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.

Effect of Individualized Nutrition Intervention Care Combined with Swallowing Training on Postoperative Nutritional Status in Patients with Laryngeal Cancer

Introduction: Laryngeal carcinoma accounts for 13.9% of head and neck tumors, and squamous cell carcinoma is the main pathological type. At present, the treatment of laryngeal cancer is mainly surgical treatment or postoperative radiotherapy. The surgery is delicate, complex, time-consuming and traumatic. Postoperative patients are prone to dysphagia, leading to an increase in the incidence of malnutrition. Malnutrition can cause a series of negative effects, including weight loss, increased incidence of infection, reduced tolerance of anti-tumor treatment, and extended length of hospital stay. Therefore, how to effectively improve the nutritional status of laryngeal cancer patients through nursing intervention has become an important topic of nursing research. Objective: Investigate the effect of individualized nutrition intervention care combined with swallowing training on postoperative nutritional status in patients with laryngeal cancer. Methods: A total of 120 consecutive patients who underwent laryngeal surgery at our hospital for the first time between May 2018 and May 2021 were selected for the study and equally divided into the control group and the study group by the random number table method, with 60 patients in each group. Patients in the control group were given swallowing function training and health counseling, and the study group adopted individualized nutrition intervention care based on the control group. The nutritional status, swallowing function, and quality of life (QOL) of the patients were assessed using the Patient-generated Subjective Global Assessment (PG-SGA), MD Anderson Dysphagia Inventory (MDADI), and Quality of Life Questionnaire-Core30 (QLQ-C30) before the intervention and three months after the intervention. Results: Before the intervention, the scores of MDADI, PG-SGA, and QLQ-C30 were not significantly different between the two groups (P > 0.05), and three months after the intervention, the scores of MDADI and QLQ-C30 increased and the score of PG-SGA decreased in the study group, with significant differences (P 0.05). At three months after the intervention, patients in the study group had higher scores on MDADI, QLQ-C30 and lower scores on PG-SGA than the control group, with significant differences (P Conclusion: Combining individualized nutrition intervention care with swallowing training improves the postoperative nutritional status, swallowing function, and QOL of patients with laryngeal cancer.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Research Self-Efficacy of Elementary Teachers:Current status,Factors,and Strategies for Improvement

Research self-efficacy is of great significance for teachers to improve their interest and achievements in scientific research.In this study,261 elementary teachers were surveyed through online questionnaires to understand their research self-efficacy.The results showed that most elementary teachers have good research self-efficacy;education background,years of teaching,research environment,and attitude toward research all had influence on the research self-efficacy of elementary teachers.Based on this situation,schools should make efforts,such as improving communication,providing financial support,establishing a scientific research support center,and helping teachers under unfavorable situations.For elementary teachers,they should realize the importance of education research and improve their research literacy。

从TVAAS到Individual Growth:美国田纳西州增值性教师评价发展新趋势

TVAAS是美国田纳西州创立的增值性教师评价方式,其核心特征是以学生成绩增幅衡量教师效能.TVAAS考虑到学生的原有基础与进步幅度,引导教师关注学生的成长状态.但是,TVAAS仍然存在分数价值导向、评价过程缺乏透明度以及无法为非测试型教师创造公正合理的成长分数等问题.学生成长档案袋评价是田纳西州增值性评价的新发展,它以学生作品为依据,以教师自评为基础,以同行评审为矫正,为非测试型教师提供了一个更为真实与个性化的评价经历.TVAAS与学生成长档案袋评价模式互为补充,使每位教师都能获得基于自身教学实际的个人增值(individual growth).

Background Activity of the Cerebral Cortex and Superficial Muscles of the Fingers in Men with Different Levels of Individual EEG a-Frequency

A test group consisting of 104 healthy men from the ages of 19 to 21 was divided into two groups according to the magnitude of their IAF （individual EEG Gt-ffequency） median--groups with high （n = 53, IA 〉 10.04 Hz） and low （n = 51, IAF 〈 10.03 Hz） levels of IAF. Differences between the groups in terms of the power and coherence of EEG oscillations and the EMG signal average amplitude at rest were estimated. It was found that the dominant role of the thalamocortical interactions （thalamus and cortex） in the group of testees having a high IAF causes the greater differentiation and rationality of the downstream effects on muscles and provides more economic baselines and contractile capabilities of the leading hand flexor muscles. Increased non-specific influences of the limbic system and reticular formation in providing the testees＇ cortical activity under conditions of a low frequency are accompanied by a smaller lateral and reciprocal specificity in the downstream impacts, and by a lower performance of supraspinal irmervations.

