共查询到20条相似文献，搜索用时 203 毫秒
1.
现代教育技术下高校教师角色转换的策略研究 总被引：1，自引：0，他引：1
现代教育技术的不断发展对高校教师的教学方法、教育目标等方面都产生了重大的影响,这些影响将改变人们对教师角色的重新认识和期望.本文阐述了在现代教育枝术条件背景下,高校教师角色转换是现代教育发展的必然要求,并提出转变高校教师观念、提高高校教师信息素质、建立奖励机制等策略. 相似文献
2.
现代教育技术的发展对高校教师角色的传统定位提出了挑战.顺应时代的发展,顺利完成角色转换,意义凸显.本文从现代教育技术的发展对高校教师传统角色的挑战、现代教育技术条件下高校教师角色的重新定位、高校教师成功转换角色的条件三个方面展开讨论,以期有所裨益. 相似文献
3.
浅谈现代教育技术条件下高职教师的角色转换 总被引：1，自引：0，他引：1
《赤峰学院学报(自然科学版)》2008,(2)
现代教育技术改变了高等职业教育的目标、观念和课程,改变了知识的传播方式,迫使高职教师进行角色的转换.而硬件技术、软件技术的不断发展和完善为高职教师的角色转换提供了可能性. 相似文献
4.
5.
现代教育技术的运用强烈冲击着人们的教育思想观念，改变着教育教学的环境、过程、方式、方法，同时对教师的角色也带来了深刻的影响。教师应充分认识到自身角色转换的必要性及新的教师角色观，才能适应现代教育技术的发展。 相似文献
6.
浅谈高职教师基于信息技术下的角色转换 总被引：1，自引：0，他引：1
先是叙述了过去教师在传统教学中的局限性;然后提出随着信息技术的普及,高等教育的学习目的、观念和课程有所变化,知识的传播方式也发生了较大的改变。而由于硬件技术、潜件技术及软件技术的不断发展和完善,为高职教师角色的转换提供了可能性,最后提出了一些现代教育技术条件下高校教师角色转换的策略。 相似文献
7.
现代教育技术的运用强烈冲击着人们的教育思想观念,改变着教育教学的环境、过程、方式、方法,同时对教师的角色也带来了深刻的影响。教师应充分认识到自身角色转换的必要性及新的教师角色现,才能适应现代教育技术的发展。 相似文献
8.
论现代教育技术条件下高校教师的角色转化 总被引：1，自引：0，他引：1
现代教育技术的发展使高校教师的角色转化成为一个我们必须面对的重大课题,这主要基于高等教育发展的客观需要、学生健康成长的客观要求、师生交往方式的改变等几方面。大致说来,现代教育技术条件下高校教师角色要向学生学习的指导者角色、协作者角色、课程的组织者角色、人际关系的艺术家角色与学习者角色转化。同时,要注意从转变观念、加强培训、考核评价等几方面确保教师的角色转化。 相似文献
9.
梁雯 《读与写:教育教学刊》2008,5(4):19-20
在网络化引起教育技术变革的时代,高校教师传统角色具有局限性,而现代教育技术对高校教师和学生角色转换起到一定的推进作用．另一方面,尽管现代化的教育技术手段使高校英语教育教学方法发生了深刻的变革,但是教师作为在“教”与“学”的知识传递过程中的主导地位始终是无可取代的． 相似文献
10.
随着高等教育的快速发展,社会对教育质量更加关注.由于受传统教育模式中教师重“教“轻“导“等因素影响,传统教师角色局限不断彰显.作为决定高等教育质量重要因素的高校教师,只有突破传统人格模式和教育模式的禁锢,转换新时期高校教师的角色意识,才能尽快适应现代教育与社会经济发展的需要. 相似文献
11.
ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning. 相似文献
12.
在现代教育技术条件下，要提高教育、教学的质量和效益，教师除了作为知识的传播、教学过程的组织和管理这些传统角色外，还要担当课程开发、教学设计、学生学习指导、学生品德示范、教学合作、学习和教育研究的角色。 相似文献
13.
Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures. 相似文献
14.
Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
15.
This paper addresses the espoused and enacted practices of high school teachers with regard to student-centred learning (SCL). Explanatory mixed-method design, where quantitative strand is followed by qualitative one, is employed. While the quantitative strand aims to explore teachers’ perceptions regarding the extent student-centred teacher and student roles are performed, qualitative strand is used to explore how well the enacted roles represent the espoused ones and to explain the discrepancies, if any, between them. The findings indicate discrepancies between espoused and enacted practices of teachers. Qualitative data reveal that teachers’ beliefs about teacher and student roles are still very much teacher centred. Reasons are varied including system-wide barriers hindering the adoption of SCL and teacher training offered. The findings draw attention to an urgent need for alternative teacher training programmes that would focus on changing teachers’ traditional beliefs enabling them to put theory into practice and adopt student-centred roles. 相似文献
16.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
17.
闫芳 《齐齐哈尔师范高等专科学校学报》2009,(5):117-119
信息技术教育已经成为教师教育的热点,当今教师专业发展对师范生信息技术教育提出新的要求,但是师范生的信息技术教育现状还不容乐观,有许多问题亟需解决,本文从师范生信息技术教育的教育理念,教育内容,教育方法,教育评价四个维度出发,分析师范生信息技术教育存在问题,并提出解决方案,以期进一步加强师范生的信息素养,促进教师专业发展。 相似文献
18.
开设适合的技术类课程以应对当前技术教育不断发展的新形势是师范院校亟待解决的关键问题。新西兰职前技术教师教育框架是奥克兰大学、梅西大学等六所高校共同开发的一个共享资源,旨在支持六所高校在职前技术教育方面保持信息一致,提升职前技术教师教育质量。该框架由技术哲学、技术教育的原理、技术课程和技术教学四个关键要素组成,在强调技术知识和技术教学知识的同时,关注技术价值观和目的观教育,并提供相应素材支持课程开发与实施。新西兰职前技术教师教育框架对我国技术教师教育具有重要启示。 相似文献
19.
史志明 《河南科技学院学报》2010,(3):94-97
和谐师生关系的构建有利于教学效果的优化和教学目标的完善。其中教师在和谐师生关系的构建中起到极其重要的作用。在新时期,构建和谐师生关系要从提升教师素养及转换其自身角色、树立以学生为本的教育观念两方面入手。随着教师整体素养的提高和教育观念的转变与新时期素质教育的逐步适应,和谐师生关系就会得到有效构建。 相似文献
20.
朱旭东 《大学.研究与评价》2008,(9):10-18
本文基于六所师范生免费教育的大学的组织结构选择的观点,对它们成立教师(教育)学院的价值进行了阐述,认为六所师范生免费教育的大学成立教师(教育)学院是其实现现代大学战略转型的标志,为处在十字路口的中国教师教育探索创新道路提供典范,应当致力于建立我国教师教育学科制度,为师范大学在向现代大学转型过程中建立资源配置较为合理的组织结构提供典范,可以为我国未来教育家培养探索新模式,可以有效开展国际教师教育的学术交流。 相似文献