共查询到20条相似文献，搜索用时 234 毫秒
1.
张会 《云南师范大学学报(教育科学版)》2014,(3):8-13
在美国开展中文师资培训,既要以相关的教师培养标准作为课程设置的依据,又要考虑本地教师的实际需求;既要提供知识普及型课程,也要重视特色型培训;既要进行教学方法等实践技能的培训,也不能忽视语言理论对教学能力的促进作用。因此,设计合理的培训课程,制定长远的培训计划,建立稳定的合作关系,是发展中文师资培训、提高中文师资水平的重要途径。 相似文献
2.
柯爱茹 《广东轻工职业技术学院学报》2023,(4):38-45
通过实施学历教育、短期课程、师资培训及建设推广平台、开发教学资源等举措,“中文+职业技能”教育快速发展,但是人才培养模式的改革、“双师型”师资队伍的储备、特色教学资源的国别适应性、融合发展机制的理论研究等仍旧不足。高职院校应该立足生源及国别现状,改革“中文+职业技能”人才培养模式,以人才培养培训项目为载体开发具有国际适应性的教学资源,以“国际中文教师证书”等资格考试为抓手打造“双师型”师资队伍,遴选一批试点示范项目倒逼中文教育和职业教育高质量融合发展,发挥海外华商会及华侨华人社团作用拓展项目覆盖面,发挥各级各类智库及平台作用引导推动理论研究。 相似文献
3.
科学构建高职教育师资培训体系 总被引：1，自引：0，他引：1
我国的高职教育正在实施国家示范性高等职业院校建设计划,办学模式、专业建设、课程改革等正在发生重大变化,通过师资培训可传播示范校建设的最新理念、模式和经验,提升高职教师的整体水平.从高职院校师资培训国家统筹层面和校本培训层面的基本情况分析,目前的师资培训存在涉及的专业少、提升院校软实力的项目少、覆盖面窄、质量标准不统一、校本培训成效不明显等问题.科学构建高职教育师资培训体系,应从构建层次分明的培训知识体系、结构合理的培训实施体系、协调统一的培训组织体系和建立基于现代信息技术的培训资源平台入手. 相似文献
4.
随着我国职业教育类型地位的确定、一体化职业教育体系的建立,我国职业教育在国际上的影响力进一步增强,开展外籍职教师资培训是构建"一带一路"沿线国家和地区教育共同体的一项重要工作。探索构建符合外籍职教师资特点的教师培训模式,是当前职业教育开展国际交流亟须解决的重要问题之一。本文针对目前外籍职教师资培训存在的问题,根据陕西工业职业技术学院"印尼职教师资海外培训项目"开展情况,从搭建平台、组建双语教师队伍、"理论+实践""校内+企业""专业+文化"课程设置和培训模式等方面积累的经验进行介绍,以期能对我国职业院校开展此类师资培训工作有一定的借鉴之用。 相似文献
5.
中小学“教师校本”培训模式探微 总被引：4，自引：0，他引：4
“教师校本”培训模式是一种以从事教育教学工作的学校为基础辅之以大学或师资培训机构提供必要课程和人员而开展的师资培训模式。它是对已有的各种师资培训模式进行反思后提出的。英国于 2 0世纪 80年代末提出“六阶段模式” ,美国于 90年代提出“学校本位”师资培训模式。以上这两种模式在具体做法上有所不同 ,但主要思想却基本相同。“教师校本”培训模式的提出与以上提出的教师培训模式有密切的关系。这种培训模式的最大特点是 ,培训的需要产生于教育的实践 ,培训的场地主要在任职学校 (即教师专职从事教育教学工作的学校 )。在我国这种… 相似文献
6.
美国科学教育师资培训的研究及启示 总被引：3，自引：0，他引：3
科学课程的教师培训极为重要,我国中小学科学教育师资严重不足的问题不容忽视.本文介绍和分析美国科学课程师资培训的做法与经验,反思和研究我国科学课程教师教育的实际状况,对如何实施科学课程教师的培训提出一些参考性建议. 相似文献
7.
烛光工程与TESOL培训 总被引：1，自引：0，他引：1
黄敏 《新疆教育学院学报》2003,19(1):90-92
TESOL是从Teachers of English of Speakers of Other Language中各取首字母而成的缩写词。TESOL协会是一个高资历的英语教师国际大网烙和特定的研究领域，北京烛之光教育化交流中心取得了加拿大INTERNATIONAL TESOL授权将具有广泛国际声誉的INTERNATIONAL TESOL证书培训项目引进，并于2002年率先在北京地区启动。 相似文献
8.
一、美国现行教师教育总体培养模式(一)教师培养机构和教师资格证当前,综合性大学是美国教师教育的主体,因而美国的教师基本上由综合性大学的教育学院(college ofeducation)或教育系(department of education)培养。但并不是所有的综合性大学都可以开设师资培训课程,是否具备教 相似文献
9.
教师培训模式的现状分析及改革建议：建立合作探究型教师培训模式的设想 总被引：16，自引：0，他引：16
教师素质是影响课程改革进程的关键因素。教师培训是各国课程改革的重要内容。今后教师培训模式将向着培训目标人本化、培训内容综合化、培训方式多样化的方向发展。目前我国师资培训中存在方式相脱节、忽视教师已有的教育背景、混淆高层次学习与基础学习的界限等弊端。建议借鉴建构主义学习理论构建合作探究型教师培训模式。 相似文献
10.
