An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

Let Each Child Have a Role to Play——A teacher's experiences in human rights education

The future of a country and society belongs to children and youngsters. As a primary school teacher, I keenly feel the need to educate our children in human rights, so that they will develop in an all-round way, morally, intellectually and physically. Over the past few yeas, I have tried to incorporate education in human rights into activities in

Continuity of Natural Science Education in the System of“School-University”

At the present time,new state compulsory standards for school education,standard curricula,and curricula have been developed.The programs of higher and postgraduate education do not take into account changes in educational curricula of secondary education.The future specialists of pedagogical universities are teachers of the school.Therefore,graduates of universities on pedagogical specialties,including scientific direction,should be profoundly aware of the content of subjects studied in secondary education.It is very important to understand the need to ensure the continuity of educational curricula of higher pedagogical and general secondary education in conditions of updating the content of education.The relevance of the research topic is due to the lack of continuity in the educational programs of higher pedagogical and general secondary education in conditions of updating the content of education;discrepancy of professional competences of young pedagogical staff,graduates of higher educational institutions,to the conditions of the updated content of school education;the lack of fundamental and applied research to date,considering the theoretical and methodological foundations for ensuring the continuity of natural science education in the“school-university”system in the context of updating the content of education;the need for the research in the context of the implementation of the State Program for the Development of Education of the Republic of Kazakhstan for 2016-2019,which indicates an increase in the prestige of the profession of teachers and an increase in their quality.These theoretical and methodological bases for ensuring the continuity of educational programs of higher pedagogical and secondary education in conditions of updating the content of education will make it possible to introduce changes in the educational curricula of higher and postgraduate education for the training of pedagogical personnel.

成效·局限·改革:“G-U-S”三位一体协同育师机制审思

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

Chinese Upper Elementary School Mathematics Teachers’Attitudes towards the Place and Value of Problematic Word Problems in Mathematics Education

Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.

Understanding the Outcomes of the China-England Mathematics Teacher Exchange:Observations ofa Shanghai Teacher

Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of national mathematics curricula,organization of mathematics teaching,and evaluation objectives and methods due to different educational and learningcultures.China has made great achievements in mathematics education and student academic performance but has much to learn from England.

弘扬教育家精神,建构中国教育学自主知识体系——人民教育家于漪先生访谈

于漪先生深耕基础教育七十余载,是我国基础教育第一位被授予“人民教育家”称号的教师,同时她写就700余万字的教育论著,以深刻的教育理念和教学思想,成为“精心育人的一代师表,潜心教改的一面旗帜”。访谈中她强调教师在教书育人的具体工作中要融入胸怀天下的气概,理性思考、真情投入,才是对中国特有的教育家精神的真正领会和践行;在教师教育方面,她指出职前培养应着力实现高质量的学科专业与教育科学的深度融合,职后培训则应基于教师的实践需求,致力于提升其专业发展的软实力;最后,她鼓励学界要对中国教育充满自信,基于长时间、大规模、广范围的实践探索,努力建构中国教育学自主知识体系。

“U-G-S”:教师教育新模式的设计与实施

教师专业化要求教师教育模式不断创新。东北师范大学基于高素质专业化教师培养和服务基础教育方面的传统优势,创造性地提出"师范大学—地方政府—中小学合作"教师教育新模式。该模式以面向实践的学习、教师学习与发展共同体和文化融合与共生为基本理念,以"教师教育创新东北实验区"为实践载体,努力实现教师教育真正的一体化、共同体成员学习范式的转变以及政府教育职能提升等方面的功能。

教师教育改革创新实验区支持下的“U-G-S”实践教学共同体建设

教师教育改革创新实验区是由师范大学主导、政府配合共建的以教师教育改革创新为核心任务的多功能综合性研究实践与服务基地。在实验区的支持下,"U-G-S"实践教学共同体能够取得资源效能、创新能力、决策执行、培养成本等方面的协同效应。为促进实验区与"U-G-S"实践教学共同体的融合统一,可以从认可协同旨趣、融合协同范式、延展协同主体、提升协同境界四方面着手。

教师教育U-S合作的结构性障碍与路径选择

大学与中小学(U-S)合作是当前教师教育的一条有效出路。但目前我国教师教育U-S合作过程存在严重的结构性障碍,主要表现为合作中的异质性资源依赖感不强,合作主体的合法性认同严重不足,合作协调机制缺位。因此,我们需要充分挖掘U-S合作中的异质性资源,增强双方异质性资源依赖程度;赋予中小学教师教育义务并提升合作双方的利益共识,增强合作主体的合法性认同;构建政府统筹的U-S合作管理体制,规范合作行为。

英国U-S职前教师教育课程开发的经验与启示——以牛津大学PGCE教师教育课程为例

英国为提高基础教育质量,积极推动各大学在U-S模式下开发职前教师教育课程。英国职前教师教育课程开发注重大学与中小学之间的合作,不断适应合格教师知识与能力要求,并制订理论知识与实践知识相统一的"平衡性"课程计划。英国职前教师教育课程开发给予我们很好的启示:一是大学应与中小学校紧密合作;二是应适应中小学教师补给的实际需求;三是应体现职前教师知识与能力的新要求;四是应体现理论知识与实践知识的"平衡性"。

