How to Perfect Teachers’ Personality Charm

Teachers do not just simply and mechanically transfer knowledge from one brain to another.Their work is also emotive communication with students.So teachers’ personality directly influences their students’ learning interest and efficiency greatly.This paper discusses some strategies of perfecting teachers’ personality charm.

On Teachers’Sound Personality in Modern Higher Education

This paper aims at the discussion on teachers' personality.Personality education has already been regarded as a part of whole education.Thus it is very necessary for those who are teachers or who are going to be teachers to know something about teachers' personality.This paper intends to discuss teachers' personality from the following aspects: what is teachers' personality;what are the standards of a sound personality of a teacher;what the effects of teacher's personality on students are;how to develop a sound personality.

Assessment of Personality Traits of Physical Education Teachers

The purpose of this study is to examine the relationship between the personality traits of physical education teachers working in secondary schools in Istanbul. The research was conducted in accordance with screening model. The research group is formed by physical education teachers who are working in public and private secondary schools which are connected to the Ministry of National Education in Istanbul in 2012-2013 academic years. Among the participants, 36.8% is formed by female physical education teachers, and 63.2% is formed by male physical education teachers. PERI （personality inventory） short form is used. PERI is formed by five subcomponents： openness to experience, sense of responsibility, extroversion, coherence and emotional stability. Assessment instrument was applied to participants with the face-to-face technique by the researcher. Findings were obtained by using T Test, Kruskal-Wallis Test and Mann-Whitney U Test in the analysis of research data. Consequently, it is understood that physical education teachers had low scores on emotional stability personality traits and so they were not adequate. In openness to experience, extroversion, coherence and sense of responsibility subcomponents, it is understood that they had higher scores and they were adequate. Besides, there is no significant difference found between gender, school type and years of service variables and personality traits （P 〈 0.05）.

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.

Challenges and Demands for College English Teachers Raised by Training All-round Qualified Persons

The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and attitudinal qualifications, etc., which requires teachers to embrace and handle with active and open-minded responses. Hence, teachers ought to strive to develop and improve their own overall qualifications in collaboration with the long-term development of the subject and of the national higher education, with the need of qualified persons demanded by social development and the students＇ learning. Teachers also ought to form a notion of scientific development by keeping pace with the time, so as to discern the trend of subject development, to form appropriate judgments concerning the social development and to properly regulate their own development.

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.

Exploring Teachers' Personal Practical Knowledge through Narrative Inquiry——A Case Study on a College English Teacher

Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.

The Significance of Students＇ Personal Narratives in Teacher Training

Recognizing the importance of personal narratives in general and in the field of teacher training in particular this paper first presents a review of research in the field, offers several definitions and theories of analysis, and then provides readers with the personal narratives and the analyses of three fourth-year students in the Department of English at a College for Teacher Training. The goal is to find out, learn, and make use of the voices, attitudes, experiences, visions, successes, failures, hopes, and frustrations of students engaged in teacher education. The conclusion asserts the necessity of adopting a model of training which is based on students＇ personal narratives--one which encourages and strengthens partnership between students cooperating teachers, and academics

基于画像技术的教师研修路径智能推荐研究

教师是教育的第一资源,研修是促进教师专业发展的重要方式。在大数据、数字画像等新技术赋能下,优化教师研修路径以提升教师发展质量变得尤为重要。文章构建了多模态数据和画像技术支持的教师研修路径智能推荐模型,包括数据伴随式采集分类与预处理、教师画像生成、研修路径算法三个模块,实现教师研修特征与优质研修资源的智能匹配。在教师研修路径动态优化方面,模型通过提供基于画像的个性化导研服务、基于知识图谱的资源关联推荐、基于群体智能的群体路径发现、基于目标导向的过程评价和基于研修行为的智能预警,满足教师的个性化研修需求,为发掘研修数据潜能、促进教师智能研修模式创新提供参考。

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.

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。

病原生物与免疫学教学中的教师反思及评估

教师的反思在病原生物与免疫学课程教学中具有重要作用。文章探讨了教师通过反思在评估教学方法、纠正错误、个性化教学以及激励学生过程中的作用。教师反思可以帮助教师更好地了解学生需求和学习风格,提供有效的教学方法和课程内容,以实现更好的教学效果。在病原生物与免疫学课程教学中,教师反思有利于评估教学方法的适用性和效果。通过反思,教师能发现教学方法中的不足并进行改进,确保学生更好地理解课程内容。教师还可通过反思纠正教学错误,提供更全面的教学内容和资源。此外,教师反思有助于个性化教学,针对学生的不同需求制定不同的教学计划,激发学生的学习兴趣和积极性。教师反思的评估方法包括测验、考试、课堂活动反馈、学生作业和观察记录等。这些方法可以帮助教师了解学生的学习状况和教学效果,及时调整教学策略,提高教学质量。

教师质量:一个概念框架

长期以来对基础教育教师质量的内涵缺乏共识,其重要原因在于教师质量观的多元和动态。基于质量内涵的变迁和教师职业特征分析,教师质量应包括教师个人质量、教师团队质量、学校组织质量三个层次。当前,提升基础教育教师质量的重点要从监管教师个体转向引导和培育教师团队和建设卓越学校。

