Using Teacher Goal Boards to Promote Healthy Eating and Physical Activity among Elementary Students

Background: The purpose of this study was to explore the feasibility and understand the potential impact on elementary students’ perceptions of, and intentions related to, healthy eating and physical activity when their classroom teacher sets and shares goals related to these health behaviors. Methods: Participants in this study included 16 teachers and 229 students of grades 3 - 6 at a large elementary school in the Western United States. Participating students were surveyed before and after a six-week intervention conducted by classroom teachers that consisted of a weekly displaying of Teacher Goal Boards in a prominent classroom location and sharing of goals set for the week. Teacher reports of the previous week’s goals occurred each Monday prior to sharing and posting of new goals for the new week. Results: Respondents reported significantly higher post-test values for over half of pre-post comparisons. Respondents were more likely to intend to be physically active (post = 52.6% vs. pre = 39.0%, p = 0.003), to eat nutritious foods (52.0% vs. 36.4%, p = 0.001), and to maintain a healthy body weight (62.8% vs. 52.2%, p = 0.022). Similar results were found for summary measures. Intention to be physically active, to eat healthy, to maintain a healthy weight, as well as descriptive norms for physical activity and perception and value of personal health behaviors were all significantly higher at post-test. Discussion: This study and its findings are significant because teacher participants were able to significantly and positively impact on students’ behavioral intent, subjective norms, and perception and value of personal health behaviors amongst students without spending additional time on formal health promotion and education instruction. Conclusion: Schools should incentivize and encourage faculty and staff to engage in a variety of health behaviors to improve both personal health outcomes and role model health behaviors for students.

Educational Probation Under the Tutorial System and the Construction of English Student Teachers’ Knowledge

This paper attempts to explore effective ways of educational probation to promote the professional development of English student teachers. An empirical study is carried out to compare the teachers’ knowledge level of 91 normal students under three different educational probation modes: tutorial system, non-tutorial system, and routine system. Quantitative analysis shows that except English knowledge, the tutorial system is more conducive to promoting normal students’ mastery of educational theory knowledge, general curriculum knowledge, English curriculum knowledge, English teaching knowledge, and students’ knowledge, and the development of these kinds of knowledge is relatively balanced. This study is helpful for teacher educators to provide guidance and help for pre-service English teachers to maximize the benefits of educational probation.

Native-speakerism in ELT:A Survey of the Attitudes of Students and Teachers in China

This article reports part of the findings of an investigation into the attitudes of Chinese English as a foreign language(EFL)education students and teachers toward Native-speakerism.Data were collected through two sets of questionnaires from 976 students and 146 teachers engaged in College English(CE)programs at six Chinese universities.The analysis of data reveals that the participants as an entirety:(a)endorse native speaker(NS)teachers,NS English and pronunciation;(b)anticipate the localization of teaching approaches emanating from the English speaking West;and(c)expect English textbooks multicultural in content.It was also found that teachers are more supportive of NS teachers and NS English while Inner Circle(Kachru,1985)teaching approaches and multicultural textbooks are more popular with students.All these findings indicate the persistence of Native-speakerism in China’s EFL education as well as the ideological resistance from Chinese EFL education stakeholders.

School and community physical activity characteristics and moderate-to-vigorous physical activity among Chinese school-aged children： A multilevel path model analysis

Purpose: The purpose of this study was to examine the association between school and community physical activity(PA) characteristics and levels of moderate-to-vigorous physical activity(MVPA) among Chinese school children.Methods: Data were obtained from the 2016 Physical Activity and Fitness in China—The Youth Study project. Participants were 80,928 school children(Grades 4–12; 39,747 boys, 41,181 girls; mean age = 13 years) and 935 physical education(PE) teachers who completed a study survey.Independent variables included both school-related factors(school-level PA support, availability of and access to PA facilities, and the duration of school PE classes) and community-related factors(the frequency of sports events, sports training opportunities, availability of sports clubs and organizations, and access to PA facilities). The dependent variable was the children's self-reported participation in MVPA. The data were analyzed,in 2017, via multilevel modeling.Results: PA support from school administrators was the only school-level factor significantly related to children's participation in MVPA.Children's perceptions of the frequency of community-sponsored sports events, availability of sports clubs and organizations, and convenient access to PA facilities were associated with a high level of MVPA participation. In regard to residency in urban and rural areas, children attending urban schools who perceived high availability of PA facilities were associated with a low level of participation in MVPA.Conclusion: School support for PA and community PA resources are associated with MVPA among Chinese school children. School PA facilities appear underutilized among urban schools as evidenced by low levels of MVPA among school children.

