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1.
谈高校教师创新意识的培养 总被引：1，自引：0，他引：1
焦雨梅 《中国科教创新导刊》2009,(13):30-31
在知识经济时代,对于肩负着培养适应21世纪社会经济发展需要的高素质人才者——对高校教师的整体素质提出了更高的要求。而培养高校教师的创造精神和创新意识是使我们的学生不惧怕权威、敢于开拓、富于创造的重要保证。本文试图从培养高校教师创新意识的重要性、创新意识的内容及培养途径等方面谈几点看法。 相似文献
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试论我国高校教师继续教育问题 总被引：6，自引：0，他引：6
一、高校教师继续教育是时代发展的客观要求 １．知识经济时代的到来推动了高校教师的继续教育。江泽民同志指出：“当今世纪，以信息技术为主要标志的科技进步日新月异，高科技成果向现实生产力的转化越来越快，初见端倪的知识经济预示人类的经济社会生活将发生新的巨大变化”。以高新技术为核心的知识经济将占主导地位。知识经济是高度信息化的经济，创新是知识经济的灵魂，知识创创是国家竞争能力的重要标志，科技创新更是迈向知识经济的先导，刘国家未来的发展至关重要。高等院校这一接受和传播信息和新知识、新枝术最为敏感、快捷和直… 相似文献
3.
知识经济时代,知识成为最重要的生产要素,在经济发展、科技进步与综合国力竞争中发挥着至关重要的作用.高校作为研究高深学问的场所,是知识生产、传播、创造和创新的主要阵地,而高校教师却是其中的主力.因此,开展高校教师知识管理工作意义重大.文章分析了高校教师知识管理内涵、核心和过程,在此基础上,探讨了高校教师知识管理的方法与工具. 相似文献
4.
杨晓辉 《赤峰学院学报(自然科学版)》2012,(1):214-216
知识经济的发展催促着知识管理的推进.隐性知识是知识的重要组成部分,对于隐性知识的研究和管理在知识经济时代尤为重要.本文从隐性知识的概念梳理和特征分析入手,通过对两种典型的隐性知识结构模型进行分析,从认知、技能、情感三个维度对高校教师的隐性知识结构进行了探讨. 相似文献
5.
随着知识经济时代的到来,高校教师知识的共享与创新对高校的发展有着举足轻重的作用。从高校教师知识管理的现状出发,描述了Blog在高校教师知识管理中的应用。 相似文献
6.
随着市场经济的发展和完善,高等教育的市场化、国际化趋势显著,高校教师管理模式也发生重大变革.高校教师柔性管理新模式既是时代、社会发展提出的要求,也是高校教师自身发展的需要.对高校教师柔性管理进行分析探讨,提出知识经济时代实施高校教师柔性管理的策略十分必要. 相似文献
7.
随着市场经济的发展和完善,高等教育的市场化、国际化趋势显著,高校教师管理模式也发生重大变革。高校教师柔性管理新模式既是时代、社会发展提出的要求,也是高校教师自身发展的需要。对高校教师柔性管理进行分析探讨,提出知识经济时代实施高校教师柔性管理的策略十分必要。 相似文献
8.
高校做为传播知识、创新知识、人才培养、科研开发的主要基地 ,应当走在知识经济时代的前列。知识经济时代高校教师管理工作的特点 ,应体现在坚持管理的民主化 ,注意管理的动态性、讲求管理的开放性 ,遵循管理的科学性。高校教师队伍要实施科学管理。 相似文献
9.
终身教育与高校师资队伍的可持续发展 总被引：3，自引：0，他引：3
伴随着信息时代和知识经济的到来,传统的学历教育已不能适应时代发展的要求,继续教育与终身教育成为教育事业发展的必然。高等教育为实施终身教育肩教育肩负着重要的历史使命,而教师又在教育中起着主导作用,因而加强高校教师培训是当务之急。 相似文献
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11.
李晓波 《温州职业技术学院学报》2004,4(4):83-84,90
加强素质教育已成为知识经济时代高等教育改革和发展的趋势。本文探讨了知识经济时代对高校素质教育的要求、素质教育对教师的要求及教师角色的转换，并提出了教师角色转换的对策。 相似文献
12.
There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching. 相似文献
13.
