Examining the Burden Reduction Policy for Primary and Secondary School Teachers in China:A Framework Analysis Centered on the Rational Selection of Institutional Doctrine

The“burden reduction”policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens.While it has improved the quality of teachers,implementation challenges still exist.This study utilizes rational choice institutionalism and Ostrom’s institutional analysis and development framework to examine the policy.By considering the preferences of the Ministry of Education,local governments,schools,and teachers,it explores interactions and outcomes,identifies challenges,and provides policy suggestions.

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.

Relationship of Workaholism with Stress and Job Burnout of Elementary School Teachers

Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers’ mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress (p ). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers’ occupational stress and job burnout (p ). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.

Relationship Between Work Stress and Mental Health of Middle School Teachers in Guangzhou

This study mainly discusses the relationship between middle school teachers’mental health and work stress in Guangzhou.This study uses questionnaire survey method to examine 237 teachers in Guangzhou,and adopts SPSS26.0 to conduct independent sample t-test,ANOVA,correlation analysis,and regression analysis to draw the conclusion.The results show that:(1)The work pressure of middle school teachers in Guangzhou is above the medium level,and their mental health is at the middle level.(2)Under the influence of different gender,position,age,teaching years,and teaching objects,the pressure of middle school teachers is different.(3)There is a significant positive correlation between teachers’work stress and the dimensions of self-confidence loss and social dysfunction of mental health.(4)Work stress can effectively predict the level of mental health.Therefore,we need to understand the pressure sources of middle school teachers to develop measures to alleviate the pressure of teachers and improve the mental health of middle school teachers.

Survey of High School English Teachers＇ Pragmatic Failure

According to the principals of the Course Standard of English for Ordinary Senior Schools, published by China Education Ministry in 2001, the general goal of English curriculum on the basic education stage is to foster the students＇ cross-cultural awareness, which is to develop their cross-cultural communicative competence. To achieve this goal, most of all, teachers of English at high school must have a good command of cross-cultural pragmatic competence. By looking through papers in various periodicals and the Internet, the writer finds that most of the studies have coped with pragmatic failures of ESL students but few of ESL teachers＇. Therefore, this thesis studies the present situation --- how much do schoolteachers of English know about pragmatics？ What about their cross-cultural communicative competence？ Can they communicate with the native speakers fluently and appropriately？ What are the most serious problems among them in pragmatics？ What can be done to solve the problems？ With all the questions, this research has collected considerable firsthand data and information. Only after the basic situations are known overall, can actions be taken to solve the problems existing in everyday ESL teaching. So this research is necessary and urgent for the present basic English pedagogy. However, since the present writer＇s ability and research conditions are limited, it is not possible to make a wider investigation in many places. Therefore, the district --- Bameng League, Inner Mongolia, China, is selected as the basic range of the survey, the situation of which is believed to be able to represent the basic educational ones in the poor and remote districts in the north and the west of China where education is more backward. The questionnaire consists of two parts： a table of individual information and a test paper. The former investigates informants＇ basic information, including the items of name, age, sex, teaching age, title of the technical post, degree, academic career, college or university that they graduated from, working unit, grades for teaching and the others. The latter is the test paper cited from He Ziran and Yan Zhuang （1986）, that is, Chinese Students＇Pragmatic Failure in English Communication --- Survey of the Pragmatic Difference between Chinese and English. And it contains 48 items, with items of pragmalinguistic and socio-pragmatic competence mixedly arranged. 120 of the questionnaire copies were handed out and 86 are collected, but only 64 are collected. The survey covers over 10 high schools in all the 7 banners of Bameng League, including two autonomous region-class key schools and five other league-class key schools. After the investigation, the present writer carefully corrects, marks, arranges, summarizes and analyzes the questionnaire, and obtains plenty of firsthand data and information. Then some conclusions have been drawn based on the data analysis. The result of the survey shows that linguistic competence is not equal to pragmatic competence, that ESL high school English teachers may use English rather fluently, without many mistakes in vocabulary and grammar,but it does not necessarily mean that they can use the target language appropriately to communicate with native speakers without pragmatic failures, and that the informants＇ knowledge of pragmatics and their pragmatic competence are rather poor. As a result, improving their knowledge and competence in pragmatics becomes a very necessary and urgent task to develop the quality of ELT in basic educational stages. In order to solve the above problems, the writer makes some suggestions as follows： （1） Pragmatics should be required as an essential course for the English majors in colleges and universities, especially in normal colleges and universities; （2） In-service high school English teachers must study courses of pragmatics and cross-cultural communication; （3） In some poor and remote districts, if educational conditions don＇t permit, textbooks of pragmatics and cross-cultural communication must be handed out to the high school English teachers who can study by themselves, then tests are regularly held for them and certificates will be given to those who have passed the tests; （4） In some developed districts, if conditions permit, English teachers can be sent abroad to English-speaking countries for further education in order to have a good command of the English language in the authentic contexts; （5） Modern multiple medias, such as VCD or DVD videos, TV or radio programs, the Internet, should be widely and frequently applied to training teachers; （6） More native language teachers and experts from English-speaking countries must be invited to high schools to train teachers of English.