An Analysis of the Lack of Modern Educational Technology in the Teaching of Secondary Vocational English Subjects and its Teaching Strategies--Take Pingli Vocational Education Center as an Example

The report of the Educational sector in China advocates modern education technology,and now a new round of curriculum reform has thoroughly revised the curriculum standards of middle school students in various subjects,and penetrated modern educational technology into the teaching of various subjects.In recent years,the education department has raised the importance of vocational education,changed the concept of education for teachers and students,vocational education is in the fastest-growing period,the majority of secondary vocational education students has greatly improved,the curriculum is colorful.We should make good use of all kinds of the up-to-dated educational technologies in various subjects.However,in the process of education,the basic level of secondary vocational students is relatively poor phenomenon slowly appeared,which is a common problem in secondary vocational education,so we should strengthen the modern education technology in English subjects of the value of education.English,like our mother tongue,has a wealth of humanistic knowledge and spiritual connotation.Many English teachers in secondary vocational school simply teach basic English knowledge aspects and English grammars.It only lets the most vocational students to learn only the most basic English textbook knowledge,and then English teachers find many bad aspects,such as:students do not understand foreign culture;Therefore,secondary vocational English teachers in the English classroom to penetrate modern education technology,is the most important measure.So,as an English teacher,how to modernize secondary school students in classroom teaching?This article mainly talks about the teaching of secondary English subjects lack modern education technology and its teaching strategies.

建构高质量的教师教育实践课程体系

教育实践课程作为教师教育的重要组成部分,承担着重要的育人使命。梳理新中国成立后教育实践课程的发展历程发现,教育实践课程经历了学苏中改造、恢复中改革、发展中转型等三个阶段。教育实践课程的开设有助于完善师范生的知识结构、提升师范生的教学技能、塑造师范生的情怀品质。未来应从教师教育信念、实践课程资源、实践课程师资队伍与课程评价体系四个向度构建高质量的教师教育实践课程体系。

Practical Strategies to Improve the Quality of Teachers in Higher Vocational Colleges in the New Era

In this paper,practical strategies are proposed to improve the quality of teachers in higher vocational colleges.Research and analyses have shown that the key to improving the quality of teachers in higher vocational colleges lies in the improvement of professionalism,subject knowledge,and teaching ability.Thus,the following practical strategies are proposed:strengthen teachers’moral development,establish a teacher training system,focus on curriculum construction and teaching method innovation,and strengthen the teaching quality monitoring and evaluation mechanism.These measures can effectively improve the quality of teachers in higher vocational colleges and promote the development of higher vocational education.

教育数字化战略引领下大学生数字素养培养多组态路径

文章基于活动理论模型,运用fsQCA方法分析教育数字化战略引领下大学生数字素养培养的多组态路径及不同要素之间的联动匹配关系。研究发现,大学生高数字素养培养包括思维主导型、资源任务型、协同驱动型和内涵自主型4条组态路径,不同前因变量之间存在替代关系;数字化思维和评价反馈机制同时存在于4条组态路径中,表明二者是大学生高数字素养不可或缺的前因条件。在此基础上,从学校、教师、学生3个层面提出大学生数字素养培养策略,即落实国家教育数字化战略,优化校园顶层设计;强化教师职业素养,完善人才培养反馈机制;增强数字道德意识,提升学生数字化思维。