Studies on Status of Compulsory Education Teacher Performance Pay and Commentary Flow

In recent years, scholars and teachers carried out in-depth study around performance pay of compulsory education and teacher mobility and achieved more fruitful results, providing a good theoretical basis for the next step of the researchers. But most of their researches are theoretical analysis, with more in-depth theory but less empirical research on specific measures operability, which also need more and further exploration of scholars.

Analysis on the Individual Discrepancy in English Teaching

Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.

Mediators of Parental Status （Single or Both Parenting） and Academic Performance of Primary School Pupils in Ghana

This multivariate study investigated whether Parental Support, Teacher Support, and Academic Motivation mediate the relationship between Parental Status （i.e., children from single or both parents homes） and Academic Performance, The research design used for the study was a cross sectional survey using the quantitative approach. Data set from 250 primary school pupils from the Effutu Municipality were analysed using partial correlation and multiple regression analytical techniques. Among the study findings, that were when the effects of Parental Status were controlled for, Parental Support, Teacher Support, and Academic Motivation still related significantly to Academic Performance. Among the conclusions of the findings are that, whether the child was from a single or both parent home was not important with regard to his or her academic performance but rather it was the quality of support that the child gets from whoever is doing the parenting, teacher support and the child＇s own academic motivation that were important to determine the child＇s Academic Performance. The study also found that Parental Support was the best predictor of the pupils＇ Academic Performance out of the three factors includingTeacher Support and Academic Motivation.

教师情绪调节研究:从个体取向到人际取向

人际互动是教师工作的基础与核心,因此教育活动充满着情绪的流动,而情绪调节亦渗透和弥漫于教师日常工作之中。教师情绪调节研究因其多学科融合的特性,发展出了三条经典的理论路径,即情绪调节、情绪劳动和情绪管理,但三条路径总体上表现出明显的个体化倾向,缺少对情绪调节的人际特性和动态过程的考量。近十年来,国际情绪调节研究的理论视角出现了从个体取向到人际取向的转向。人际取向的情绪调节研究经历了从萌芽期到成型期的发展历程,已发展出了较为成熟的理论模型和测量工具。鉴于教师工作鲜明的人际特性与国际情绪调节研究近来的视角转向,人际取向的教师情绪调节研究亟待学界的关注与深入探究。未来人际取向的教师情绪调节研究需留意新兴理论在教育研究中的应用和调适,以及由此产生的文化适应性和本土化应用问题。

“人工智能+”时代的教育变革创新——顾明远先生对话讯飞教育技术研究院

在“人工智能+”的时代背景下,本次对话展现了一位教育学家对智能教育研究和实践中热点问题的思考与见解。顾明远先生首先从人工智能的技术优势出发,探讨了人工智能技术对于实现因材施教的重要作用,并指出为适应“人工智能+”时代的发展,教师应提高人工智能素养,在应用人工智能技术辅助教学的过程中处理好手段和目的、传统教育与现代教育、虚拟世界与现实世界这三对关系。然后,结合“双减”的政策背景以及教育强国建设目标,顾明远先生阐述了应试教育与素质教育的关系,并强调学习不应该竞争,可以利用人工智能技术增强学生的学习兴趣。顾明远先生认为,实现中国式教育现代化,提高教育质量、促进教育公平是关键,需要高校、科研机构以及科技企业加强产学研合作,让智能技术更好地服务教育。最后,顾明远先生提出年轻教育工作者作为建设教育强国的生力军,要不忘初心,坚持终身学习,共同助力教育高质量发展。

个体化视角下高校青年女博士教师的自我认同与危机

现代性触发了传统社会结构和秩序的消解,个体主体意识觉醒。女性从家庭走入职场,获得独立人格的同时也面临着自我认同危机。研究通过问卷调查与深度访谈等方式考察了248位高校青年女教师在社会性别分工、工作家庭关系、职业发展等方面的认知与自我认同,发现女教师总体上呈现出“独立进取的自我”,不被传统社会性别角色分工所囿:一方面在学术领域力求上进,一方面仍想把女性的传统角色扮演好,陷入追求事业和家庭双卓越的焦虑;在工作与家庭协同方面也面临难以实现的平衡,从而遭遇自我实现的两难处境。由于社会组织环境和家庭内部的支持与关注不足,女博士教师正遭遇着解放还是回归的个体化危机,要帮助她们在实现脱嵌的同时更好地再嵌入,应当以政府、高校等为主体,从组织、政策、制度、文化层面根本改善制约女教师发展的社会环境,减少个体再嵌的制度障碍以及依然残存的性别偏见。

