Analysis on the Status Quo and Paths of Informatization Teaching Ability of Teachers in Rural Primary and Middle Schools in Hotan Area

This study conducted an in-depth analysis of the informatization teaching ability of teachers in rural primary and secondary schools in Hotan area through the literature method and questionnaire survey method.The investigation is mainly conducted in the aspects of teachers’informatization awareness,teachers’informatization ability,informatization application status,and existing problems,etc.,analyzing the constraints existing in the informatization teaching of rural elementary and middle schools teachers,and making targeted improvements Strategies for teachers’informatization teaching ability in rural elementary and middle schools:raising awareness of informatization teaching;informatization teaching training;informatization evaluation system;establishing a systematic and complete management system.

Elementary Contraceptive Information to be Included in Beijing's Middle School Textbooks

From September this year, trial editions of Sex Health Guidance for Senior Middle School Students, and Sex Health Guidance for Junior Middle School Students, will be used in several schools in Haidian District, Beijing. Haidian Education Commission has sent out notices to all middle schools in the district, including secondary specialized schools,

An Elementary Talk on Teaching English In Middle School

Over the last ten years, English language teaching methodology has developed very rapidly and has been subject to changes and controversies. The methods and techniques share a common core and draw on what is of value both in traditional and in more recent

The Vocabulary Reality from Elementary School to High School in China

The purpose of this research is to examine how large English language vocabulary is used in elementary,middle and high schools in China in order to plan for teaching how much English vocabulary college students learn in the first two years to develop general English ability.One corpus is used to examine how many high-frequency words are included in elementary,middle and high school English vocabulary and Vocabprofile and Text Lex Compare of on-line tool-http://www.lextutor.ca/are used to.There are three interesting points arising from the analysis of the three word lists.First,most of the words consisted of basic-level words.Second,from analysis of the degrees of word repetition,students only learn 2208 new words and there are1812 repeated words in the three stages.Third,from analysis of how much coverage of the three vocabulary families each of the three base lists provide,99.9%of the running words are in base word list one,two and three.Based on these viewpoints,basic words should be identified scientifically and educationally for Chinese learners of English.

美国中小学国家认同教育:理念、实践与启示

在全球教育体系中,国家认同教育是国民教育中最核心的内容,对维护社会和谐与国家安全至关重要。美国是世界上实施国家认同教育最早的国家之一,通过文献分析、案例研究和比较研究,对美国中小学国家认同教育的理念与实践进行研究分析,发现美国中小学国家认同教育主要体现在多元文化融合、反对种族偏见以及公民教育三方面,形成了培养多元包容的价值观、促进公平正义的民族观以及追求公民全面发展特色鲜明的国家认同教育观。基于研究发现,为我国中小学国家认同教育提出相关建议,应从社会主义核心价值观的传承与深化、多元一体的民族融合以及对教育创新的资源整合策略实施三方面,促进我国中小学生形成坚定的国家认同感,培养具有全球视野和社会责任的未来公民,为实现中华民族伟大复兴的中国梦贡献力量。

Achieving Equity and Quality in Japanese Elementary Schools:Balancing the Roles of State,Teachers,and Students

The aim of this paper is to explore perspectives on equity,quality,motivation,and resilience by focusing in depth on the perspectives of educators in one small,semi-rural school in Japan.The paper is intended to provide rich,in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments.The two key questions addressed in the paper are,(1)How are equity and quality achieved and maintained in Japanese elementary schools?and(2)How are student motivation and resilience perceived and fostered in Japanese elementary schools?These questions are addressed through analysis of key official documents related to the questions,together with analysis of semi-structured interviews conducted with education professionals working in an elementary school.The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state,teachers,and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.

An Exploratory Study of the Application of Modern Distance Learning Resources for Rural Elementary and Middle Schools in Western China:The Case of Three Cities in Gansu Province

Based on a specially adapted questionnaire,research was carried out to explore how resources in modern distance learning were being applied in rural elementary and middle schools in Western China,in order to enhance the usefulness of the allocated resources.One particular distance learning project was used as the subject of the study,and teachers at 22 rural elementary and middle schools in 3 prefecture-level cities in Gansu Province,Western China,acted as the sample group.Analysis of the teachers’questionnaire responses showed that,(1)there is a comparatively high number of modern distance learning resources in use in rural elementary and middle schools in Western China,and they are being effectively used in the classroom to assist in everyday teaching;(2)teachers of rural elementary and middle schools in Western China have the ability to make use of these modern resources,and can obtain them by way of multi-channel inquiry;(3)modern distance learning resources are already becoming important components of everyday teaching resources in Western China;and(4)teachers are generally able to apply these resources well,despite some problems remaining.In the case of problems in application,most teachers are able to find adequate solutions.

