On Cultivation of Higher Vocational Education Teachers

This thesis makes an analysis of the current situation of higher vocational education teachers, illustrates professional ability constitution of teachers engaged in higher vocational education, and discusses the approaches to cultivate young teachers. It finally arrives at a conclusion that in order to enable young teachers to grow into excellent higher vocational education teachers, there should be the cultivation of creativity of young teachers on the basis of cultivation of general ability and special ability; moreover, young teachers should be continuously encouraged, vocational education recognition be improved, and vocational education teachers construction be stabilized.

Moral Education-The Wind Vane for College Teachers to Carry out Curriculum Ideology and Politics

Moral education is the fundamental task of education.It does not only include the inheritance of the fine traditional thoughts of the Chinese nation,but also the deepening of the new era of education concept with the new development in this changing world.Moral education has been widely implemented in the practical education process of colleges and universities and has achieved some outstanding results,but there are still some areas to be improved.Teachers in colleges and universities are the key to implement the concept of moral education,and classroom teaching is the main channel for the implementation of moral education.Therefore,teachers in colleges and universities need to deeply understand the essence and connotation of moral education,accurately grasp the practical problems existing in moral education,focus on the curriculum construction and the main channel of the classroom,and make every effort to exercise curriculum ideology and politics.

Research on the Path of Integrating Ideological and Political Courses into College Physical Education Courses Under the Background of Cultivating Moral Character and Cultivating People

The national education department clearly pointed out in the“Guidelines for the Construction of Ideological and Political Curriculum in Colleges and Universities”that colleges and universities need to take on the fundamental task of cultivating moral character and cultivating people in the process of education,and reasonably integrate ideological and political courses into the curriculum to promote the overall improvement of students’ideological and political quality.This article outlines the connotation of ideological and political courses in the context of cultivating moral character and cultivating people,analyzes and summarizes the significance of integrating ideological and political courses into college physical education courses,summarizes existing problems in the construction of ideological and political courses in college physical education,and explores the path of integrating ideological and political courses into college physical education courses under the background of cultivating moral character and cultivating people,with a view to providing guidelines for teachers.

Reflections on Teachers’Professional Ethics in Colleges and Universities

Teachers in colleges and universities are the nurturers of the core talents of the country.Teachers’comprehensive quality levels in colleges and universities fundamentally determine the quality of talent cultivation in colleges and universities,the level of scientific research,and the contribution to society.Based on moral cultivation and teachers’professional moral cultivation,this paper discusses the problems in the professional moral cultivation of college teachers and the measures to improve the professional moral cultivation of college teachers.

Morality should be taught as a compulsory course in higher education

From the tragedy of campus shooting in United States to animal tortures of Chinese college student,the morality and the effect it can have on the young people is arresting all the time.There are several aims which participants in the higher educational process.They may demonstrate as the aims about which they are concerned.Such aims,sometimes,may be referred to not as they were particular aims in the educational process but the proper aims of higher education itself.The aims of higher education may vary.It may be claimed that the aim of higher education is to develop the potential of all individuals or to education is to develop the potential of all individuals or to educate the whole man.So how do we understand the education of the"whole man"?It is obviously a phrase which can easily catch eyeballs.I think that it includes the concept which various aspects of human nature must be cultivated for,intellectual and imaginative,rational and emotional,or as it sometimes expressed,physical,mental,moral and spiritual.Someone argues that morality plays an important role in shaping lives and values of children,but not adults.In this paper,the author will discuss whether morality should be taught in college.

The Construction of ARCS Class Model for Moral Education in Colleges and Universities

Moral education is a part of talent training.Based on the analysis of the current situation of moral education in colleges and universities,this study systematically analyzes the ideological and political position of local college students,their ideological and moral character,as well as moral characterization through questionnaire,interview,induction,and factor analysis;then,the existing problems in moral education are summarized as follows:the mode of moral education is rigid,students'subjectivity and subjective initiative are disregarded,spoon-feeding is common,and a single theme is used.The form and content are not relevant to students'life,and they do not stimulate students'interest in learning;in addition,the effect of moral education is not evident.Based on the above problems,this study fully considers the students'subjectivity and subjective initiative.In line with the goal of moral education in colleges and universities,the ARCS model is constructed for moral education.Through pre-class flipped classroom,problem-based learning(PBL)during classes,as well as the summary and reflection after classes,the function of moral education for self-education,self-management,self-reflection,and sel&service can be realized.

Thoughts on the Professional Growth of University Teachers in Digital Era

The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.

