Exploration of the Evolution of Teacher Roles and Professional Development Needs Among University English Instructors

The role of university English instructors has evolved significantly over the years,encompassing various aspects.This paper explores the evolution of the role of university English instructors and examines the current challenges and opportunities they face in today’s educational landscape.It delves into the multifaceted nature of their responsibilities and discusses the importance of continuous professional development to meet the evolving needs of students and the demands of the profession.

Research on the Profession Development of College English teachers in Private University -- From the Perspective of Class Teaching

Private University has been putting the development cultivate the integrated ability to make use of English is the final goal. goal on the applied talents. In terms ot college English teaching, to Meanwhile, the final goal also put forward the higher requirement for teacher＇s professional quality of class teaching. The article discussed the two issues, i.e. teaching skills and professional knowledge of college English teachers in private university. The author expects that the study can offer some valuable advice for the professional development of college English teachers in private university.

Research on the Management Mechanism of Teachers in Public Security Colleges and Universities Based on Psychological Contract

In today＇s management of the teaching staff of public security colleges and universities, the research on the Psychological Contract problem is not only beneficial to the management and estimation of the teachers, but also has an important role in the coordination and stability of the whole system of public security colleges and universities. Based on the theory of Psychological Contract, this paper expounds the basic understanding and research value of Psychological Contract, and puts forward the measures to cultivate teachers＇ good character and understanding, and as well as coordinate teachers＇ needs, effectively change teachers＇ attitude and actively promote the establishment of good interpersonal relationship to explain the research on the Management Mechanism of Teachers in Public Security Colleges and Universities from the Perspective of Psychological Contract.

The Eight Stages of Psychosocial Protective Development: Developmental Psychology

The proposed universal psychological mechanism for developmental psychology is the mental protective system whose different parts emerge and mature in the eight different stages of psychosocial protective development under different social interactions. The proposed eight stages of psychosocial protective development are childhood (infancy, toddlerhood, pre-juvenile age, and juvenile age), adolescence, early young adulthood, late young adulthood, early middle adulthood, late middle adulthood, early late adulthood, and late late adulthood. The mental protection system consists of four socialities (collectivistic, individualistic, interdependent, and generativity), three worldviews (territorial, competitive, and cooperative), and the mental immune system for four regulated and unregulated countermeasures (hyperactivity, phobia, comforter, and rationality) against adversities. During childhood, dependent children have collectivistic sociality under the protection of committed parents and territorial worldview with the boundary of family. Children start with the unregulated mental immune system without delayed gratification due to mental immaturity, and gradually acquire the regulated mental immune system with delayed gratification through mental maturity. Adolescents transit to adulthood. Independent adults have the regulated metal immune system, individualistic sociality with reciprocity, and competitive-cooperative worldviews without boundary. After the age of 50, older people as elder leaders-mentors develop generativity sociality to protect next generation. The paper shows that the mental protective system as the universal psychological mechanism for developmental psychology explains clearly psychosocial protective development, the human evolution, the Piaget’s cognitive development, the Erikson’s psychosocial (ego-social) development, the Confucius’ (educated person’s) six milestones of life, and parent-child relation in the Abrahamic religions (Judaism, Christianity, and Islam) and Confucianism.

Chinese University Research Ethics Construction to Build a Socialist Core Values as the Carrier

The teacher is the engineer of the human soul,and the noble teacher’s morality is the core professional quality of the teacher.Aiming at the problems existing in the construction of teachers’morality in colleges and universities,this paper puts forward the construction of college teachers’morality with the core values of socialism as the carrier.From improving the conditions for teachers’access,establishing and improving the teacher’s morality assessment mechanism,teacher cadre selection and employment mechanism,creating an environment of respecting teachers,cultural education,strengthening teachers’moral education and theoretical training,providing scientific research policy environent and solving teachers’actual conditions,permeate the core values of socialism throughout the whole process of the construction of teachers’morality in colleges and universities,from point to point and level to level,improve the quality of college teachers’moral construction.

Inquiry Summary for Universities English Teachers' Self-development

College English teachers' Self development apparently affects teaching quality, major curriculum development and inquiry development. The scope of inquiry summary indicates the intrinsic factors as awareness of professional competence, professional-knowledge learning awareness, awareness of teaching means, development awareness and the notions alike. And the summary comes to the findings that foreign ones ignore the effect of the external factors, the domestic just focus on the teaching pattern of team, yet ignore the scientific and inquiry group construction.