劳动教育融入中小学课程:日本的经验与启示

日本十分重视中小学生的劳动教育,经过几十年的改革与发展,确立了全人教育理念下“自立能力”与“共生能力”兼备的课程目标。在此目标指引下,日本将劳动教育融入学科课程与活动课程,形成了独具特色的劳动教育融合型课程体系。围绕日常生活劳动、社会公益劳动和简单生产劳动三大劳动教育类型,通过“模块”与“细节”结合,培养多样化生活技能;通过“反思”与“交流”,培养社会责任感;通过“实践”与“体悟”,培养职业工匠精神,并经“政·校·家·社”多方协同和闭环运营,展开课程实施。结合我国实际,对我国中小学劳动教育有如下启示:树立全人教育视角下的劳动教育理念,打造融合型课程体系,设置多元化课程内容,健全家校社协同育人机制,制定多维度保障机制。

日本中小学生心理问题现状与心理健康教育政策研究

日本中小学生心理问题突出。特别是疫情发生以来,以拒绝上学、校园欺凌、自杀为主的心理问题案例数更是呈逐年上升态势。三级心理教育服务体系、团队学校、特别支援教育是日本三种主流的中小学心理健康教育政策,近年来均卓有成效,特别是三级心理教育服务体系在COVID-19危机期间将心理教育服务和疫情监控防控有效结合起来,实现了分级服务。同时,日本的心理健康教育政策也面临着一些诸如专业人员分布不均、教育资源不均且缺乏等困难与挑战。

理想与现实:中小学教师身份困境与纾解——基于课程改革的视角

中小学教师是基础教育课程改革的重要参与者和推动者。新一轮课程改革为中小学教师提供了更多的身份发展空间,成为一名专业者、独立者和批判者是课程改革对教师理想身份的诉求和期待。但当教师往这些方向努力迈进时,他们面临着诸如专业化风险、经济独立和功绩主义的压力、极端批判方式等一系列挑战,如何协调好理想身份和现实条件之间的关系是纾解课程改革中教师身份困境的核心要义。因此,中小学教师需要做到恢复公共属性,追求“业余的”专业化;在满足基本经济保障的情况下,实现思想的独立性;理解批判的底层逻辑,积极进行技术性批判。

“双减”政策背景下学校体育发展的现实困境与实践路向研究

“双减”政策背景下,为有效缓解学校体育功利性加重、人文关怀缺失等现实问题,追求塑造完整人的学校体育价值,本文采用文献资料法、逻辑分析法等研究方法,探寻“双减”政策下学校体育发展的现实困境与实践路向。研究认为,学校体育发展的困境在于:过于重视文明素养,缺乏“野蛮精神”;学科融合不足,抑制核心素养提升;教学场域单一,学校体育氛围不浓;“被动体育”胜于“主动行为”,运动惯习难以形成。据此,提出实践路向:深化学校体育改革,促进“文明”与“野蛮”并重;加快推进学科融合,提升核心素养水平;拓宽学校体育场域,创设全域育人氛围;建立人本主义共识,突破被动体育局面等实践路向。

把“中学”译作“middle school”合适吗?

我们国家的中学一般都译为middle school,因为middle的意思是“中间”,school的意思足“学校”,故middle school就等于“中学”,笔者认为这样译法,有作进一步研究的必要。因为翻译必须兼顾两种民族文化的实际情况,不能仅求文字上的对等就算满足。在美国,中学称high school;高中称senior high school,初中称junior high school。在英国,中学通常称为secondary school。他们对middle school一词的理解,和我们并不一致。据说,middle

党的十八大以来改善中小学教师待遇的政策背景、实践成就与未来进路

习近平总书记一直心系教师待遇。党的十八大以来,习近平总书记多次要求教育投入要向教师倾斜,不断改善教师待遇,让教师成为令人羡慕的职业。在习近平总书记有关改善教师待遇重要论述精神的指引下,中小学教师待遇改善工作成效显著:政策保障更加有力、经费保障机制趋于完善、基本工资标准持续提高、“不低于”目标基本实现、乡村教师待遇水平大幅提升、职业吸引力显著增强。但仍存在落实“不低于”可能反弹、绩效工资制度及倾斜激励政策仍存短板等问题。打造新时代高质量教师队伍,改善中小学教师待遇还应进一步加大督导检查问责力度,建立健全领导、组织和协调机制,完善绩效工资制度,明确“不低于”具体比较口径,加快推进教师待遇保障相关制度体系综合改革。

大中小学体育课程思政教学一体化研究

体育课程思政是学校课程思政建设中重要的一环,也是体育教学改革的目标之一。运用实地调研等研究方法,从大中小学体育课程思政建设教学目标、教学内容、教学方法、教学评价四个要素出发,提出构建“纵向贯通、横向联合、家校社三位一体”协同育人的大中小学体育课程思政一体化教学体系,注重发挥中华体育精神和体育训练的重要作用,全面推进大中小学体育课程思政一体化建设,促使体育课程思政建设更好发挥育人功能,促进学生身心健康发展。

