Change of Teachers' Roles in the Intensive Reading Class

This paper gives an account of characteristics of the intensive reading in English teaching, and change of teachers’ roles in the learner-centered teaching approach. Suggestions are put forward as to how to be a qualified teacher in the intensive reading class accordingly.

The Issue of Self-concept：Perceptions of Chinese Student Teachers about Their Roles

This article has presented some stereotypical views held by Western people about Chinese teachers,and then clarified these misperceptions caused by Western people's different understanding of the meanings of "teacher authority","double parental identities",and"strictness"compared to their Chinese counterparts.Then a case study of three Chinese student teachers studying in one Australian university is conducted to analyze their feelings and experiences of teaching in Australia.Finally,the study suggests that Chinese teacher must retain the essence of Chinese good teachers while adopting the advantages of Western teaching culture to improve his / her own teaching practice,and if so,these self changes could be significant to recreate themselves as new Chinese teachers.

Teacher and Student Roles in Chinese Culture

Nowaday, going abroad to further education has gained the greatest popularity among chinese students. Majority of these oversea students may suffer from some problems in their cross-cultural classrooms, even though they are excellent in their own country. Chinese learners are frequently labeled as"passive learners", compared with other foreign learners. The teachers in foreign countries may also play a sharply different role in teaching. These problems have already attracted some education experts and researchers'attention and a few research programs and experiments have been conducted. This paper will adopt Tweed and Lehman (2002)'s Confucian-Socratic framework to systematically analyze student and teacher roles in Chinese culture and communicative norms of the students and teachers in Chinese contexts. A better cross-clutural classroom will be built on the basis of foreign teachers and chinese students'mutual efforts on understanding each other's culture background.

The Cultivation of Students' Autonomy in CALL Context

since the middle 1950s,CALL(computer assisted language learning) has become an advanced medium for language learning,which makes the language teaching and learning more convenient.The main characteristics of CALL are opening,initiative,vigorous and collaborative.In language teaching and learning assisted by computer,students are the center.However,the internet is complicated and multiple.It's hard for some students to concentrate on the language learning in CALL environment.In that case,the enhancement of the students 'autonomy is very important.The cultivation of students 'autonomy in CALL environment is crucial for students as well as teachers.Simultaneously,teachers'role in CALL context is also significant.This essay aims at discussing how to cultivate the students'autonomy in CALL context.

The role repositioning of teacher and student in the process of knowledge internalization under flipped classroom

Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.

教师角色的再认识

教师是一种职业,也是一种角色。人是一切社会关系的总和,教师的角色在社会关系尤其是教育关系中主要指教师职能和地位。教师的角色扮演基于教育观,有什么样的教育观,就有什么样的教师角色诉求。教师的角色是多元的,诸如知识的呈现者、对话的引导者、学习的指导者、学业的评价者、纪律的管理者、信息的重组者、智慧的开启者、事理的明白者、生活的理解者和生命的延拓者。

人工智能视角下中小学教师角色研究

人工智能的出现将教育推进了一个全新的“人机共教”时代,身处其中的中小学教师面临着知识权威地位逐渐削弱、传统师生关系日渐式微、评价角色逐渐被算法取代、育人角色日益被数据裹挟等角色困境。面对人工智能时代的教育变革,中小学教师需要重塑自身角色,成为海量知识的中继站、新型师生关系的推动者、教学评价融合共生的引领者、学生精神世界的呵护者。基于此,中小学教师应注重自我成长,提升智能素养;转变教学观念,重塑师生关系;警惕技术异化,坚守评价伦理;恪守教育初心,彰显育人本色。

ChatGPT语言模型对高校师生关系的挑战与应对——基于角色理论的分析

ChatGPT语言模型对高校师生关系形成了极大挑战,基于角色理论视角分析,其具体表现为影响师生角色扮演、挑战师生角色期望和引发师生角色冲突三个方面。为了更好地应对ChatGPT语言模型对高校师生关系的挑战,优化ChatGPT语言模型背景下的高校师生关系,在教育实践中需要调整师生角色扮演,促进师生平等与合作;明确师生角色期望,重视师生主体价值;解决师生角色冲突,提升师生道德水平。