成长型思维对教师专业成长的影响——兼论教学效能感及坚毅人格的中介作用

为探索成长型思维、教学效能感、坚毅人格与教师专业成长之间的关系及教学效能感、坚毅人格在其中的的作用机制,本研究采用中小学教师专业发展问卷、自我效能感问卷、教师坚毅自陈量表和成长型思维问卷调查了庆阳市215名教师。结果发现:①成长型思维、教学效能感、坚毅人格与教师专业成长呈两两显著正相关;②教学效能感、坚毅人格在成长型思维对教师专业成长的影响起全部中介作用,中介效应占总效应的94.26%。研究揭示了教学效能感、坚毅人格在成长型思维对教师专业成长的作用机制,为促进教师专业发展予以理论和实践的指导与支持。

ChatGPT与数字孪生教师融合:模型、应用及反思

在人工智能、大数据及虚拟现实等技术快速发展的时代,个性化教学的需求愈加迫切。ChatGPT与数字孪生技术作为新型人工智能技术,使大规模个性化教学成为现实。基于此,文章探索了ChatGPT与数字孪生教师融合的可行性,构建包括人体形象、情感支持、动作控制、智能代理四个模块的ChatGPT与数字孪生教师融合模型,分析此融合模型在教学、教研、管理、评价四个场景的应用,进而设计乡村教学场景应用框架。最后,探讨ChatGPT与数字孪生教师融合模型在教育领域面临的技术、情感和伦理挑战,提出未来ChatGPT与数字孪生教师融合模型应用可从合理运用技术、促进情感交互、恪守伦理规范三个方面进行改进,以保证该融合模型应用于教学的可行性,从而推动教学个性化,拓展其在教育领域的应用与创新。

东方魅力女性面部个性美的特征及规律探讨

为了更好指导临床面部美容治疗方向,获得满意的临床效果,笔者对1580名东方魅力女性具有个性特征的面部形态进行比对分析研究,总结出关于面部个性美的本质、特征和规律的一般准则,并且发现在面部各种美学形式中,个性美是一种较高的面部美学形式,临床上打造面部个性美应是面部医学美容追求的最重要内容。

面向自适应学习的高校教师教学变革与角色转变

信息技术的发展和智能化潮流为教育领域提供了新的教育载体、手段与方式。现代心理学的理论成果与电子技术及智能化的兴起,叠加催生了自适应学习技术。如同慕课、翻转课堂、微课的兴起所带来的教育技术与教育理念的拓展,自适应学习系统正在并将进一步掀起教育领域的变革。在自适应学习场景下,高校教师在学生个体认知成长的伴行过程中,他们是人类认知发展的参与者,也是学生个体深度认知提升的引导者,他们更应当是智能化时代教育革新的实践探索者与人类文明的推动者。

工作要求对乡村教师工作投入的影响:个人资源的调节作用

教师工作投入关系教师教育教学质量。乡村教师工作投入面临更多更复杂的影响因素。乡村教育高质量发展期待乡村教师的高品质工作投入。为探索乡村教师个人资源在工作要求和工作投入关系中的调节作用,项目组选取568名乡村中小学教师,采用工作投入量表、个人资源量表和工作要求量表进行调查,使用Mplus8.3进行潜变量交互效应结构方程建模方法检验调节效应、研究发现:乡村教师的总体工作投入水平良好,但仍有7.9%乡村教师的工作投入得分偏低;乡村教师的个人资源与工作投入呈显著正相关(r=0.73,p<0.01),工作投入、个人资源与工作要求呈负相关(r=-0.32,p<0.01;r=-0.36,p<0.01)。工作要求对工作投入有显著负向预测作用(β_(1)=-0.12,t=-2.00,p<0.05),工作要求和个人资源的交互作用与工作投入的路径系数显著(β_(3)=0.13,t=3.61,p<0.01)。结论:研究以乡村教师为研究对象采用问卷调查和数据分析方法探究工作要求、个人资源和工作投入间的关系,发现三者间两两相关,且乡村教师的个人资源在工作要求和工作投入关系中具有调节作用。

个人-组织匹配与幼儿教师职业倦怠的关系:有调节的中介模型

为了探讨个人-组织匹配与幼儿教师职业倦怠之间的关系,本研究采用个人-组织匹配量表、教师职业倦怠量表、职业适应量表和心理弹性量表对1127名在职幼儿教师进行测试。结果表明:个人-组织匹配、职业适应和幼儿教师职业倦怠水平彼此之间显著性相关;个人-组织匹配可以显著预测幼儿教师职业倦怠水平;个人-组织匹配可以通过职业适应的中介作用预测幼儿教师职业倦怠向水平;心理弹性在个人-组织匹配对职业适应和职业倦怠的路径上具有显著的调节作用。因此,职业适应和心理弹性在个人-组织匹配与幼儿教师职业倦怠之间起到有调节的中介作用。

家庭教育对师范生教师职业认同的影响研究

以454名师范生为被试,采用问卷调查法,考察家庭教育中父母教养方式对师范生的教师职业认同的影响,并检验人格特质在父母教养方式和教师职业认同之间的中介效应。结果显示:师范生教师职业认同总体处于中等偏上水平;父母教养方式中,父母情感温暖与教师职业认同显著正相关;人格特质与教师职业认同显著正相关;宜人性、外向性和尽责性在父母情感温暖与教师职业认同之间的中介效应显著。可见,在家庭教育中,积极的教养方式不仅直接影响师范生的教师职业认同,还能通过人格特质对教师职业认同产生间接影响。