《高校外语教师专业素养标准》阐释——研制背景、过程与特色

本文介绍《高校外语教师专业素养标准》的研制背景、过程和特色。该标准旨在为高校外语教师的专业素养发展提供全面、科学、系统的指导。通过对比分析国内外相关研究和实践,我们深入探讨了高校外语教师专业素养的内涵和特点,并提出了该标准研制的理论依据。在研制过程中,我们采用了文献综述、实证研究、专家咨询等多种方法,以确保该标准的科学性和实用性。该标准的制订融合了理论成果与实践需求,同时引入级差性评价量具,以提升实用性和创新性。

电化教育实践建立“政产学研用”协同发展机制

从电化教育专业创建发展的实践中,回顾电化教育发展的历程,用系统科学协同论观点,建立“政产学研用”协同发展机制,即政——事物的管理系统;产——事物的产业系统;学——事物的学科教学系统;研——事物的科研系统;用——事物的事业系统。该机制可以促进教育技术学科发展,同时对中国式现代化建设与发展有重大作用。

教育数字化时代的高校教师发展

高等教育数字化转型是高校环境物态、教学形态、育人模式和管理范式的一场系统性革命。教育数字化时代高校专业环境和教学环境的深刻变化,引发了高校教师在更新专业理念、扩充专业知识、提升专业能力、塑造专业情意等方面的诉求。尽管数字化浪潮在专业发展信念和机会方面为高校教师带来某些现实挑战,但在技术赋能下,高校教学模式、教学空间、教学资源和学习环境的革新,也为高校教师创造了巨大的发展机遇。为此,高校教师亟须立足精神素养、数据素养、教学素养和专业素养四个维度,以数字素养的全面提升,实现教师专业发展。

数字时代下的高校教师素养框架研究

本研究专注于数字时代下的高校教师素养框架,旨在揭示其内涵和要素,以及这一转变对教育改革的影响。考察了高校教师在数字化教学环境中的角色变化,教师对技术使用的需求和挑战,以及技术如何为教育改革提供机遇。本文重点探讨了应对数字化转型,未来教师素养的概念、内涵、要素,包括技术素养、教学素养、生涯发展素养、伦理素养和情感素养。强调了自我学习和持续专业发展、教师与学生的互动、教师与家长和社区的沟通等关键要素。本文提出了未来研究方向,对高校教师和教育决策者的建议,以及对教师教育和专业发展的策略。研究结果为未来教师素养的理论与实践提供了有益启示。

师范大学高质量发展与教育强国建设

师范院校的兴起和民族国家现代教育体系的建立密切相关。在世界教育现代化过程中,师范教育具有举足轻重的地位。与世界其他国家相比,师范教育,尤其是师范大学独具中国特色。20世纪90年代以来,在由全球研究型大学主导的学术锦标赛体制下,我国师范大学的发展面临排名的威胁和强化科研导向的压力。在“双一流”建设背景下,为实现高质量发展,师范大学需要以一流为目标,在师范性和研究型之间保持平衡,并努力实现卓越教学和卓越科研的统一。在推进教育强国建设中,师范大学既要为基础教育培养优秀教师又要追求一流目标,还肩负着彰显中国大学模式并把中国教育文明的价值观传递给全世界的时代使命。

新时代高校教师党支部在课程思政中发挥作用的机制研究

课程思政是高校思政育人的重要途径,是实现高校立德树人根本任务的重要环节。但在课程思政建设过程中,仍然存在一定的问题和困难,主要体现在广大任课教师群体上。教师党支部是新时代高校的基层组织,具有引领和推动课程思政高质量建设的责任。首先,分析高校开展课程思政的问题和苦难;其次,分析党支部在引领和推进课程思政建设中应发挥的作用;最后,根据教师党支部和课程思政建设的实际情况,提出“以学促建”“以带促建”“以评促建”和“以查促建”四种教师党支部发挥作用的机制,真正实现党支部引领和推动课程思政的建设和发展。

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

高校教师评价改革的“破”与“立”——基于新公共服务理论的分析框架

高校教师评价是激发高校教师内在活力的管理工具,高校教师评价亟须破除“五唯”,从而充分发挥其引导和激励作用。以新公共服务理论为依据,从治理目标、治理主体和治理内容入手,构建高校教师评价改革分析框架。高校教师评价改革的基本方向是:在评价目标上,破除“短期功利主义”;在评价主体上,破除“形式化参与”;在评价内容上,破除“片面重视科研”。未来要从支持高校教师自我发展的“内生发展”评价、促进高校教师全面发展的“多方相长”评价和鼓励高校教师个性发展的“全面响应”评价三个方面深化高校教师评价改革。