复合材料专业教师促进专业课程思政教育的探讨

复合材料专业教师是学生专业知识的施教者和专业生涯的启航者,专业教师、专业课程中的思政教育以及它们的融合也是专业建设的新的关注点。该文针对复合材料专业的教育特征和发展特征,提出复合材料专业教师是复合材料专业课程思政教育的第一责任人、第一策划人、第一实施人和第一见证人。秉持坚定的立场和明确的方向是复合材料专业教师的职责,充实和贴切的内容是复合材料专业课程进行思政教育的充实内涵,专业教师在行为和方法上将专业知识与专业实际发展相结合进行立标和树人,并关注专业课程思政教育在身边和在未来的效果。专业教师在专业课程思政教育中发挥的独特作用,促进人才培养和专业建设的提升。

桥牌课程思政建设研究——以衡水学院为例

课程思政是高校落实立德树人根本任务的重要举措。衡水学院的桥牌课程可以为学生提供价值供给、智力支持和美感体验,有着十分丰富的课程思政元素,值得深入挖掘。在将这些思政元素融入桥牌课程时,既要通过课程目标的设计,充分体现课程思政的时代要求,又要在课程内容中进行全方位、渗透式融入。具体来说,可以通过课堂教学、训练实践以及比赛竞技等多种实践形式,探索桥牌课程与课程思政建设的融合路径。只有这样,才能实现学生桥牌技能和思想政治素养的双提升。

教育家精神引领乡村教师厚植乡村教育情怀的三重追问

乡村教师对于推动乡村教育高质量发展具有重要作用。教育家精神何以、以何及如何促使乡村教师坚守教育初心、厚植乡村教育情怀,对重建乡村教师精神家园、打造高质量乡村教师队伍具有重要的理论与现实意义。乡村教育情怀是乡村教师内心深处对乡村教育的炽热情愫,源于其对乡村教育活动的亲身体验和深刻感悟,表现为对乡村教育持续性的情感倾注、理解认知、实践作为与反思创新,是乡村教师教育家精神的具体承载与关键表达。其中,“心有大我,至诚报国”的理想信念和“言为士则,行为世范”的道德情操是乡村教师教育家精神的“魂”与“根”,为乡村教师厚植乡村教育情怀提供德行指南;“启智润心,因材施教”的育人智慧和“勤学笃行,求是创新”的躬耕态度是“本”与“源”,为乡村教师厚植乡村教育情怀形塑素养核心;“乐教爱生、甘于奉献”的仁爱之心和“胸怀天下,以文化人”的弘道追求是“筋”与“骨”,为乡村教师厚植乡村教育情怀稳固坚守目标。乡村教师厚植乡村教育情怀需要与教育家精神的内涵相契合,在从萌生、涵养到坚守的逻辑递进关系中,唤醒主体内在的德性自觉,付诸具体实践的韧性修炼,实现成人成己的价值追求。

“双一流”背景下高校师德师风建设法治化路径

“双一流”建设战略的提出,对高校教师提出更高要求,并明确指出将师德师风作为评价教师队伍的第一标准。高校师德师风建设作为一项长期工程,重点在于明确法治核心地位、确保法律秩序实现和推动思维方式转变。新中国成立至今,我国高校师德师风建设经历了探索发展、体系构建、政策深化和持续推进四个阶段,逐渐步入制度化、规范化、法治化的发展轨道。与此同时,高校师德师风建设中也仍存在制度流于形式、法规程序有待完善和法治意识薄弱等现实问题。基于此,建议从国家的法治保障、高校的制度建设和教师的法治素养等全方位出发,多措并举推动“双一流”建设背景下高校师德师风建设法治化进程,全面提升立德树人成效,促进教育事业高质量发展。

中小学学科德育实施的内在逻辑与有效路径

落实立德树人根本任务、建立高质量的学校德育工作体系、培育学生核心素养要求必须深入实施学科德育。学科德育是学科知识和德育要素的内在耦合,是学科学习与道德养成的同向同构。实施中小学学科德育要遵循学科逻辑和德育逻辑,通过课堂教学主渠道,完成公共知识向个人能力和素养的转译,达成学科德育目标。因此,要坚持从道德价值的角度深度解读教材的育人价值,从道德养成的角度选择适合的教学方式,从道德评价的角度引领课程作业和评价改革,优化学科德育实施路径,提升育人效果。

“经师”与“人师”统一:我国中小学教师职前培养的关键难点

中小学教师职前培养是其职业生涯的主体中心环节,在此过程中强调“经师”与“人师”的统一,是其可否成为教师职业胜任者的重中之重,也是中小学教师职前培养的关键难点。当前我国中小学教师职前培养偏重“经师”,体现出知识本位、技能本位、实践本位等目标取向。实现“经师”与“人师”的统一培养特别是培养“人师”意义重大,培养“人师”不仅是弘扬中华优秀传统文化的内在要义,而且是落实“立德树人”教育根本任务的必然要求,还是新时代建设高质量教师队伍的根本遵循。目前在实现“经师”与“人师”统一过程中,还面临着培养主体育人理念存在错位、培养对象在专业学习过程中功利化倾向较为严重、培养过程的核心维度和关键内容失之偏颇等问题。基于此,中小学教师职前培养应遵循国家聚焦制度政策建设、学校致力培养过程改革、高校教师夯实“人师”培养能力、师范生主动提升“人师”力等多维协同,最终实现“经师”与“人师”的统一培养。

Discussion on Teacher's Role under Life Threatening Circumstances

This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher's job? To what extent should it be applied? etc. Then the author aims to answer these questions based on a real case study from philosophical perspective, that is, analyzing teacher's role(i) as a human being;(ii) as a educator;(iii) as a educatee. Finally the paper concludes that teachers should protect their students even under life threatening circumstances.

