Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupationalpressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on t...Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupationalpressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on them.And this has had adverse effects on them, such as mental, physical, and personal development. This paper studiesthe group of public-funded regular students from the perspective of psychological support. This paper uses theSCL-90 form to investigate the professional psychology of teachers for the psychological support of public-fundedregular students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfactionof the public-funded regular students during their study stage. The experimental results of this paper showthat only 11.9% of public-funded regular students are very willing to take root and serve township education.Moreover, the psychological pressure of teachers at different educational stages is quite different.展开更多
The integration of ideological and political theory courses in primary and secondary schools needs to be based on a certain theoretical foundation and follow the necessary principles of teaching practice.In the teachi...The integration of ideological and political theory courses in primary and secondary schools needs to be based on a certain theoretical foundation and follow the necessary principles of teaching practice.In the teaching of ideological and political theory courses in colleges and universities,there are practical problems such as“cross-duplication of teaching materials”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”.This paper is based on solving the practical problems of“cross-duplication of textbook contents”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”in the teaching of ideological and political theory studies in colleges and universities under the integration,and proposes to use the textbook as a carrier for the integration of teaching contents and to make the teaching of Civic and Political Studies in colleges and universities more efficient.We put forward the“three teaching and three reforms”teaching reforms,such as the integrated reform of teaching contents carried by teaching materials,the integrated reform of teaching methods oriented to students,and the integrated reform of teaching evaluation based on the concept of OBE(Outcome Based Education),with a view to solving the teaching problems in the integrated reform of ideological and political theory courses in universities.展开更多
Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This ar...Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession.The article discusses how Japan can meet its goal of ensuring“expertise in the teaching profession”by referring to the relationship between“professionalism”and“publicness”in the theories of occupational sociology.Findings:Expertise in the teaching profession is based on a mixture of academic and practical knowledge.The term“educational professionals”should be interpreted to include both“researchers”and“practitioners.”A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers,practitioners,citizens,and government administrators.Originality/Value:This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.展开更多
基金Philosophy and Social Science Foundation of Hunan Province(19YBQ010).
文摘Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupationalpressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on them.And this has had adverse effects on them, such as mental, physical, and personal development. This paper studiesthe group of public-funded regular students from the perspective of psychological support. This paper uses theSCL-90 form to investigate the professional psychology of teachers for the psychological support of public-fundedregular students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfactionof the public-funded regular students during their study stage. The experimental results of this paper showthat only 11.9% of public-funded regular students are very willing to take root and serve township education.Moreover, the psychological pressure of teachers at different educational stages is quite different.
基金This paper is funded by:2023 Guangdong Provincial Education Science Planning Project Specialized in Higher Education“Research on Connotative Development of University Ideological and Political Theory Courses under the Integration of Ideological and Political Theory Courses in Universities,Secondary and Primary Schools”(2023GXJK529)Zhaoqing University Outstanding Young Teachers Research Capacity Enhancement Program Grant(YQ202110)+2 种基金Zhaoqing Institute of Educational Development 2022 Educational Research Project“Evaluation Research on Middle School Ideological and Political Classes under the Integration Perspective”(ZQJYY2022017)Research on Integrated Evaluation of Civics Teaching in Universities,Schools and Primary Schools by Regional Collaborative Innovation Center for Civics Teaching in Guangdong Universities in 2023(YB202302)Higher Education Teaching Reform Project of Zhaoqing University in 2022“Teaching Reform and Practice of‘Three Teachings,Three Reforms’for Ideological,Ethical and Lawful Teaching Reform and Practice of Ideology,Ethics and Rule of Law under Integration”(zlgc202247).
文摘The integration of ideological and political theory courses in primary and secondary schools needs to be based on a certain theoretical foundation and follow the necessary principles of teaching practice.In the teaching of ideological and political theory courses in colleges and universities,there are practical problems such as“cross-duplication of teaching materials”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”.This paper is based on solving the practical problems of“cross-duplication of textbook contents”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”in the teaching of ideological and political theory studies in colleges and universities under the integration,and proposes to use the textbook as a carrier for the integration of teaching contents and to make the teaching of Civic and Political Studies in colleges and universities more efficient.We put forward the“three teaching and three reforms”teaching reforms,such as the integrated reform of teaching contents carried by teaching materials,the integrated reform of teaching methods oriented to students,and the integrated reform of teaching evaluation based on the concept of OBE(Outcome Based Education),with a view to solving the teaching problems in the integrated reform of ideological and political theory courses in universities.
基金The author(s)disclosed receipt of the following financial support for the research,authorship,and/or publication of this article:This work was supported by JSPS KAKENHI under grant number JP15K13172.
文摘Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession.The article discusses how Japan can meet its goal of ensuring“expertise in the teaching profession”by referring to the relationship between“professionalism”and“publicness”in the theories of occupational sociology.Findings:Expertise in the teaching profession is based on a mixture of academic and practical knowledge.The term“educational professionals”should be interpreted to include both“researchers”and“practitioners.”A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers,practitioners,citizens,and government administrators.Originality/Value:This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.