开放教育新型师生关系构建路径研究

开放教育不同于传统教育,在教学模式、学习方式以及师生关系等方面均存在差异。根据近年来山西开放大学化工类专业学生的生源调查结果,发现与传统教育相比,开放教育的特殊性主要体现在生源构成的不同、师生交流环境的时空分离、师生关系中角色定位的不同等多个方面。加强开放教育专业教师队伍的自身建设,明确开放教育教师的角色定位,完善开放教育师生沟通交流方式是构建开放教育新型师生关系的关键和核心所在。

人口负增长时代的挑战:学前教育师范生的角色转型与新使命

人口负增长引发了一系列学前教育领域的变革与教育政策的调整。在人口负增长的时代背景下,学前教育师范生的角色与使命发生了深刻变革。学前教育师范生从传统教育者转变为多元化的教育者,从单一教育者转变为社会发展倡导者,从知识传授者转变为终身学习引领者。为了满足时代需求,学前教育师范生需要适应教育需求的变化、培养具有未来视野的公民,以及积极参与未来社会的塑造。这一变革受到人口负增长引发的教育需求变化、知识社会的兴起、教育研究的进步以及政策和法律的调整等多种驱动力的共同影响。

Analysis on the Individual Discrepancy in English Teaching

Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.

如何拥抱“已来之未来”:ChatGPT的“入侵”与教师角色的转变

ChatGPT以学生的“学”为突破口,引发教师“教”的变化,进而对教师胜任标准提出新的要求,并促使教师进行角色重塑。在ChatGPT推动学习模式重塑的背景下,教师应基于对学生高阶需求的关注,不断提高自己重新理解教学和推动教学改革的素养,成为创意教学者、情感教育和德育的实施者、ChatGPT的高水平驾驭者及新型师生关系的构建者。因此,教师应创新发展思路,拓展发展空间,扮演知识达人、知识生产者和知识学习规划师角色,成为学生高阶思维和能力发展的激发者、合作者和支持者,为学生知识学习、思维发展和能力涵养的高阶化提供支持;成为学生的知心朋友和成长伙伴,助力学生快乐发展;成为德育创新者和监控者,高效开展学生德育工作。

An Analysis on Teacher-student Role Changing in Interactive Teaching Mode

Teachers and students play important roles in teaching activity,and they are the most essential parts of the system.The relationship between teachers and students,the core schooling interpersonal relationship,directly determines whether the teach ing activities can go smoothly or not,and is an important index to measure the quality of teachers and students'school life,and also is an important factor that affects the social function of education.For a long time,relationship between teachers and students has been a hot topic in education and in different sectors of the society.This dissertation aims at discussing the teacher-student role changing in interactive teaching mode to provide reference for building a harmonious relationship between teachers and stu dents.

教师与学生在混合式教学中的转变

只有充分认识教学中存在问题,并快速做出相应转变,才会真正提高基于互联网的混合式教学课堂教学的效果。这些转变包括角色、行为、思维方式、态度等方面。教师亟需从教学观念、教学策略、教育技术、教学习惯等方面快速跟进,转变教学观念、改变教学策略、改进教学方法,精选教学资源、熟练应用各类教育技术、加强网络资源建设,并能善于引导学生自律,指导学生线上学习方法,培养学生良好的学习习惯;对于学生而言,要加强自律教育,建立元认知意识,提高自主学习与主动探索能力,还要真正具备应有的成熟度与责任感,才会在知识、技能、创新、情感态度等方面全面发展。

职教师范生顶岗实习过程中教师角色适应问题研究

职教师范生作为未来职业教育的主要承担者,是极其重要的教育力量。在职教师范生顶岗实习期间的教师角色适应问题密切影响着职教师范生的实习质量以及后续的职业选择与发展。文章探讨在顶岗实习过程中,不同的因素变量会对职教师范生的教师角色适应产生不同的影响,要根据不同的因素变量的影响探讨发掘更有利于职教师范生在顶岗实习过程中的教师角色适应途径。