台湾师范大学与香港中文大学两所高校体现了台港两地中文(国文)师资培养的高端状况.两校均采用专业学分+教师教育学分的培养模式,注重学科专业与教师职能的平衡;专业知识结构强调文史哲贯通;专业课程设置与中学语文教育对接;重视培养教学兼研究的复合型教师.由于历史传统与现实境况的差异,台师大的国文师资培养更重视古文功底和中国传统文化教育,课程设置偏知识化、学术化;香港中文大学的中文师资培养更重视普通话和语文教学能力的培训,课程设置偏实用. 相似文献
11.
David Hayes 《Teachers and Teaching》2013,19(2):169-194
This paper uses in‐depth interview data to explore aspects of the lives of non‐native speaking English educators working in the state education system in Sri Lanka. In so doing the research focus is on the educators themselves and the paper will discuss such issues as: careers as English teachers—motives for entering teaching, career progression, becoming a teacher educator; professional self‐development; beliefs about teaching, learning and teacher education; and the wider socio‐educational context of English teaching in Sri Lanka. It is hoped that the paper will offer insights into the development of non‐native speaking TESOL teachers—by making more visible features of practice in particular contexts—as well as providing ‘snapshots’ of teaching and learning in state systems beyond the western world which may inform thinking more broadly about international English language teaching and learning. 相似文献
12.
Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs. 相似文献
13.
This article reports a research project planned and organized by the School of Educational Studies of Universiti Sains Malaysia to provide an international teaching practicum experience to six pre-service teachers for six weeks in Maldives. Using qualitative data from an open-ended questionnaire and reflective journals, the six pre-service teachers' experience of professional development during their international teaching practicum is examined, analysed and described. The findings show that the six students experienced beneficial and meaningful professional development. Some challenges and limitations of the international practicum are also highlighted. Based on this study, implications for teacher education/training of TESOL/TESL teachers are suggested. 相似文献
14.
朱志平 《河北师范大学学报(教育科学版)》2020,22(1):39-45
"国际汉语教师教育者"有别于一般师范教育者,要在中华民族重视师德的师范教育基础上,进一步强调这类教育者应当具备世界各民族教育文化多元的意识。加强国际汉语教师教育者国际视野的培养,有助于汉语二语教学在转型中获得中外对比在教育、语言与文化领域的营养补充,改变目前"汉语国际教育"学历教育与国际汉语教师赴外培训"双轨并行"的态势。提升国际汉语教师教育者的国际视野将有助于中国的教育改革引领世界潮流。在人类命运共同体构建的前景下,具备国际视野应是未来教师教育者共同努力的方向。 相似文献
15.
Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in‐service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the marketisation of education to afford a rapid increase in the number of TESOL (Teaching English to Speakers of other Languages) teacher education programs, and greater variety in the ways in which teaching and learning is mediated in these programs. This article reports on an international survey of TESOL teacher education providers, and considers the status of language teaching qualifications earned by distance, changes in the institutional roles of language teacher educators, and the current state of research into LTED. 相似文献
16.
Melinda Kong 《Asia Pacific Journal of Education》2014,34(1):80-92
Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These aspects are important in their development as users and teachers of English. This article explores these aspects through interviews and email correspondence with Thinh, a highly accomplished TESOL professional who pursued a Master of TESOL degree as an international student in Australia. Findings suggest that when she was in Australia, she displayed strong agency as she changed some aspects of her identity in order to adapt to studying and living in the country. Nevertheless, there is also continuity in her identity construction, as she maintained other aspects of the identity that she brought from her home country. Her identity construction is best seen in the context of her investment in her career in her home country. As a resilient individual, Thinh demonstrates how she manages her process of identity construction through her reflections and strategic thinking. The findings of this study suggest the need for TESOL programmes to actively connect international students' lived experiences outside class to their pursuit of professional knowledge. 相似文献
17.
This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tension faced by these teachers when attempting to exercise their autonomy after returning to their local institution, and revealed how they managed to operate within constraints. This paper has significant implications for a range of stakeholders involved in the professional development of non-Inner-Circle TESOL teachers trained in Inner Circle contexts. 相似文献
18.
赵玉玲 《三门峡职业技术学院学报》2013,(4):40-43
促进教师专业发展是大学英语教学质量提高的关键.然而作为一个特殊的教师群体,大学英语教师发展存在着诸多障碍.CFG作为一种全新的教师专业发展模式,弥补了传统训练指导模式的不足.通过对CFG模式的概念和组成要素的介绍,分析了这一模式在教师发展过程中的实施条件、障碍和策略,对促进大学英语教师专业发展有理论上和实践上的借鉴意义. 相似文献
19.
造就党和人民满意的高素质专业化创新型教师队伍,是加快教育现代化、建设教育强国的战略基石。《中国教育现代化2035》将"建设高素质专业化创新型教师队伍"作为教育现代化的十大战略任务之一,从师德师风建设、教师资格准入制度、教师职称与考核制度、建立中国特色教师教育体系、教师职前培养和职后发展、提高教师地位与待遇等方面论述了建设高素质、专业化、创新型教师队伍的方向与路径。该文从概念内涵、现实挑战、建设路径三个方面回应《中国教育现代化2035》中高素质专业化创新型教师队伍建设这一命题,旨在基于《中国教育现代化2035》,对高素质专业化创新型教师队伍的目标、发展、管理、保障和统筹等方面进行政策解读。 相似文献
20.
谢菲 《湖北第二师范学院学报》2012,(5):86-88
大学英语教师的专业水平和自我发展能力是大学英语教学改革成败的关键,也是实现大学可持续发展的必备条件。当前我省大学英语教师的专业发展面临诸多的困难。要摆脱困境,可以借助于建构主义理论给予我们的一些有益启示,从大学英语教师专业发展的三个阶段,即教师教育、教师培训和教师发展出发,从完善教师发展机制入手,寻找有效措施,实现教师的可持续发展。 相似文献