Yuhua Bu 《Teachers and Teaching》2013,19(2):200-219
ABSTRACTThe image of backbone teachers has long informed the modern-era Chinese educational system. Backbone teachers play leadership and modeling roles in school-based groups of teachers focusing on research, lesson planning, and grade development. China’s New Basic Education (NBE) reform, which differs from previous Chinese reforms, aims to systematically transform schools in order to respond to contemporary social and economic changes. NBE views the development of individual subjectivity as education’s ultimate goal. Teachers’ roles need to shift from transferring knowledge to students to constructing knowledge with students and from teacher-as-curriculum-implementer to teacher-as-curriculum-maker and knowledge constructor. Backbone teachers are foundational to the NBE reform. In this article, we introduce the NBE initiative, and elaborate how NBE nurtures backbone teachers so they can ‘model as leaders; [and lead] other teachers as backbones’ in the reform. To end, the national and international implications associated with our case are discussed, along with future research suggestions. 相似文献
14.
改革开放30年来,我国中小学教师在职教育的基本取向经历了由注重学历补偿和适应向注重引导发展与改革、由重视学科知识掌握向重视教育能力提升、由依赖单一培训模式向倡导多元培训模式的转变,其大致走势是:从职前与在职二元分离走向系统观指导下的教师教育一体化,从数量应急走向终身教育理念引领下的教师自主专业发展,从工作关注走向人文精神观照下的对教师个性和生命的关怀,从职业提升走向基于生涯发展理论的教师生涯设计与经营。上述变化与走势的动因是:对我国社会经济政治变革的适应,对基础教育改革与发展的回应,对教师职业专业化大势的因应。 相似文献
15.
教师实践性知识是艾尔巴兹(Elbaz)等学者提出的概念。近年来,国内一些学者频繁对其进行研究,其理论广泛应用于高等教育和基础教育的教学实践中。随着国家出台系列政策鼓励继续教育发展,成人教育的教学质量被赋予高质量发展的希冀,然而,受生源、层次、师资、资金等客观因素的制约,成人教育的教学过程还存在诸多过程质量问题。从教师实践性知识概念出发,探讨在新工科改革背景下从事高等成人学历教育教学教师应该如何通过实践性教学方式方法改革,不断强化自身实践性知识,进而保障成人教育教学质量的不断提升。 相似文献
16.
时代飞速发展,老师必须不断学习才能不落后于时代,才能提高自己的教学水平。但由于经费不足、工学矛盾突出,继续教育培训的内容形式与西方地区农村老师的工作实践严重脱节,而不被农村教师认同,即使国培计划也难免流于形式,收效甚微,因此应从增强培训的针对性,融合监控和评价机制,保障经费,提供多种培训形式,增强中小学自主发展意识等多方面着手来发展西部地区农村教师的继续教育。 相似文献
17.
An examination of knowledge prioritisation in secondary physical education teacher education courses
A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases. Further, knowledge prioritised by student teachers is influenced by socialisation prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritised by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualised subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialisation processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases. 相似文献
18.
阿玉富 《南昌教育学院学报》2011,26(5):109-109,111
随着我国社会经济的发展,我的第八次基础教育改革工作也进入到一个关键的时期,在这个时期中语文教师们应当认清自身的定位,认识到教师创新意识的重要性,并将这种认知贯彻到实践中去,贯彻到教学工作中去。 相似文献
19.
A role for practising teachers in initial teacher education 总被引：1，自引：0，他引：1
This paper discusses the problems which can arise from the location of initial teacher education in two contexts, namely higher education and schools. An attempt to reduce the resulting dissonance by deploying practising teachers on an initial teacher education programme within higher education is described and the views of those teachers are presented. It is suggested that the use of practising teachers in higher education has a number of advantages, such as the presentation to students of situated and practical knowledge of teaching and the opportunity for more consistent quality assurance of professional inputs to the programme. But questions are raised about access to the craft knowledge of the teachers and the relationship between theoretical and practical components of the course. It is concluded that bringing practising teachers into the higher education contexts could act as a basis for the development of a more effective initial teacher education and for professional development of both teachers and lecturers working on initial teacher education programmes. 相似文献
20.
论我国高校师资队伍的可持续发展 总被引：2，自引：0，他引：2
高校师资队伍长期存在结构不合理、教育观念滞后、知识陈旧、中青年教师流失严重等问题,解决这些问题,必须树立符合高校教师队伍发展规律,并适应社会、经济发展需要的高校师资队伍可持续发展观。为此,应加强青年教师的思想政治工作,加快知识、观念的更新,加大生活工作条件改善的力度,遏制师资队伍大起大落的无序状态的再次出现 相似文献