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.

The Composition and Promotion Strategy of Teachers'Curriculum Development Ability in Secondary Vocational Schools

The curriculum development ability of secondary vocational school teachers is a necessary professional ability for teachers.It has important practical significance and practical value for promoting secondary vocational education curriculum and teaching reform.On the basis of analyzing the connotation and composition of curriculum development ability of teachers in secondary vocational schools,this article proposes three strategies to improve the curriculum development ability of teachers in secondary vocational schools.

On the Relationship Between Primary School English Teachers’Personality and the Teaching Effect

Studies have shown that teachers’personality will have a direct impact on students’serious study,emotional attitude,and personality(Liu,2006).Due to the different personalities of teachers,the effect of their education and teaching work will inevitably bring differences.Therefore,school management needs to consider the problem of adjusting measures to individual conditions.This paper will analyze the influence of teachers with different personality characteristics on teaching effect and reasons and significance of individualized teaching in primary school.

PCK Study of Middle School Chemistry Teachers in Yan'an Based on the Core Quality of Chemistry Subject

The new round of curriculum reform requires the promotion on the development of students'core literacy,and how the core literacy of chemistry can take root in the chemistry classroom is inseparable from the guidance and nurture of teachers in the teaching process.The"Professional Standards for Secondary School Teachers"clearly stipulates that pedagogical content knowledge(PCK)is regarded as the professional knowledge of teachers.PCK is the core content of teachers'professional knowledge and an important guarantee for teachers to carry out teaching activities.Teachers5 PCK level is not only a direct measure of their teaching achievements,but also an important criterion for guiding novice teachers to become experienced teachers.The research subjects selected for this study are the middle school chemistry teachers in Yan'an City.By using the Delphi method to investigate the understanding of Yan'an middle school chemistry teachers on the core literacy of chemistry and to explore the PCK mastery of middle school chemistry teachers at different stages,it serves to deepen the Yan'an middle school chemistry teachers5 own knowledge and learning of PCK while help to promote the improvement of the teaching level and professional development of chemistry teachers in Yan'an middle schools.At the end of the paper,the relevant suggestions made based on the investigation of the chemistry PCK study of middle school chemistry teachers in Yan'an City on the core literacy of the chemistry subject will improve the overall building level of the middle school chemistiy teachers of Yan'an City.

The Integration Strategy of Class Teacher Management and Mathematics Teaching

The professional and moral education of high school mathematics teachers will make classroom management work better,but their work pressure will also lead to classroom management problems.To do a good job in high school class teacher management and organically integrate it with mathematics teaching,we need to start from two aspects:mathematics teaching class teachers and class teacher work teaching,and penetrate mathematical thinking into daily classroom management,moral education,and classroom culture construction.Based on the attributes of the subject,we guide high school students to reflect after class to stimulate their self-management initiative through the cultivation of qualified class representatives.In addition,it is necessary to skillfully resolve classroom generative problems,change the roles of teachers and students,and integrate classroom management with mathematics teaching.

