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一、教师权利和义务是统一的
法律意义上的“教师”在我国被表述为履行教育教学职责的专业人员,承担教书育人、培养社会主义事业建设者和接班人、提高民族素质的使命。我国《教师法》规定“教师”包括四种对象：第一种,指经费由国家负责、面向社会的各级各类学校和其他教育机构中的教师及教育教学辅助人员;第二种,指由某一行业系统拨付经费的各类学校和其教育机构中的教师和教育教学辅助人员,如企业、军队所办的学校和教育机构;第三种,指自收自支社会办学和民办公助的教师及教育教学辅助人员;第四种,指直属于某一国家机关、实行行业管理和待遇标准的学校和教育机构,如公安、法院系统的教师和教育教学辅助人员。所有这四种对象都是法律意义上的“教师”。 相似文献
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教师权利与救济 总被引：1，自引：0，他引：1
一、教师权利和义务是统一的
法律意义上的“教师”在我国被表述为履行教育教学职责的专业人员,承担教书育人、培养社会主义事业建设者和接班人、提高民族素质的使命。我国《教师法》规定“教师”包括四种对象：第一种,指经费由国家负责、面向社会的各级各类学校和其他教育机构中的教师及教育教学辅助人员;第二种,指由某一行业系统拨付经费的各类学校和其教育机构中的教师和教育教学辅助人员,如企业、军队所办的学校和教育机构;第三种,指自收自支社会办学和民办公助的教师及教育教学辅助人员;第四种,指直属于某一国家机关、实行行业管理和待遇标准的学校和教育机构,如公安、法院系统的教师和教育教学辅助人员。所有这四种对象都是法律意义上的“教师”。 相似文献
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明晰角色职责是充分发挥特殊教育辅助人员融合教育支持服务有效性的重要前提。本研究通过自编角色期待问卷，对400名普通小学特殊教育辅助人员开展调查。结果发现：(1)普通小学特殊教育辅助人员角色期待整体处于较高水平，其中，行为支持维度得分最高，班务支持维度得分最低；(2)角色期待水平在特殊教育辅助人员的年龄、工作经历时长、每周工作时间、目前服务的特殊学生的障碍类型和障碍程度上存在显著性差异。据此，本研究建议进一步规范职责要求，明确特殊教育辅助人员角色责任；加强顶层设计，打造专职、稳定的特殊教育辅助人员队伍；支持特殊教育辅助人员专业发展，提供系统的、差异化的培训。 相似文献
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论教育技术专业人员的定位问题 总被引：1，自引：0，他引：1
教育技术专业人员在实践中面临尴尬的境地,造成这种现状的原因是多样的.解决的思路是转变教育技术专业人员的观念：甘当配角,甘当教学辅助人员,甘当教学的支持者.没有这样一个明确的定位,教育技术专业人员很难在现实中实现自己的价值. 相似文献
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研究生教育是我国临床口腔修复学医师的重要培养方式,而口腔修复学与美容牙科学关系密切。加强口腔修复学研究生的美容牙科学教育,提高其审美能力日益重要。初步分析了口腔修复学与美容牙科学教育的关系并讨论了加强口腔修复学研究生美容牙科学教育的途径。 相似文献
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随着社会对医疗行业的要求不断提高,对现代口腔护理从业人员的专业能力和综合素质的要求也日益提高,口腔护理专业的教学培养方式也应随之调整。应用现代化多媒体教学辅助手段,可以更好地提高口腔护理的教学质量,为社会培养更多口腔护理人才。 相似文献
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本文对现阶段使用多媒体辅助教学中存在的问题作了简要分析，并试图给出自己的建议，旨在引起教师、教育管理者和教育技术专业人员对多媒体教学中这些普遍存在的问题的关注，避免不必要的教育资源的浪费，发挥多媒体辅助教学的优势，提高教学质量。 相似文献
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This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants’ expectations and in increasing personal confidence and raising self‐esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed. 相似文献
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刘玉泉 《常熟理工学院学报》2014,(6):118-121
在今天的中学课堂教学中,有一个角色发挥着重要作用,这个角色就是学生电教协助员。因人员、时间和场合比较特殊,他们的作用能影响整个课堂教学效果。本文结合多年相关实践,从学生电教协助员角色定位出发,探讨学生电教协助员的选拔、培训和日常工作开展等系列问题,以加大对学生电教协助员的培养力度,使之能在学校教育教学中发挥更大作用。 相似文献
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Marjatta Takala 《British Journal of Special Education》2007,34(1):50-57
The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of mainstream and special schools in Helsinki, Finland. The results reveal that the tasks undertaken by assistants are different in mainstream and specialist settings and vary also according to the ages of the children involved. The assistants spent more of their time, for example, working directly with children if they worked in mainstream schools. Assistants in special schools, by comparison, spent more time assisting the teacher. Further, assistants working among older children spent more time waiting or simply listening to the lesson than those working with younger children, who seemed to be more actively involved with supporting learning. Marjatta Takala analyses her results by the full range of tasks encountered; according to three broad types of work; and in terms of the planning and co-operation undertaken by assistants and teachers at the class level. Her discussion will be of interest to anyone concerned with the development of support in the classroom and the education of both teachers and teaching assistants. 相似文献
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康志贤 《福建工程学院学报》2012,(2):122-124
网络意见领袖具有广泛的关注度和影响力,其对网络热点事件的见解常能影响网民的看法,进而引领网络舆情走向。辅导员是大学生思想政治教育的骨干力量,网络时代下拓展辅导员的意见领袖角色,有利于扩大思想政治教育的时空场域、把握网络舆情、增强思想政治教育的有效性。辅导员的网络意见领袖角色塑造应从提高知识能力、转变叙事语言、关爱学生注重身教几方面着手。 相似文献
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专业化:新世纪新阶段高校辅导员持续发展的生命力 总被引：8，自引：0，他引：8
本文从阐述高校辅导员专业化的一般理论出发,指出高校辅导员实际上已经成为一门正在形成中的"准专业"。高校辅导员专业化程度关系到辅导员队伍的发展,实现辅导员的专业化发展在目前是十分必要的,也是具有可行性的。我们要实施辅导员聘任制,规范辅导员队伍建设,加大对辅导员的管理力度;开设辅导员专业方向,加强辅导员专业化研究;切实执行中央"十六号"文件精神,大力提高辅导员待遇;建立职业辅导员继续教育制度,加强在职辅导员的培训和终身教育,切实推进辅导员专业化进程。 相似文献
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高校辅导员队伍建设探析 总被引：1，自引：0，他引：1
Guo Lin 《教育前沿(综合版)》2007,(5)
辅导员是高等学校大学生思想政治教育的骨干力量,加强高校辅导员队伍建设是做好大学生思想政治工作的重要保证,辅导员队伍建设的好坏直接关系到人才培养的质量和学校的发展。本文在对高校辅导员队伍现状进行分析的基础上,提出了加强辅导员队伍建设的建议。 相似文献
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This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14‐week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role. 相似文献
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《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
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勒温的心理场理论对高校辅导员工作的启示 总被引：2，自引：0，他引：2
辅导员队伍的不稳定是高校教育管理中的一大问题,勒温的心理场理论可以有效地阐释高校辅导员流变的内在动因,辅导员心理场各种力的失衡会造成辅导员心理紧张,从而产生特有的行为反应。有效地利用心理场中的各种力的作用,可激发内源的正性作用力,提高高校辅导员工作的积极性和创造性。 相似文献