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.

Current Situation and Improvement Strategies of Teaching Engagement by Teachers in Higher Medical Colleges Under the Background of“New Medical Education”

The“New Medical Education”is a new requirement for the development of medical education in the new era.As a key and core element of the construction of the“New Medical Education,”the engagement in teaching work of university teachers is a key issue that determines the level of teaching development of university teachers and affects the quality of talent cultivation in universities.Using the literature review method,this study analyzed 39 relevant literatures retrieved from China National Knowledge Infrastructure(CNKI)from 1997 to 2023.The concept,connotation,current situation,influencing factors,and improvement strategies of teaching engagement by university teachers were reviewed and summarized.The results showed that the issue of teaching engagement by university teachers has not received high attention in the field of higher education,especially in higher medical education,which has not yet been reported.Although the overall number of literature is not large,some of the conclusions have important implications for the next research on the influencing factors and mechanisms of double-qualified teacher engagement in higher medical colleges.

Diversified Teaching Method in Basic Piano Course Instruction for Higher Education Teachers

Diversified teaching plays an important role in the sustainable development of China’s basic piano course instruction for higher education teachers.A diversified curriculum system should be designed to promote the development of each student,and efforts should be made to cultivate high-quality talents who can adapt to the various needs of the society as well as to promote the reform and development of basic piano course instruction for higher education teachers.The aim of this study was to explore the teaching of basic piano course for higher education teachers based on the diversified teaching method.The teaching methods use for basic piano course were analyzed in this study,and two research methods were used to carry out the present study so as to effectively improve the operation of the diversified teaching method.Through a survey of the current situation of piano instruction in two higher education faculties,we can see that the teaching of basic piano course in higher education is still dominated by the traditional teaching method although the majority of students preferred the diversified teaching method.

An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

Research on the Teaching of Landscape Engineering by Foreign Teachers in Sino-Foreign Cooperative Education in SUCC

Sino-foreign cooperative education plays an important role in undergraduate education.It has also proved itself popular in higher vocational education in recent years,in which foreign teachers are undertaking the task of teaching some specialized courses.The teaching by foreign teachers has certain irreplaceable advantages,but nonnegligible disadvantages as well.Questionnaires have been distributed to the students majoring in Landscape Engineering from Shanghai Urban Construction College to investigate the teaching of specialized courses by foreign teachers.Based on the statistics,the advantages and disadvantages of their teaching have been analyzed,and several suggestions on how to adopt the good points and avoid the shortcomings are offered,so as to improve the quality of Sino-foreign cooperative education in higher vocational college.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

A Study on the Online Teaching Input of Higher Education Teachers Based on K-Means Analysis

Online teaching has become an important form of regular teaching in higher education institutions,and teachers’input in online teaching is directly related to the quality of online teaching.A K-means cluster analysis of teachers’teaching behaviours in the online teaching platform of Sanya Aviation and Tourism College and a comparison of the mean values of each semester’s behaviours reveal that teachers’overall online teaching input is insufficient and their online teaching behaviours need to be optimized;their teaching energy has improved and their online teaching resources are more completed;their teaching emotional input is seriously lacking and their online interaction needs to be strengthened.To address these problems,the following measures can be taken:improve teachers’incentives to increase the overall investment in online teaching;change teachers’roles to strengthen the emotional investment in online teaching;and strengthen teachers’training to enhance online teaching design skills.

