Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Study on the Roles of a Teacher in College English Teaching Mode Based on the Internet

With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Research on the Transformation of Teaching and Research Form of Professional Teachers in Blended Learning at Colleges and Universities - Taking the Java Programming Course as an Example

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools,this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design,teaching organization,and implementation.At the same time,combined with the characteristics of blended learning,this paper proposes that under the new mode,teachers should actively change the form of teaching and research,the teaching mode,and the role of teachers,take students as the center,and build an independent and effective classroom.

The Teacher's Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner's English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher's role in listening comprehension. For the purpose of proving the necessity of the teacher's role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher's role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.

Reflections on English Classroom Teaching Management

This thesis makes a preliminary probe into the present English classroom teaching in China.The problem of classroom management,accompanied by classroom teaching,has long existed in the teaching field,and has become increasingly complicated with the social development.This paper studies the problem from the aspects of theoretical foundations,the management in language classroom,suitable English teaching for Chinese students and so on.

Reflection and Optimization of Primary English Teachers' Speech Acts Based on Speech Act Theory

The primary English teacher's speech acts have major impact on foreign language teaching and learning in primaryschool.Application of teacher,s speech acts in the classroom is actually a kind of selective process.From the perspective of SpeechAct Theory,primary English teachers can optimize their speech acts with the strategies of activating the greetings with proper con-text information,standardizing teacher talk,choosing suitable questions,providing appropriate feedback for pupils’classroom per-formances in order to improve the effectiveness of primary teachers,classroom speech acts.

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.

以Competency为导向的临床专科师资培养的构建和教学能力的提升

目的:研究在新形势下以Competency为导向的临床教师理论教学和实践教学在眼科研究生住院医师规范化培训中的应用和评价,及对研究生规培学生在临床过程中以Competency为导向学习和工作态度、能力、思维、运用等多方面受到的影响和作用。方法:选择在校研究生规培学生作为研究对象,随机抽样分为正常组和实验组,正常组采用传统教学方法,实验组采用以Competency为导向的临床教师教学,学习后采用调查问卷和实践技能水平考试评估教学成果。结果:对教师评价,实践技能考试实验照组均优于正常组。结论:以Competency为导向的教学理念在各个层面教学中的应用,可以为不同人才培养层次分别构建系统、连续、阶梯式的人才培养体系,为共性培养下的个性化培养提供理论依据,对于推动我国医学教育的科研创新、临床思维培养,具有一定价值。

BOPPPS教学模式用于临床药师培训实践

目的探讨导入-目标-前测-参与式学习-后测-总结(BOPPPS)教学模式用于临床药师培训的实践效果。方法选取医院药剂科培训基地先后2批次临床药师培训学员,分别作为对照组(21人)和观察组(25人)。对照组学员采用传统教学法培训,观察组学员采用BOPPPS融合分段式教学模式培训。比较两组学员的临床药师胜任力,并通过师资评价和基地成果成效进一步检验BOPPPS教学模式的有效性。结果培训后,观察组学员用药监护、理论考核、病例讨论和临床药师胜任力总分均显著优于对照组(P<0.05),两组学员的药历书写、沟通能力和职业精神得分均较高且相当(P>0.05)。观察组学员对带教老师师资水平的评分显著优于对照组(P<0.05),学员结业返岗后获省部级及以上奖励6项,师资团队获奖18项。结论临床药师规范化培训教学中引入BOPPPS教学模式效果较好,有助于提高学员的临床药师岗位胜任力、带教师资的教学能力和培训基地的综合实力。

中小学语文教师诗词素养现状及提升策略——基于广东省的调研

古诗词教学对于提升学生语文核心素养至关重要。然而,通过调查发现,当前中小学语文教师自身的诗词素养普遍较为欠缺,在态度、知识、技能与文化等方面存在不足,这在相当程度上影响了诗词教学的实效。中小学语文教师诗词素养不足,一是由于职前训练缺失,二是过于追求功利性的教学目标,三是受到短期化的修为期待制约。提升中小学语文教师诗词素养可以从能记善诵、晓律会写、深悟妙赏三方面同时发力,弥补教学关键能力的“短板”。

校企行协同的高职教师教学能力培育模式构建策略

行业、企业和学校是高等职业教育“产教融合、校企合作”办学模式中培育教师教学能力的关键要素。探讨校企行协同构建高职教师教学能力培育模式的必要性,分析当前高职教师教学能力培育存在的分级标准体系缺位、提升课程稀缺、评价方式落后等问题,提出校企行协同构建高职教师教学能力培育模式的策略。

“三融”背景下高职院校“双师型”教师队伍建设的现状分析与对策研究

党的二十大报告创造性地提出,“统筹高等教育、职业教育、继续教育协同创新,推进职普融通、产教融合、科教融汇,优化职业教育类型定位”。其中,对职业教育“职普融通、产教融合、科教融汇”的要求,统称为“三融”。“三融”是开辟职业教育新赛道的重要思想举措,对职业院校的内涵式发展及应用型人才培养提出更新更高要求,即为未来社会培养学习型和技能型人才。“三融”背景下,高职院校要加强“双师型”教师队伍建设,完成完善高职教育功能、提升高职院校核心竞争力、为教师可持续发展及高素质劳动者的培养保驾护航。目前,高职院校“双师型”教师存在数量和实践能力不足、激励机制不够健全、队伍结构不够优化等问题。对此,政府需建立健全“双师型”教师队伍建设的保障机制,企业应主动为专职教师到企业挂职锻炼提供良好平台和工作环境,高职院校也应采取有效措施激励“双师型”教师成长。

