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.

Creating the Role of Rural Teachers as New Rural Sages under the Background of Rural Revitalization Based on Organizational Change and Planned Happenstance Theories

In the context of rural revitalization,people are re-examining the issue of creating the role of teachers as“new rural sages”.However,most of previous studies ignored the school organizational change in the process of reform.The planned happenstance suggests that teachers should maintain a positive mindset about the eventualities in their careers.Based on the organizational change theory,this paper gave some advice to help teachers in playing a role of new rural sages:①rooting in local culture and enhancing teachers’sense of belonging,②providing compensation for teachers in a targeted way,and③providing a comprehensive and objective evaluation mechanism for ensuring teachers’participation in social governance.

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.

Examining the Current State of Reflective Teaching Practices Among Newly Appointed Primary School Teachers

This study focused on three newly appointed primary school teachers in City D as research subjects.Utilizing research methods such as interviews,text analysis,and observation,the findings revealed that these teachers exhibited a substantial grasp of teaching reflection.The predominant emphasis in their teaching reflection levels was observed at the technical reasonable reflection and practical action reflection stages.To enhance the reflection levels of these novice teachers,it is recommended to foster their professional ethics,institute a diverse training system,and enhance the school’s infrastructure and institutional support systems.

An Analysis of Internet-based Approaches to New Teacher Induction in Canada

Induction and mentoring programs aim to help new school teachers survive and thrive in their teaching profession.Among each juris-diction of Canada,there are different programs and most of them are characterized by Internet-based supports.On the websites of the provincial departments of education or teachers’organizations,well-designed webpages are set for induction programs,special portals are designed for new teachers,and documents relating to early career teaching are provided.Even on some local school districts’websites,induction programs and relevant documents are easily accessed.Based on the above facts,this paper also analyzes the advantages and limitations of those Internet-based approaches in Canadian teacher in-duction activities.

非师范类新教师规范化培训方案设计与实践及质量评估与改进——以F省为例

非师范类新教师因未经过系统的师范教育,普遍存在从教初期的适应困难。鉴于此,提出应对非师范新教师开展规范化培训,并以F省为例,通过梳理非师范新教师的特点与培训需求,探讨非师范新教师培训方案和运行机制,以提升新教师的职业适应能力。同时,探讨培训的质量评估与反馈,以期为非师范教师培养培训方案的完善提供借鉴。

新课程标准下中小学教师跨学科素养的基本内涵及提升路径

为落实党的二十大对创新人才培养的要求,推进义务教育新课标的落地实施,设立跨学科主题学习活动是打造高质量课堂、推动中小学教育高质量发展的重要途径。当前跨学科与校本课程接轨过程中面临政策要求、应用场景、实施对象及技术环境的转变问题,基于探索跨学科的发展历程,新课标背景下的中小学教师应当具备跨学科知识储备、跨学科意识、跨学科行动及跨学科反思的综合型跨学科素养。通过联合培养、教研迭代、角色转变和技术赋能可以提升教师跨学科素养,对推进高质量跨学科教师的培养,助力义务教育发展迈上新的台阶意义重大。

基于教学审定模式的非师范类新入职教师教学能力培养

基于当前学校教师培养现状,针对非师范类新入职教师教学能力提高问题,分别从入职后业务能力培训、指导带教组织形式、教学审定工作的实施和新入职教师教学能力自我提升等方面进行研究,提出一套基于教学审定模式的新入职教师业务能力培养的带教机制,对于提高非师范类新入职教师教学能力具有一定参考意义。

中国式新师范助推教育强国的价值逻辑与行动路向

中国式新师范内嵌“中国式”“师范”和“新”三个基本变量。其中,“涵养德行”系中国式新师范的“中国式”品格,“育师之元”构成了中国式新师范的“师范”本真,而“数字赋能”则是中国式新师范的“新”样态。在教育强国建设中,中国式新师范链接基础教育与高等教育,拓宽教师教育发展空间,革新教师教育“中国标准”,体现了助推教育强国建设的深邃思想和鲜明的价值逻辑。然而,中国式新师范尚处于初级阶段,在助推教育强国建设中面临诸多挑战。为此,中国式新师范需要重构“涵养德行”的中华传统“师范精神”,凸显中国式新师范的中国品性;升级中国式新师范的“教育性能”,增强教育服务强国建设的贡献度;打造中国式新师范的“中国品牌”,提升教师教育的国际影响力。

新时代背景下高校课程思政建设研究

开展高等学校课程思政建设旨在对高校思想政治教育工作进行提质增效,提高社会主义意识形态的引导力和辐射力,更有效地培养大学生的品德素质和家国情怀,助力大学生全面发展。深入剖析了当前高校课程思政建设面临的机遇与挑战,从教学目标、教学内容、教学方法和教学效果方面阐述了课程思政建设过程中值得注意的新问题,并以此提出了高校课程思政建设的优化路径。

论新时代高校思政课教师教学话语能力提升的三重维度

新时代高校思政课教师作为思想政治教育实践中的关键主体,面临着“说什么”和“如何说”的关键问题。该问题不但直接关系着思想政治教育的话语实效,更影响着高校立德树人的教育质量。话语能力的提升与否不仅涉及教师能否进行合乎语义的规范表达,而且还要看教师是否对自身的话语有批判意识、能否看到话语背后的权力等社会因素。教师话语能力的提升基于以下3个基本维度:权力保障是话语能力提升的现实基础,知识生成是话语能力提升的内在动力,话语表述是话语能力提升的重要手段。