基于Delphi-AHP法的高职专业课教师课程思政能力评价指标体系建构

专业课教师的课程思政能力是高职院校全面推进课程思政工作的关键。针对高职专业课教师课程思政能力结构尚不明晰,评价体系粗放等问题,采用Delphi-AHP法构建高职专业课教师课程思政能力评价指标体系。通过文献三级编码、专家咨询和研究小组讨论,拟定高职专业课教师课程思政能力评价指标体系草案,然后经过两轮德尔菲(Delphi)专家咨询,确定了包含5个一级指标、17个二级指标和58个三级指标的评价指标体系,再采用层次分析法(AHP),构建各级指标判断矩阵,计算各指标权重并检验判断矩阵的一致性,确定各指标的合理权重。研究结果在理论上为探究高职专业课教师课程思政能力内涵拓展了新的认知视角,在实践上为高职院校教师课程思政能力测评提供了可操作的依据和方向。

高校教师教学竞赛的不良现象及优化路径探析

当前,教师教学竞赛活动在全国各大高校火热展开。教学竞赛活动不仅成为衡量教师教学水平的重要标准,也是高校教师职称评定、绩效考核的参考指标。在繁荣的教学竞赛活动背后,也暴露出目前我国高校教师教学竞赛活动存在的问题:竞赛与教学发展失衡、竞赛工具主义倾向过重、竞赛价值被扭曲等。发挥高校教师教学竞赛的原有价值,需要践行教学竞赛宗旨理念,能动激励教师参赛自觉性,推动教学竞赛与实践教学有机融合,为培养高素质创新型人才注入活力。

以学术研究为基础的大学教师分类评价改革创新研究

在大学教师分类评价改革中,尤其是对教学型与社会服务型教师的评价存在着轻学术研究的倾向。高校立身之本在于立德树人。大学教师以通过学术研究与教学培养德才兼备之人才为己任。作为学术研究者,大学教师的教学与社会服务是以其学术研究为基础的,这是大学区别于其他社会组织的本质特征。大学教师学术研究者的身份与教学和社会服务的基本角色是大学教师分类评价的根本依据。在大学教师分类评价改革中,要坚持以学术研究为基础,既不能割裂研究与教学的内在联系,也不能剥离学术与服务的相互关系。在大学教师分类评价改革中要坚持以学术为标准的价值取向。坚持同行评议优先原则,加强大学教师在分类评价中的实质性参与。注重大学教师整体学术能力的综合性评价,以学术的标准衡量教师学术研究的质量。

“双师型”外语教师教学能力发展的逻辑理路及推进策略

“双高计划”建设对高职外语教师的“双师型”发展提出了新要求,基于高职外语教师教学能力发展的逻辑基点,探索厘清“双师型”高职外语教师教学能力的发展纬度,从教学活动领域、组织管理领域、专业能力领域研究分析教学能力核心要素,提出推进“双师型”外语教师教学发展策略,通过制度赋能、平台搭建、构建学研共同体、激发自我发展自觉等方式引领高职外语教师实现“双师型”全面发展。

连通性视域下高校师生互动类型、机制与策略

人际互动的基本前提是人与人之间的关系连通。在连通性视域中,高校师生关系可以区分为“无连通、弱连通和强连通”三种状态,并因此发展出“互动缺失、弱互动、强互动”三种互动类型。师生互动强度与教学效果之间存在明显正相关。师生强互动和关系强连通的获得机制主要是个体层面的特征同质性机制和群体层面的结构平衡化机制。实践中,通过调整教学策略、完善制度保障、建构支持合力等举措,可以增进师生之间的同质性因素,强化师生群体的结构平衡,进而建构起师生强互动和关系强连通,有效提升教学效果。

技能大赛背景下高职英语教师课程思政教学能力提升路径研究

技能大赛是职业院校教学成果展示、检验和交流的有效平台,在考查学生知识、技能、职业素养与思辨能力的同时,也在考查教师的课程思政教学能力。由于多方面因素的影响,高职英语教师的课程思政教学能力存在诸多不足。因此,要弘扬技能大赛思政理念,提升英语教师的课程思政素养;要积极转化技能大赛思政资源,丰富课程思政教学内容;要以技能大赛的能力要求为引领,创新课程思政教学设计;要以技能大赛评分标准为参考,建立多维度课程思政教学评价和反思体系,从而推动英语课程思政教学改革,提高人才培养质量。

