing on performance-related pay for teachers.Performance-related pay was meant to improve teacher performance,and has played an important role in providing teachers with incentives and raising educational quality.In practice,however,problems have emerged that deserve serious attention.For example,the evaluation indicators based on this theory have distorted the direction of public management due to their over-emphasis on instrumental rationality and neglect of value rationality.Further,they highlight the interim goal of"instilling knowledge"at the cost of the fundamental aim of"cultivating talent,"thus producing results opposite to those intended.On the basis of the value rationality of education and China’s reality,this paper suggests that educational institutions should shift from"New Public Management"to a"holistic and decentralized governance"approach,fostering an environment dedicated to cultivating talent and introducing this feature intothe evaluation of teacher performance.The core socialist values need to be integrated into teacher policy and internalized by teachers as their emotional identity and customary behavior.