面向中小学的生成式人工智能教育政策制定路向——基于日本《中小学生成式人工智能教育应用指南》的分析

生成式人工智能的出现,再次引起了技术之于教育的“不良免疫”反应。生成式人工智能的本质只不过是一个具有“高级复制”功能的大规模语言模型,并不具备人类的自我意识和创造力。因而,生成式人工智能之于中小学教育应用或存在因缺乏人类道德导致价值观隐患、基于不良数据生成错误内容、缺乏面向基础教育应用的针对性政策方针以及由此导致的教育应用乱象丛生的“技术拜物主义”倾向问题。相较于生成式人工智能带来的众多风险的“排斥”,更应通过制定和明确中小学生成式人工智能教育应用的发展方向和目标政策,以此生发出可以被接纳的“抗体”。日本文部科学省于2023年7月发布了世界首份《中小学生成式人工智能教育应用指南》,为生成式人工智能在中小学教育应用指明了行动方向,并立足生成式人工智能的本质内涵和应用理念对其在中小学教育应用进行了全景刻画,明确提出生成式人工智能之于中小学教育应用的重要举措和核心关切。基于此,我们应从价值观、素养观、应用观和政策观四个层面构建我国中小学生成式人工智能教育应用政策制定的路向,其过程更需重视由技术应用可能引发的道德价值观重塑,并持续关注中小学师生的智能信息素养培育,进一步明确生成式人工智能教育应用的边界,尽可能采取以证据导向的“试点—推广”为主的教育应用普及模式。

以问题为导向的特色学制构建--日本基础教育学制研究

近现代日本基础教育学制变革缘起于明治维新时期,成型于第二次世界大战之后。在“六三三”学制体系的大前提之下,日本基于本国的特殊国情,采取了一系列措施以促进基础教育阶段学制的优化与发展:为推进小初衔接,解决“初一鸿沟”等问题,日本实施了小中一贯制,并尝试在小中一贯校探索多元化的学段划分方式;为助力教育的自由化发展,日本于部分地区施行了灵活多样的中小学择校制度;为配合天才教育政策的落地,日本亦着手实施了超级理科高中项目和高中提前毕业机制。通过一系列举措,日本走出了一条特色化的学制改革路径。

小学科学和初中化学有效衔接的教学思考

小学科学与初中化学知识紧密关联。做好中小学的科学教育衔接,有利于一体化推进教育、科技、人才高质量发展。

人性化——新时代中小学教育管理的应然向度

中小学教育管理固然要对师生加以约束,使教学能有效进行,但这一管理举措不能违背教育关照人性、促人向善和推动人自由全面发展的根本目的。近年来,我国中小学教育管理总体有了不小进步,但由于长期受功利主义及管理体制等因素影响,还存在功利导向下忽视人的自由、“义务论”取向下漠视教师权利、过于依赖“科层化”等行政体系而忽视人文关怀等情况。在中小学管理过程中,融入人性关怀的元素,树立服务于人、关照人与发展人的理念,对于消减功利主义炽张及形式主义泛滥给中小学管理带来的负面效应有积极意义。

日本中小学教师减负长效机制研究

随着基础教育发展质量的逐步提高,中小学教师减负的诉求也愈发突显。近几年,日本在教育改革中积极致力于解决教师减负的科学性与持续性问题,通过建立配套的法律制度、激发减负的内外动力、发挥多方力量共同协作以及对减负结果进行及时评估与反馈等措施,形成了一套内外联动的教师减负长效机制。该机制在提升日本中小学教师教育质量与工作效率等方面发挥了积极的作用,也为我国当下推进教师减负改革提供了有益借鉴。

云南省中小学生师生关系发展特点及对学校适应的预测

考察云南省中、小学生师生关系的发展趋势、类型特点和师生关系对中小学生学校适应的作用。采用分层随机取样的方式选取云南省中小学生9055名,调查了他们的师生关系和学校适应。结果发现:(1)云南省中小学生与教师的依恋和亲密性随年级升高呈下降趋势,冲突和回避性随年级升高呈先上升后下降趋势,初中生得分最高。不同年级段学生和性别之间存在显著差异;(2)云南省中小学生与教师的关系存在三种类型:矛盾型、疏远型和亲密型。在矛盾型分布上,随年级升高呈先上升后下降趋势,初中生矛盾型最多。在疏远型上,随年级升高呈上升趋势,高中生疏远型最多。在亲密型上,随年级升高呈下降趋势,小学生亲密型最多。在三种类型上,小学和初中年级段学生存在显著性别差异;(3)冲突性和亲密性是中小学生学校适应的重要预测变量,回避性对中学生有显著预测作用。(4)具有亲密型师生关系的学生学校适应能力显著好于矛盾型和疏远型。结论:应加强对学生亲密型师生关系的培养,更加重视对中学生师生关系的干预。