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王巧荣 《希望月报(上半月)》2007,(5):110
我从事教育工作20年了。20年来,我和其他广大教师一样,热爱教育事业,相信自己从事的事业是太阳底下最光辉的事业。我收到过许多学生的来信和贺卡,使我尝到了桃李满天下的无限乐趣。我深切认识到班主任工作的重要意义就在于班主任是党的教育路线、方针、政策的贯彻执行者,是德、智、体等全面发展新人的培育者,是对学生进行管理教育的组织者和领 相似文献
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尹奋勤 《河北北方学院学报(社会科学版)》2007,23(3):17-19
妇女地位是由妇女在生产、生育、生活中的作用决定的。通过对中美两国妇女在政治地位、法律地位、经济地位、文化地位、家庭和社会地位的比较,阐明在社会主义制度下,经过中国共产党和政府的不懈努力,广大妇女积极参加经济社会建设,中国妇女事业取得了巨大的发展,在政治和法律地位方面中国妇女是高于美国妇女的。 相似文献
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素质教育政策与《美国2061计划》--教育政策决策和实施程序的比较分析 总被引：1，自引：0，他引：1
全面推进素质教育是20世纪末期和21世纪初期我国教育改革和发展的一项基本政策.<美国2061计划>[2]是规划20世纪末期和21世纪初期美国基础教育改革的重要政策文件.这两项基本政策在中美两国基础教育改革中都占有重要的地位.比较分析这两项基本教育政策形成和实施程序,有利于借鉴国外教育政策决策和实施活动的经验,改进我国教育政策决策和实施过程,提高教育政策价值选择的合法性和有效性. 相似文献
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一九八六年九月成立的中美文化研究中心是南京大学与美国的约翰斯·霍普金斯大学共同创办的教学和研究机构,旨在培养从事中美事务的专门人才和有关领域的教学科研人员。它以中美两国的政治、社会经济、文化、外交、法律和国际问题等作为教学与研究的主要内容。“中心”每年招收具有硕士或相当于硕士水平的中美学生各五十名,学制一年,不授学位;两校各自负责招收本国学生,并各自聘请教授来“中心”任教。 相似文献
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大学生经济资助体系中的有效主体分析及资助模式探讨 总被引：1，自引：0，他引：1
大学生经济资助的政策协调着学校与其他社会组织的关系,是连接政府和学校的纽带,也是多种社会力量作用的结果。针对大学生经济资助政策面临的问题与挑战,有必要从教育政策分析入手,对资助体系中各相关主体进行分析,探讨国家(政府)的投资主体和政策主体地位、大学的教育主体地位和银行的金融主体地位,进而认清学生资助政策的改革途径。一、大学生资助的相关主体目前围绕着大学生经济资助体系,有以下几个相关主体:1.国家(政府)是大学生经济资助的投资主体和政策主体。在大学生经济资助这个问题上,与政府的责任紧密相关的是两个原则:机会均等原… 相似文献
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在当前双语教育的发展中.中美两国面临着一些相似的问题和挑战.但是,由于所处的文化背景不同,两国的双语教育政策呈现出了不同的发展轨迹.通过对中美双语教育政策进行跨国家、跨文化的比较分析,我们可以明确中国双语教育政策的应然走向. 相似文献
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教育券作为一种新颖的教育政策工具在中美两国的高等教育领域得到运用。通过比较发现,中美两国的文化传统、政策的决策程序与合法性以及适用范围等方面存在明显的差异,这也是两国高等教育券政策不同走向的原因所在。我国实行高等教育券需要进一步加强理论和实践研究,增强政策的开放性以及政府和高校的市场回应性。 相似文献
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一九七五年以来,邓小平同志关于教育理论和政策的贡献,是多方面的。比如关于教育、科技、经济之间相互关系的论述;关于教育事业为社会主义建设服务、整个教育事业必须同国民经济发展的要求相适应的论述;关于提高教育质量和培养人才标谁的论述;关于教育要面向现代化、面向世界、面向未来的提出;关于教师劳动的性质、作用、地位和物质待遇的论述等等。小平同志关于教育方面的理论和政策,是他关于建设 相似文献
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Zhixin Su John N. Hawkins Tao Huang Zhiyi Zhao 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,8(2):611-635
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession. 相似文献
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Su Zhixin Hawkins John N. Huang Tao Zhao Zhiyi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):611-635
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession. 相似文献