学做教育家型教师:前提性追问、释义与实践路径

学做教育家型教师是践行教育家精神的关键,是教师人才成长的路径之一。要引导新入职教师树立成为教育家型教师的职业意愿,分析出教育家型教师的精神内核和核心动力,即“教育爱”与“持续追求教育教学”优化。循证于此,构建新入职教师高质量成长路径,即要以积极情感诠释职业价值,用仁爱情怀关照教育对象,在热爱情感中推进事业发展来实现教育爱;要通过保持开放式心态,对教育教学问题进行创新性阐述,积极主动超越现状、超越碎片化来实现教育教学优化,以此创新教师队伍素质提升的理念与路径,提高教师队伍建设质量。

新时代高校师生关系的伦理分析及建构

师生关系是教育活动中最核心的关系,高质量的师生关系是实施高水平教育活动的必要保障。将高校师生关系置于新时代背景之下,审视当前师生关系存续中存在的伦理问题,探讨良性师生关系应有的伦理精神,从优化教师职业道德规范、提升学生思想道德修养、加强校园伦理环境建设、营造尊师爱生社会氛围等方面着手构建“亲清”师生关系的伦理策略,为高校师生确立立德修身、遵纪守法的规范性要求,也为优化并发挥师生教育共同体的价值功能、践履立德树人的职责使命注入深厚的伦理意蕴。

新文科背景下课程思政融入师范专业课程的困境与出路

新文科建设的改革与实践对于培养担当民族复兴大任的时代新人具有深远价值和意义,课程思政有效融入是新文科建设的重要内容。研究在S大学师范学院随机抽取38名专任教师和291名大一至大三年级师范生进行问卷调查,发现当前师范专业课程思政融入的主要困境在于教师课程思政融入意识薄弱、课程思政元素开发能力不足、教学方式的综合运用欠缺、课程思政评价方式单一。基于此,研究认为可以从教师和高校两个方面出发促进师范专业课程思政融入:教师需要树立以德育人观念,探课程思政融入策略;学校可以通过“减”“赋”“增”路径助力课程思政。

数智赋能高等教育新质发展:GAI技术时代的教师新作为

高等教育作为教育、科技、人才三位一体的结合点,以及科技创新、新质人才培养的主力军,应主动担当数字化转型的龙头角色,持续深化教育变革和创新,推进新质生产力发展和教育强国建设。新质人才是指具有跨界创新能力和全球视野,能够为社会可持续发展作出积极贡献的人,是实现国家长远发展战略的关键,也是推动全球社会进步和创新的中坚力量。文章从认识论、方法论、实践论、价值论和本体论入手,分析了高校新质教育发展的实践路径,探索了高校教师新质素养的内涵和生成式人工智能协同下的发展趋势,分析了新的教育社会契约中的教学机遇。最后,文章提出促进高校新质发展的四条建议,包括推动高教数字化转型走向新质教育、建设高校数智赋能新质教育领导力、赋能高校新质教育的开放创新范式、构建数智社会文化综合治理新框架。

课程思政供给侧教学建设思考与实践——以新医科教师党支部引领课程思政建设为例

课程思政是落实立德树人的战略举措,是“三全育人”格局的具体体现,是新医科人才培养的必然要求。以重庆医科大学公共卫生学院教工第一党支部为例,阐述在新医科人才培养背景下,通过高校教师党支部引领课程思政供给侧深化改革的途径,从教师队伍、课程建设、课堂教学等三要素进行基于供给主体、供给内容与供给载体的创新实践,并提出“四个坚持”的价值遵循,以期为课程思政提质提效提供参考和经验。

新时代高职院校教师师德师风评价体系研究

新时代高职院校师德师风建设工作是高校师德师风建设的一部分,也是我国师德师风建设工作的重要组成部分。高职院校教师作为一个特殊的社会群体,承担着培养促进经济发展和提高国家竞争力的高素质技术技能人才的重任,结合新时代党和国家对高校师德师风建设及职业教育的要求,界定具有职业教育特色的,如“双师”素质、产教融合、校企合作、提质培优等高职院校师德师风内涵,从而建立适用于高职院校师德师风的评价体系。

教师个人层面的努力与教学发展——高校新入职教师教学自我发展路径探讨

教师个人层面的自主学习是教师专业发展的根本路径,教师个人层面的努力情况对教师个人教学能力发展的影响最为显著。新入职教师要加强个人层面的自主学习,形成正确的教育观,并不断增强个人教学生活的体悟,在体悟的过程中不断转变教学行为。此外,加强教学实践的自我总结与反思、寻求与同事、学生之间的交流和互动、积极投身教育教学研究,在学习、实践、反思、总结和研究的过程中,不断促进自己教学的成长和发展。

新时代海外本土中文教师的协同培养研究

海外本土中文教师是国际中文教育可持续发展的重要支撑。国际中文教育在逐步走向成熟、完善和自主的发展过程中,对本土中文教师的需求由“弱”转“强”。新时代,本土中文师资培育应以未来事业前瞻性布局为引领,根据本土中文教育特点,着眼于国际中文教育中高级阶段的师资需要,在增加师资数量、提升教学胜任能力、维持队伍稳定的基础上,推动当地政府、本土培养单位、行业协会和企业、母语国相关培养机构等多元主体共同参与,激发协同效能,逐步增强海外本土中文教师队伍建设。