平行智能与平行教育:对教育教学的审视与展望

近年来,在人工智能技术的强力推动下,一场教育模式的重大变革——智能教育支撑的平行教育变革已开始在全球范围内蔓延开来,这就需要从平行智能与平行教育的角度重新审视教育教学。基于此,文章首先探讨了教育的本源与目的,以作为梳理平行智能与平行教育关系的理论基础;接着介绍了平行智能与平行教育的定义、基本框架及其应用发展过程,指出平行智能为平行教育提供了有力的智能技术支撑;之后重点阐释了智能教育支撑的平行教育变革,认为这场变革不仅包含教学内容和内涵、学科结构和考核方式的变革,还涉及教育形态的创新;最后展望未来,强调要引入平行师生、平行学校的理念与相关技术来保障平行教育变革的成功,以此开创教育变革新方向,谋求可持续的人类福祉。

基于CLIL理论的中医院校留学生教育双语师资发展体系构建探索

双语师资短缺已成为制约高等中医院校留学生教育的瓶颈问题。基于内容与语言融合式教学(Content and language integrated learning,CLIL),构建包括培训目标、课程内容模块、教材和教师、教学方法与考核方式的中医留学教育双语师资发展体系,旨在提高参训老师的中医药学科知识、英语语言技能和中医英语教学能力。

数字教育时代的高校师生互动与关系重塑

在新一代信息技术的推动下,高等教育进入数字教育时代,“主体/客体”传统二元结构受到挑战,高校师生互动和关系结构正在发生转变。该文探究了数字教育时代高校师生互动的变革特征、技术逻辑与发展趋势,认为技术革新重新定义了师生互动概念,广泛改变了师生互动场景,迅速调整了师生关系结构,为师生关系网络注入了新的技术内涵。在此基础上,该文进一步分析了数字教育时代高校师生互动的价值,并就重塑师生关系、强化师生互动、提升教育质量提出了对策建议。

新课标视域下义务教育中体育与健康课程改革的现实问题与实施策略

积极贯彻落实《义务教育体育与健康课程标准(2022年版)》新理念对促进中小学生健康成长、全面发展具有重要意义。新课标视域下,义务教育体育与健康课程目标指向核心素养,其应然表征为系统性、结构性、完整性、情境性。本文采用文献资料法、逻辑分析法等研究方法,以教学目标、教学内容、教学过程、教学情境为分析框架,探讨了义务教育体育与健康课程的现实问题,提出了义务教育体育与健康课程的实施策略。研究认为,义务教育体育与健康课程改革仍然面临教学目标宽泛化、教学内容应试化、教学过程静态化、教学情境虚无化等现实问题。据此,提出了新课标视域下义务教育体育与健康课程改革的实施策略:以核心素养为引领,达成教学目标共识;以破除应试体育为举措,合理设计教学内容;以动静结合为依托,加强教学过程管理;以情境链为逻辑主线,构建真实教学情境。

近代翻译文学:教育观念转变的“引擎”

鸦片战争以降,西学翻译和教育变革成为国人呼声最高的两剂救亡药方。对于翻译中伴随的异质性,如何作用于教育转型的进程,进而引领着教育观念的转变,值得寻绎。潮水般涌入华夏大地的泰西文学,促使近代人才观不断位移,各类译著中的西方人物,焕发出别具一格的魅力,为国人树立了一种新型人才“标杆”。西方教育小说中的教师,呈现出与传统中国教师截然不同的面相,成为形塑崭新师生关系的直接资源。在翻译小说的浸染之下,通俗文学逐渐深入人心,并在课堂上下、校园内外枝蔓攀升、花蕊广播。国人的知识结构在翻译文学的影响之下进行重组,中国教育模式得以吐故纳新,新的教育生态也逐渐建构起来。