智能时代乡村教师教学胜任力现状、问题及提升对策

该研究主要采用行为事件访谈法,对某市22位乡村教师进行深度访谈,采用扎根理论的编码方法构建了智能时代乡村教师教学胜任力模型,具体包括:智能教学理念与动机、智能教学技术知识的掌握与应用、智能教学的组织与评价、智能教学的提升。研究发现,目前我国智能时代乡村教师的教学胜任力存在较大不足。乡村教师应树立正确的智能教学理念与动机,不断增强数智知识储备与技能,不断提升智能教学组织能力并加强教学评价,加大智能教育培训培养力度。

本科生医学影像学教师胜任力模型的建立与初步应用

目的建立本科生医学影像学教师胜任力模型,并对其在小组教学中的应用价值进行评价。方法基于文献检索,建立高等医学院校教师胜任力模型,并收集2020年9月——2021年11月北京协和医院放射科参与本科生医学影像学小组教学带课教师的胜任力模型自评分及学生评价,比较各项胜任力指标评分在师资培训前后以及不同职称/教龄教师之间的差异。结果共纳入参与本科生医学影像学小组教学的教师18人,其中短教龄(≤5年)11人,长教龄(>5年)7人;初级职称8人,中级职称5人,高级职称5人。参与该课程学习的本科生200人(2016级95人,2017级105人)。教师胜任力模型共涵盖医学教育知识、教学胜任力、科研胜任力、组织胜任力、其他5项一级指标,并对应13项二级指标。与师资培训前相比,培训后教师的科研胜任力和组织胜任力2项一级指标以及教学技能、教学科研的学术研究、沟通与交流能力3项二级指标自评分均显著提升(P均<0.05)。与中高级职称/长教龄教师相比,初级职称/短教龄教师在师资培训前多项胜任力模型一级与二级指标自评分偏低,经过培训后多项指标自评分提升显著(P均<0.05),且学生对初级职称教师在师资培训前后的评分变化情况与此规律基本相符。结论基于教师胜任力的本科生医学影像学教师胜任力模型可用于医学影像学师资评价,并可反映不同职称/教龄的教师在教学过程中胜任力变化情况。

基于库伯经验学习理论的新生儿专科护士培训基地教学实践

目的探讨基于库伯经验学习理论的新生儿专科护士培训基地教学模式实践效果。方法选择2016-2018年接受新生儿专科护士培训的18名学员作为对照组,2020-2023年接受新生儿专科护士培训的19名学员作为观察组。对照组采用常规模式培训,观察组基于库伯学习理论制定并实施培训计划。比较两组学员核心能力及对教学方法的满意度。结果除教育与咨询能力维度外,培训后观察组核心能力其他6个维度得分显著优于对照组(均P<0.05)。观察组对教学方法满意度高于对照组,但两组差异无统计学意义(P>0.05)。结论基于库伯经验学习理论的培训模式可提高新生儿专科护士核心能力。

高职院校“双师型”教师职业能力模型构建

职业能力是高职院校“双师型”教师胜任教学岗位的核心要素,是培养高素质技术技能人才和促进高等职业教育高质量发展的关键因素。基于COMET职业能力模型中能力要求、能力内容和行动三个维度,运用DACUM进行工作任务分析,初步构建了高职院校“双师型”教师职业能力模型的维度、领域和单元。结合548份有效问卷的样本数据,完成探索性因子分析和验证性因子分析,验证了该模型的信度和效度。从专业能力、方法能力和社会能力三个维度构建高职院校“双师型”教师职业能力模型,涵盖了9个能力领域和50项能力单元,并解析了能力维度和能力领域的内涵。该模型体现了职业能力是个体的一种综合能力,凸显了应用能力和教学能力兼备的“双师”特色,并由显性能力和隐性能力组成。构建职业能力模型对于高职院校“双师型”教师职业能力的培养、管理与测量评价具有理论价值和实践意义。

能力训练课程对职前教师教学技能的影响研究——基于S大学免费师范生的调查

教学技能对于职前教师从事未来的教学工作有着重大意义。对教师能力训练课程的学习是职前教师形成各项教学技能的重要方式。调查教师能力训练课程的实施情况,以及其对职前教师教学技能产生的影响,从课程目标、课程内容和实施方式等维度分析教师能力训练课程的实施效果。同时,根据该课程的内容、课时安排和训练模式中存在的问题,提出改进措施,以便能够更好地发挥教师能力训练课程在培养职前教师教学技能方面的作用,从而提升职前教师的教育教学能力。

“U-S”共同体下小学语文教学法实践教学改革初探

针对高校小学教育专业师范生教学实践能力薄弱的问题,在小学语文教学法教学中需建构"US"共同体(大学与小学合作),进行"实践取向"的课堂教学、教育见习与教师角色体验、模拟教学实践、实习支教前技能强化训练、教育实习与教育情境研究等多样化实践教学的探索,有效地促进了师范生培养自我职业生涯规划意识与训练小学语文教学技能,还促进师范生去研习小学语文新课程教学改革,为培养合格的小学语文教师发挥了积极作用。