地方高校公费师范生何以“下得去、留得住”?——基于8名公费师范生教育信念变化的考察

培养公费师范生是我国新时代乡村教育振兴的重要举措。选取地方高校8名小学教育专业毕业公费师范生进行访谈,通过对访谈资料的整理与编码,分析公费师范生就读前、就读中、毕业后从教信念的变化轨迹,发现教学实践、生活环境、人际关系是影响地方高校公费师范生群体下乡长期从教的因素。基于此,要使地方高校公费师范生“下得去、留得住”,应优化课程设置与实践安排,夯实公费师范生长久留乡从教信念;改善学习环境与工作环境,稳固公费师范生长久留乡从教意愿;丰富人际交互与关怀方式,凝聚公费师范生长久留乡精神力量。

元宇宙时代教师发展与角色嬗变的困境与突破

教育元宇宙在教师专业、师生关系、教师创造力方面带来的影响,对教师发展提出了更高的要求,而传统教师的角色定位也在元宇宙时代发生巨大嬗变。基于元宇宙视角剖释了教师发展面临的三种现实困境:丧失省察能力导致主体意识遮蔽、数字技术冲击引发师生情感纽带断裂、教师技术异化招致教学实施陷入失范,并提出凸显教师角色的主体性意识、真实交往弥补师生情感缺失、技术与智慧创生赋能的三大破解路径,从而帮助教师主动适应元宇宙时代专业的发展,成为未来教学实践的主动建构者、师生关系的情感引导者、智慧与技术的创生应用者。

高校初任导师的角色适应类型及其影响因素——基于22名“双一流”建设高校青年教师的访谈

高校青年教师成为导师的过程中会遭遇角色适应的挑战,但在学术研究和实际管理中并没有引起相应的重视。研究基于三元交互决定理论构建导师角色适应分析框架,通过对22名“双一流”建设高校青年教师的深入访谈发现,导师角色适应存在先验主导型、任务取向型、主体关怀型三种类型,青年教师在适应导师角色时会受到个体认知、信念、指导行为、院校制度、社会规范和学生特征等因素的交互影响。针对初任导师角色适应的特点,高校应注重导师角色准备期的前置教育和实践锻炼,重视导师角色探索期的个性化指导与支持,加强导师角色发展期的政策激励与制度保障,以此来有效提升青年初任导师的角色适应能力。

高校学术期刊编辑在研究生科研能力培养中的教师角色

研究生作者在高校学术期刊的投稿量占有较大比例。目前研究生科研能力培养过程中还存在选拔机制单一、课程体系陈旧、导师缺位等问题,因此,在提高其论文水平的同时,高校学术期刊应在研究生作者科研能力的培养中发挥积极作用,这对于高校学术期刊自身和研究生作者而言都具有重要意义。高校学术期刊应在研究生科研能力培养中担负起教师职责,发掘和培育学术新人,搭建学术交流平台,为其提供学术研究、论文写作、学术道德等多方面的指导和培养。

地方公费师范生就业模式改革探析--兼论卓越乡村教师培养

地方公费师范生教育制度的基本目的在于为农村基础教育补充一支优良的教师队伍,促进农村教育的健康稳定发展。但这种定向服务于农村教育的就业政策体系在实际推行中存在一定的问题,如引起公费师范生学习动力缺失、专业发展阻滞、教育情感困扰等。为了减少这项制度潜在的负面影响,公费师范生就业模式可进行必要的变革,即公费师范生毕业后不必立即安排在农村学校工作,而是先在生源地城镇优质学校工作三至五年后再“下放”农村。这一思维模式的转换既保证了服务农村教育的基本目标,又可以带来整体效益优化的作用,同时有利于卓越乡村教师从公费师范毕业生中形成与发展。当然,卓越乡村教师不会自动生成,需要精心培育,在于构建一套合理、高效的公费师范生职前与职后一体化教育体系及政策保障体系。