高职教师职业发展支持机制研究

打造高水平师资队伍是高等职业院校改革发展的重要任务。师资队伍是支撑高职教育改革发展的关键力量,是发展高职教育的重要资源,体现着一所高职院校的软实力。本文分析了构建高职教师职业发展支持机制的必要性,高职教师职业发展应包含专业素养的培养、教育理念和教学方法的发展以及职业发展和培训等,构建高职教师职业发展支持机制应以师德师风为引领,提升教师综合素质;构建梯次衔接的教师培养培训体系,满足教师各阶段职业发展需求;建立科学的教师考核评价标准,客观公正评价教师工作业绩;持续完善教师职业发展激励机制,最大限度激发教师潜能。

高校青年教师师德师风建设长效机制构建研究

新时期下,高校青年教师师德师风建设已经成为我国社会主义特色精神文明建设的重要组成部分之一。青年教师是我国高校的中坚力量,为建立专业化、素质化的青年教师团队,因此需要加强高校青年教师师德师风建设。为加快我国教育事业的发展进程,我国高校都在重视青年师德师风建设。该文分析当前高校青年教师师德师风建设过程中的主要困境,并进一步对构建高校青年教师师德师风建设长效机制提出一些可行性建议,尤其是对奖惩机制措施进行细化,为深入进行青年教师师德师风建设研究奠定理论基础。

高校创新创业教育成效促进企业用人机制创新发展的路径探索

创新创业教育已成为当前高校就业创业领域的研究热点,为弄清企业用人机制与高校创新创业教育是否存在必然关系,该文对录用过云南高校毕业生的147家单位进行跟踪调查,得出地方高校创新创业教育的发展现状,针对当前市场经济条件下企业(单位)用人机制在选人用人方面存在的问题,提出当前高校创新创业教育应在以习近平新时代中国特色社会主义思想指导下,加强校企合作机制的落地,发挥好校企合作、产教融合的政策功能,形成政校企生四方联动协作机制;消除大学生就业中的障碍,为打造良好的企业用人机制助力;积极挖掘大学生潜力,增强自我效能感,使其成为企业发展的源动力,进而推进地方高校创新创业教育及企业用人机制的健康持续发展。

《高校外语教师专业素养标准》的确立依据及其内涵解读

高校外语教师专业素养包括育人素养、学科素养、教学素养、科研素养、数字素养和学习素养。这六个素养既相互联系、相互促进,又相互区别,构成外语教师素养的具体指标。本文介绍了高校外语教师专业素养确立的依据及其相互之间的关系,并着重从正确价值观、核心知识、关键能力、必备品格四个构成要素视角阐释了专业素养的内涵。最后,我们对教师专业素养标准的使用提出建议。

基于思想、师德、教学、科研“四过硬”的师资建设农业机械化及其自动化课程思政示范专业

国家的人才培养始终坚持“把思想政治教育贯穿教育教学全过程”。中国农业大学农业机械化及其自动化专业始建于1952年,依托72年的沉淀和积累,始终以立德树人为根本,不断优化培养方案,构建了以思想、师德、教学和科研“四过硬”的师资建设农业机械化及其自动化课程思政示范专业。主要措施包括铸造高思想觉悟、强师风师德、高教学技能和强科研能力的师资队伍,夯实培养学生强国先强农、知农爱农为农的创新意识和解决复杂工程问题实践能力的思政育人目标,建设思政引领的课程育人大纲,建立思政化、常态化的教学研究模式,构建跨系、跨学院、跨学科的农业产业+新工科+新农科教学团队,包括“强机械”“强自动化”和“强农业实践”3个教学团队,夯实全环节、多种形式的实习实践,强化课程思政总结,在相关高校进行示范推广,旨在推进我国农业机械化及其自动化课程思政示范专业人才培养水平。

创新创业教育融入涉农高校机械设计制造及其自动化人才培养模式研究

为适应新技术、新业态、新模式、新产业的需求,创新创业教育融入高校人才培养体系提出更高要求。该研究结合黑龙江八一农垦大学发展现状,将创新创业教育和机械工程教育相结合,围绕毕业达成度,完善人才培养方案,通过强化树人强基培养,通融并举,突出创新训练实践教学体系,实现工农结合,全方位、个性化、多元培养路径,实现时空融合、知行耦合、师生多维互动新范式,全面提升地方高等农业院校人才的专业技能和社会适应能力,满足区域应用型人才需求。