Uncovering the Challenges Faced by Primary School Science Teachers in Implementing Experimental Teaching:A Data Analysis Based on a Questionnaire Survey Conducted in Western China

Primary school science is a discipline grounded in experiments,and experimental teaching holds paramount significance in primary school science education in China.Nevertheless,the implementation problems of experimental teaching are frequently disregarded.This research endeavors to disclose the concrete challenges encountered by primary school science teachers in the western region of China during the implementation of experimental teaching,analyze their implications,and put forward corresponding mitigatory measures.Based on a questionnaire survey regarding the current state of primary school science experimental teaching in 21 areas of western China,it is unveiled that primary school science teachers in the western region of China confront deficiencies in scientific professional attainment,the necessity to enhance the attitude towards experimental teaching,and a partial shortage of experimental teaching resources.These hardships result in the deterioration of the quality of experimental teaching,the attenuation of students’learning interests,and the exacerbation of teachers’job burnout.Hence,measures should be initiated in aspects such as teacher training,resource development,and enhanced emphasis to assist primary school science teachers in the western region of China in implementing experimental teaching more effectively and elevating the quality of primary school science experimental teaching.

Job Burnout of English Teachers in Secondary Schools in Western China

Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.

The Research of Education Technology Based on the SPSS Statistical Software

Through a questionnaire survey of primary and secondary school teachers and Normal Students to carry out a statistical analysis of the data based on SPSS 17.0 statistical analysis software. So we draw primary and secondary school teachers and normal students to arrive at the current status quo of educational technology ability and analyzes the strengths and weaknesses of the ability of its parts. Finally, we proposed new initiatives and methods of education and technical ability training.

A New Exploration of Practical Teaching Reform in the Department of Plant Protection of Hebei North University

In view of the existing problems in the practical teaching of Plant Protection majors,such as more teaching contents,less comprehensive and innovative contents,disorganized practical teaching system,lenient assessment,insufficient experimental teaching facilities,insufficient practical teaching sites,and lack of continuity of practical teaching contents.The practical teaching of plant protection majors should adopt“open”practice teaching methods in terms of laboratory construction,innovative ability cultivation,practical teaching content highlighting comprehensive and innovative,and practical teaching time.The results of the survey on college graduates and enterprises show that under the“open”practice mode,Plant Protection students will have better overall performance.

A Study of Localization of Task-Based Language Teaching in China

In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

LETTERS

I am an Australian living in Quanzhou, Fujian Province. I am employed as an English conversation teacher in a local middle school. I enjoy reading China Today and would be interested in writing an article on my impression of Quanzhou, or my experiences as a teacher in middle school or other topics that may be of interest to your readers.

LINGUISTICS AND THE MIDDLE SCHOOL TEACHER

IntroductionDuring the three years of Senior Middle School Teacher Training at Southwest China TeachersUniversity.experiments and experience have shown that it is crucial for middle school English teachers tohave more proper and more effective principles that underpin language teaching activities.As Stern(1983)puts it,teachers need:‘Some criteria characterizing a good language teaching theory:usefulness and applicability;explicitness;coherence and consistency;comprehensiveness;explanatory power and verifiability;simplicity and clarity.’But what can be done to obtain these qualitiesThrough these years of experiments,we have found thatlinguistically-guided language teaching is more effective.

Teacher Killed in Florida School Shooting

2000年5月26日下午,美国佛罗里达州的沃思湖社区中学校园又响起了枪声。一位35岁的教师死于自己13岁的学生的枪口之下。据报道,该校七年级的学生布拉吉尔由于在课堂上投掷水球而被老师斥令停课。布拉吉尔回家后越想越气,返回学校闯进教室与老师“说理”,老师告诉他还未下课,要求其离开教室。就在下课铃声响起之前,布拉吉尔突然掏出一支手枪,当着同学的面向语文老师古诺脸部射击。古诺被紧急送往医院,但抢救无效身亡,布拉吉尔当场就擒。 过去7年间美国发生了至少14起造成伤亡的校园枪击案。 发人深省的是,仅仅在12天之前,美国百万母亲在母亲节那日在首都华盛顿聚会游行,要求阻止校园血案的再次发生: Tens of thousands of protesters rallied in Washington in a“Million MomMarch” on May 14 to demand that Congress pass what they called“common-sensegun control” measures and try to stem(阻止)the violence.

Foreign Teacher Sends Girl to School

WHEN we talk about "Teacher Du" at the Hebei Institute of Finance and Economics in Shijiazhuang, we cannot help but think of the large, smiling man who often carries an oversized camera bag. In fact, his name is Norbert duBois, an English teacher from the east coast of the United States. DuBois is fond of photography and has a wide circle of acquaintances. He