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While teacher retention is a pressing issue for many jurisdictions, Singapore has a relatively low teacher attrition rate. Drawing on the experiences of student teachers from the sole institute for pre-service teacher education in Singapore, this article argues that it is important to expose teacher candidates to a substantial period of school experience as part of the teacher recruitment process. Before they are officially enrolled into pre-service teacher education, the Ministry of Education in Singapore requires all teacher candidates in the Postgraduate Diploma of Education program to go through a compulsory school stint. The authors' research findings show that this exposure to the realities and complexities of teaching can be an important contributor to teacher retention in terms of assessing and promoting teacher candidates’ resilient qualities, such as passion for teaching, self-efficacy beliefs, and positive emotion. In other words, early field experiences can help teacher candidates understand themselves as teachers and assess their own suitability for a teaching career. This study sheds new light on the policies and practices of teacher retention and teacher recruitment strategies. 相似文献
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白松 《沙洋师范高等专科学校学报》2012,(2):100-101,103
本文在分析2007年9月英格兰施行的《教师专业标准》特点的基础上,以英国合格教师资格标准为例,客观地分析了我国现行教师职业标准中存在的问题,提出了建设性改进意见,以进一步完善我国的教师资格标准的制定,提高教师队伍的整体素质。 相似文献
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Esra Eret-Orhan Ahmet Ok Yesim Capa-Aydin 《Asia-Pacific Journal of Teacher Education》2018,46(2):183-198
The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers’ perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers’ subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education. 相似文献
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教师身份是以教学职业为核心,关于教师如何认识自身工作和在社会中所处地位的认识框架。教师的情感在其身份发展中扮演了重要角色。运用教育叙事探究的方法,笔者对三位在美任教中国教师的教学和生活经历进行了探究,并建构了三种情感对教师身份发展影响的叙事,分别是沮丧感、受压迫感以及恐惧感。沮丧感的产生在于公司化经营的学校将教师视为职业化的符号,使个人的人性与情感被忽略。而情感在教师自我反思和自我评价中扮演了重要角色。受压迫感是激发教师能动性的重要因素。当教师因为遭受不公正待遇而产生被压迫感时,他们开始审视个人与学校环境的关系,并据此作出改变,成为能动性主体。恐惧感直接来源于教师缺乏对于新文化环境的充分了解,它也同时关系到教师是否愿意承担教学主导的角色。本研究讨论了情感的能动作用,学校或教育机构对教师情感缺乏支持的问题,以及叙事如何作为教师建构身份的一个重要途径,以帮助教师检视自身的情感体验。 相似文献
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ABSTRACTThe purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career. 相似文献
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朱沛雨 《成都教育学院学报》2009,23(5):34-36
教师专业化的建设既有赖于教师本人的努力,也需要一定的制度保障。在我国教师教育体系由封闭走向开放的过程中,正在实施的教师资格证书制度由于门槛偏低,致使一定数量非师范专业人员进入教师队伍,这与教师专业化的初衷渐行渐远,为此,需从提高中报者的学历和增加申报者的其他限制条件着手,提高申报门槛,以保证教师队伍质量。 相似文献
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Kelly A. Welsh 《The Educational forum》2017,81(3):301-321
This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to instructional strategies, classroom management, and curriculum design during an early field experience. Teacher candidates developed these skills as they shifted their identities from candidates-as-students to candidates-as-teachers. 相似文献
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David Dillon 《Studying Teacher Education》2017,13(2):145-164
AbstractThis self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching. 相似文献