高职班主任德育实践路径的优化

高职院校承担着为社会培养高素质技术技能型人才的重任,因此必须把德育工作放在首位,使培养的学生不仅掌握扎实的专业技能,还具备良好的职业道德,以满足各类企业的需求。在德育实施的过程中,班主任是主要组织者和参与者,但由于受到传统教育理念的影响,仍存在德育工作重视不够、德育能力有待提升等问题。在对高职班主任德育工作的重要性及其现状分析的基础上,探究德育工作实践路径优化策略,旨在为高职德育工作的有效开展提供参考。

基于“双师工作站”的高职“双师型”教学团队建设

高职教育发展的重点与难点在于“双师型”教学团队建设。目前,高职“双师型”教学团队建设存在以下问题:专任教师“双师”素质基础薄弱,与企业同频合作困难;企业导师来源不稳定,产教协同育人困难;校企合作管理机制不够健全,深度融合难度大。依托校企导师联合冠名的“双师工作站”有助于建设高职“双师型”教学团队,主要路径有:政校行企四方联动,强化顶层设计,遴选优质企业加盟合作;寻求多方共赢,构建校企双向管理平台;明确功能定位,促进“教-研-赛-培”融通;善用效益杠杆,建立健全考核激励机制,使“双师工作站”成为高职“双师型”团队建设的重要环节。

大学外语教师教研融合:现状分析与提升路径

对国内大学外语教师教学与科研融合的相关文献进行了综述,总体上深入的理论探讨和实证研究较为匮乏,较少提出教研融合的具体策略和措施。基于此,在东北某高校外国语学院实施了一次问卷调查,发现大学外语教师对教学和科研的关系认识基本到位,但面临多重压力。建议从提升大学外语教师对教学与科研的认识、提高教师的教学与科研能力、加强教研融合的团队建设、优化教学与科研的评价机制等方面加以改进。

教育数字化背景下高职思政课教学改革现状调查研究

党的二十大首次将“推进教育数字化”写进党代会报告,推动职业教育数字化进程,成为我国职业教育变革的新使命,职业院校改革发展进入新赛道。文章以全国25所高职院校师生为调研对象,通过问卷调研及访谈等形式,对高职院校在推进数字化赋能思政课教学改革方面取得的实效和存在的问题进行调研,并据此提出革新教学理念、积极迎接教育数字化的全面转型,创新教学模式、强化数据赋能提升思政课教学质量和水平,加强师资培养、全面提升教师数字化教学能力等教学改革对策及建议。

高职院校跨文化外语教学践行立德树人根本任务实践研究——以《新视野英语教程》(第四版)为例

立德树人是教育的根本任务和基本原则,教师引领学生树立正确的人生观和价值观,培根铸魂为未来人才打好人生底色。本研究以高职英语教材《新视野英语教程》第四版为例,探讨在高职跨文化外语教学中践行立德树人的实践措施,提出高职外语教育应突出职业教育特色,提升教师素养,强化数字赋能教育,教学重在塑造学生健全人格,培养学生核心竞争力,以文化育人,切实在教学实践中落实立德树人根本任务。

对分课堂融入高职院校劳动教育的可行性、问题与对策探讨

对分课堂与劳动教育相融合是一种创新且富有意义的尝试,对促进教与学有着积极的作用。然而对分课堂在高职劳动教育应用过程中出现劳动教育观念存在认知偏差、课程教学时间不足、部分学生缺乏自主探究能力、实践场地和设备不足、师资力量配备不足等问题。高职院校可以从加强教师培训、优化教师的教学理念,优化教学设计、加强理论教学与实践教学的融合,激发学生兴趣、培养学生良好的学习态度和习惯,完善教学资源、确保劳动教育有效实施等方面入手,将对分课堂教学模式有效融入劳动教育,提高劳动教育的质量和效果,培养全面发展的优秀人才。