论教育家精神与师德修养的三个方向

教育家精神是教师职业精神的最高境界。关注这一精神对于当前的师德建设来说,具有十分重要的意义。教育家精神蕴含了教育家所应有的高超的教学专业能力、强烈的社会责任担当、坚定的奋斗与奉献自觉。教育家精神的三个维度实际上也指明了教师的师德修养应当努力的三个方向。因此,新时代教师的师德修养实践,要注意结合教师教学能力的专业提升、涵养教师贡献社会的浩然之气、助力教师“为己之学”的师德构建。

教育强国背景下的基础教育变革:可为、应为与何为

建设教育强国是国家重大战略,标志着一个崭新教育时代的开启。基础教育是教育强国建设的基点,基础教育变革必然是教育强国建设的内在要义和必由之路,这要从可为、应为与何为三个逻辑向度加以认识和把握:教育强国战略为基础教育变革提供方向引领、生成动力和实践基础,此乃可为;基础教育变革推动儿童健康成长、时代新人培养、文化传承创新和人类文明赓续,以达成教育强国目标,此乃应为;系统把握基础教育变革的价值之向、思维之度、创生之基,以落实立德树人任务为着力点,以增强基础教育适应性为切入点,以坚定中国特色教育自信为支撑点,通过基础教育变革更好推动各级各类教育协同发展,最终为教育强国建设奠基赋能,此乃何为。

大中小学思政课教师一体化建设的核心要义、现实挑战及推进策略

习近平总书记强调,“要把统筹推进大中小学思政课一体化建设作为一项重要工程”。作为大中小学思政课一体化建设的重要抓手和关键环节,大中小学思政课教师一体化建设应被高度重视、全面理解和科学把握。在核心要义方面,大中小学思政课教师一体化建设注重恪守立德树人的价值导向,遵循协同育人的理念指导,强调“六要素养”的队伍锻造。就其面临的现实挑战而言,当前存在一些思政课教师一体化建设意识不够、教师配备不足、教师素质能力不齐、教师培训和协同不强等问题。推进大中小学思政课教师一体化建设,要在打通各学段思政课教师队伍意识、配备、素质、培训、协同、管理之间的环节上下功夫、见实效。

导师“立德树人”育人能力的提升策略与评价机制

当前国际环境纷繁复杂,国内发展面临新挑战,经济下行压力进一步加大,牢牢把握研究生教育的政治方向,对推动科技创新、促进社会发展具有关键作用。为此,根据研究生招生规模与研究生教育质量之间的不协调,提出导师育人能力的提升途径和方法。通过明确导师育人为本、德育为先的重要性,从治身、治学、育心、育才四个方面建立合理的研究生导师评价体系。导师育人能力是提升研究生培养质量的关键,导师评价体系则是促进导师育人能力的保障,两者相辅相成,为发挥研究生导师“立德树人”第一责任人的作用在培养模式和制度举措方面提供理论指导。

智慧教育时代的教师生长逻辑

智慧教育时代教师如何发挥智慧和机智,继而促进学生智慧的生成成为铸造“大国良师”的时代命题。从体验性、敏感性与生成性的视角来看,智慧教育时代的教师以创变智慧教学的先行者、智慧教育实践的反思者、数字文化基因的培植者的新形象承担着立德树人的新使命。智慧教育时代教师的价值超越表现为:工具理性上实现数字素养和数字思维双超越,价值理性上重现师生主体的天然“灵晕”,意义理性上唤醒教师“类生命”自觉。智慧教育时代的教师生长需要通过物理场域、价值场域以及心理场域搭建人机协同实践磁场,形成教师存在意义的内在观照,并通过培养智慧的学生进入意义场域的结构之中,继而彰显教师的社会生命意义。

功能高分子材料课程思政教学研究与实践

课程思政是落实立德树人根本任务的战略举措,理工类专业课是高等学校课程思政建设的重要组成部分。功能高分子材料课程团队深入挖掘课程中蕴含的思政资源、凝练思政元素、深入探究知识讲授与思政教育的有机融合,在教学实践中取得明显的育人成效。该文对教学团队在课程思政建设方面的研究与实践进行系统地分析和总结,尤其对课程思政建设过程中的一些创新举措进行梳理,期望为理工类专业课开展课程思政教学提供有价值的参考。