合作、服务与引领:新时期“U-G-S”三位一体关系的反思与实践路径重构

地方高师院校(U)如何更好地与地方教育管理部门(G)以及中小学(S)建立合作关系历来是一个难题。合作目的的错位、利益与职责机制的缺乏、地位的不平等以及管理文化的差异,导致地方高师院校与中小学合作的实然关系不理想。从应然意义而言,高师院校要以服务中小学教师专业发展为主要范畴,以研究中小学教育教学改革的实践问题为主业,以引领中小学教育教学能力的整体提升为目标,以培育和创新中华民族优秀教师文化为使命。但由于实然的诉求不同,目标各异,使原本紧密的合作关系张力不断。在新时期全面深化教师队伍建设的时代背景下,高师院校要与地方教育管理部门以及中小学进一步加强合作体系建设,突出服务意识,构建服务机制,引领文化发展,建设协调机制,更好地形成三位一体的合作发展机制。

美术教师智能教育素养的模型构建与实践进路——基于扎根理论的探索性分析

人工智能在美育领域渗透程度日渐加深,为智能技术和美育融合创新发展提供了巨大推力,而其成功的关键在于美术教师,但美术教师应具备怎样的素养,却鲜有基于实证的系统建构。本研究以扎根理论为方法论指导,通过对27位教科院所、高校人工智能专家和一线美术教师进行深入访谈,利用Nvivo 11.0软件对访谈资料进行整理、编码和分析,建构我国美术教师智能教育素养模型。为此,提出加强美术教师入职培训、提高智能教育素养理论水准,重视美术教师职后培训、提升智能教育技术的应用与实践,引入国际化美术教师素养评价标准、制定科学的评价体系,营造技术应用教学氛围,开辟智能化、沉浸式的数字化校园文化艺术环境等实践进路。

大中小学思政课一体化建设:价值意蕴与实践路径——基于“U-G-S”教师教育模式的视角

推进大中小学思政课一体化建设是党中央深化新时代学校思想政治理论课改革创新的战略部署。"U-G-S"三位一体的教师教育联动培养模式,具有合作主体广泛性、合作理念融合性、合作取向实践性、合作利益共享性等特征,为深化大中小学思政课一体化建设理论与实践的有机结合搭建了平台。基于"U-G-S"教师教育模式的视角开展大中小学思政课一体化建设,对思政课立德树人根本任务的有效落实、一体化课程目标的价值引领、一体化课程内容的有效衔接以及思政课教师一体化交流平台的建设都具有重要价值。"U-G-S"教师教育模式下深化大中小学思政课一体化建设,需要细化"U-G-S"共同体责任目标,强化"U-G-S"合作任务驱动,优化"U-G-S"运行管理机制,深化"U-G-S"试验区基地建设。

PISA测评对英国基础教育改革动向的影响——例论“中英数学教师交流项目”

PISA对参加国或地区教育政策的调整和教育实践改进有重要影响。英国自2000年参加第一轮PISA测评以来,学生测评的结果呈下降趋势,迫使英国放弃"保守"政策,开始"向最优者学习",由此而启动了"中英数学教师交流项目"。该项目对英国基础教育改革动向产生了一定的影响,使其决定在学生学习、课堂教学和教师发展方面采取相应的改革措施。这可以使我们进一步正确理解PISA测评的政策意蕴、理性看待"中英数学教师交流"意义,厘清参与国际教育测评和交流的价值。

教师教育“U—S”合作:经验、问题及对策——以新建地方本科师范院校为例

利益相关者的整体利益、互动性重要他人、适度的情感维系、可预期的效果是新建地方本科师范院校与中小学合作成功的重要经验。合作目标功利化、合作内容残缺化、合作形式单一化、合作主体被动化是困扰合作进行的主要问题。新建地方本科师范院校与中小学在价值观念、行为规范方面的差异,强有力的组织机构和物质支撑的缺失是影响合作的主要因素。合作双方应该提升文化自觉,构建以政府为主导,新建地方本科师范院校与中小学为主体的合作组织,并通过多方筹措经费,破解合作的难题。

对教师教育U-S模式的几点思考

大学与中小学(U-S)合作已成为教师教育的一种世界性趋势。但是在借鉴、模仿、运用的同时,尚存在着诸多问题。笔者从U-S合作关系、教育公平、教师职前教育、教师专业化同步性发展等四个方面对U-S模式进行了追问、批判与思考,有助于深化对该模式的理性认识。

教师教育U-S合作的X低效率与委托-代理理论分析

教师教育U-S合作中客观存在着双重委托-代理关系,这种委托-代理关系大大增加了教师教育U-S合作的委托-代理成本,构成了教师教育U-S合作的X低效率产生的主要根源。建立双重激励约束机制,充分调动中小学管理者和中小学教师参与教师教育的积极性,是降低教师教育U-S合作X低效率的有效途径。