Teacher Efficacy and Affective Well-Being in Hong Kong:An Examination of Their Relationships and Individual Differences

Purpose-The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics(gender,grade level,educational background,and seniority).Design/Approach/Methods-1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey.A series of t-tests,ANOVA,correlation analysis,and hierarchical multiple regressions were conducted.Findings-The younger teachers reported lower scores for well-being and efficacy than their senior counterparts,and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts.Of the dimensions of affective well-being,pleasant affect was more closely related to teacher efficacy than negative affect,and the activated pleasant dimension of enthusiasm had the strongest influence.Of the three dimensions of teacher efficacy,efficacy for student engagement was most strongly associated with affective well-being.Originality/Value-The study revealed that teachers’affective well-being is not only important in itself,but also contributes to classroom teaching.The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy.Furthermore,maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement,a dimension on which teachers reported the least confidence.Suggestions were put forward on how to improve teacher efficacy and well-being.

Teachers’ Social Status Debated

Primary and secondary school teachers should be entitled to the same rights as civil servants. That’s the proposal put forward by academician Zhu Qingshi, former president of the Beijing-based University of

论个人主义教师文化及其变革

刻板地将个人主义教师文化曲解为消极文化并对其大加挞伐是错误的。个人主义文化其实是一种内涵丰富、成因复杂、利弊共存的教师文化形式。在变革教师文化的过程中,我们需要在全面中肯地认识个人主义教师文化的内涵、成因和利弊的基础上对其进行合理取舍。

教师个人文化:教师共同体构建的必要向度

重新认识教师个人文化,对于教师共同体的建构具有重要意义。个人文化是教师个体发展之基础,教师合作建构之动力,教师文化繁荣之源泉。从"个体"到"共同体"的现实路径应从以下方面着手:教师自我文化的深刻反思,个人与集体关系的合理协调,多元主体的积极引导,教师评价制度的深度改革。

体育教师教学风格的形成与发展

运用教育心理学理论 ,并与体育教学实践紧密结合 ,分析了体育教师教学风格的特点 ,如个体性、稳定性、发展性 ;体育教师教学风格形成的基本条件 ,如社会条件、个人条件 ;体育教师教育风格的基本类型 ,如学者型、激情型、技术型、威望型 ;以及体育教师教学风格形成的几种方法。

师生交互的个体差异研究——基于翻转课堂的个案调查与分析

师生交互是翻转教学成功的重要因素,该文在构建师生交互理论框架的基础上,设计出有较高信度和效度的问卷,以一所地方高校为样本进行实证分析,结果表明:学习者参与师生交互的总体情况不理想,并且学生在师生交互的不同维度上存在差异。其中,交互数量和交互范围两个维度较好,其他维度上还需要改进;年级不同的学生在师生交互整体上存在显著差异,在交互范围、交互数量、交互内容和交互强度上也存在显著差异,对网络依赖不同的学生在交互范围与交互距离上存在显著差异,其他情况均不存在显著差异。因此,教师要营造以学生为中心的学习环境,通过持续的学习支持充分发挥引领作用,并针对学生的个体差异,调整师生交互的侧重点,把学生对网络的依赖性转化为参与师生交互的积极性,实现高效的师生交互,促进翻转教学实践的持续改进。

教师个体专业发展与教师群体专业发展

"技术熟练型"的集体受训模式的消极影响和教师个人职后的专业孤立现状的存在,需要我们进一步思考和厘清教师个体专业发展与教师群体专业发展的关系,既要反对忽视教师个体主体意向和价值的笼统的、缺乏个性化的"集体主义"的培养和发展模式,也要反对教师实际成长过程中教师个体各自为伍、个人孤立的"个人主义"的专业发展方式,注意在教师个体和教师群体之间构建起相得益彰、相互促进的合理的关系。