我国银龄教师计划的政策议程探析:基于多源流理论的分析框架

《国家银龄教师行动计划》是调动广大优秀退休教师继续投身教育事业的重要举措,已逐步上升为一种国家行动。运用多源流理论作为其政策议程分析框架,系统揭示了“深入挖掘老龄社会潜能”的运作逻辑:人口老龄化与教育高质量发展双重叠加的问题流,专家学者与人大代表的关注建言、地方政策探索汇聚的政策流,国家战略推进、领导重视、国民情绪等共鸣的政治流,三者耦合交汇,使该计划之窗开启。未来我们应利用好政策机遇,精准反馈问题流,充分吸收政策流,及时呼应政治流,最终实现人口老龄化背景下中国式教育现代化的美好愿景。

数智安全标准化教育研究与实践

本文深入剖析了我国在数智安全标准化领域人才培养的现况与挑战,结合清华大学《数智安全与标准化》研究生课程的教学实践,探索提出了基于“产教融合”“师生共同体”的数智安全标准化教育模式,旨在培养能够适应未来技术发展和市场需求的数智安全标准化专业人才。

以评价改革提升高校学风建设

学生上课不抬头、不做笔记、抢后排等是我国部分大学课堂的现实情况。为了治理这些问题,一些大学开展了加强学风建设活动,提出检查不带教材、不做笔记、不提问题、不坐前排的“四不”现象,检查到课率、抬头率以及前排学生入座率的“三率”等要求,这些措施都只是对学风进行的表面治理。要让大学生投入课堂学习,必须以问题为导向,破解影响人才培养质量的学校办学定位问题、教师考核问题以及学生评价问题。

教育惩戒中的“身体”关怀——基于梅洛·庞蒂知觉现象学的视角

在当下的教育实践中,教育惩戒细则的颁布并不意味着一劳永逸。要想达到有温度的、小惩大戒的理想状态,还有很远的路要走。要想达到这样的境界,就要求教师在教育惩戒的过程中发现学生“身体”的踪影,关怀学生的“身体”。知觉现象学认为,“身体”是“灵肉一体”的、“亲密无间”的、能言说的。而当前教育场域中“身体”处于隐身状态,缺乏对“身体”的关怀。教育惩戒应当关怀学生的“身体”,针对当前教育惩戒过程中教师重手段轻效果、在惩戒中破坏了良好的师生关系、机械执行,以及缺乏沟通等诸多困境,运用“主体体验性”“交往互动性”“能言说性”来保证教育惩戒的准确有效,落实其育人的最终目的。

生成式人工智能在基础教育领域的应用:机遇、风险与对策

生成式人工智能与教育教学的深度融合,正在重新定义知识获取、学习过程、人机协作教学的内涵,并预示着教育将迈入一个“师-生-机”教育命运共同体的新时代。在此背景下,文章深入探讨了生成式人工智能的本质与教育角色定位,从短期效应和长期发展两个角度阐释了生成式人工智能在基础教育领域应用的机遇,同时剖析了生成式人工智能在基础教育领域应用过程中面临的智能技术成熟度风险、教育教学异化风险和师生主体适应性风险。结合这些机遇与风险,借鉴国际先进经验,文章有针对性地提出了适合我国基础教育实际情况的生成式人工智能应用对策,以促进人工智能与教育的深度融合,为相关领域的研究和政策研制提供参考。

护生视角下临床护理教师课程思政与有效教学行为评价

目的 了解护生对临床护理教师课程思政和有效教学行为的评价,为深入开展课程思政、改善临床教学行为提供依据。方法 采用临床护理教师课程思政评价调查表和临床护理教师有效教学行为问卷对158名结束实习的本科护生进行调查。结果 临床护理教师开展课程思政率仅为48.1%,有效教学行为问卷总均分(5.56±1.30)分,各维度得分由高到低依次为人际关系、对护生评价、专业水平、个性特征、教学水平。课程思政组有效教学行为及各维度得分均高于未实施课程思政组(均P<0.01)。结论 护生对临床护理教师课程思政评价低,教师课程思政内容、方式等方面均需改进;对教师有效教学行为评价中等偏上。以专业能力为基础选拔临床护理教师,建立持续、动态培训、激励机制,科室成立教学团队,凝练课程思政内容并全程融入带教过程,有助于临床护理教师有效教学行为的形成。