教师培训新形式:案例教学     

刘世斌 《大连教育学院学报》2014,(2):12-14

对案例教学的内涵,案例研发以及案例教学的实施进行了探讨。  相似文献   

高职专任师资实践能力建设的问题与构想     

尹晓落  ;陈文江 《河池学院学报》2014,(2):113-118

提升我国高职专任师资的实践能力,不仅关系到高职院校核心竞争能力的培育,更关系到当前社会对高技能人才巨大需求与供给矛盾的化解。针对高职专任师资实践能力薄弱的问题,政府、行业、企业和高职院校在加强高职专任师资实践能力建设上,应创新制度设计、加大经费投入、丰富培训资源、加强培训考核评价,以满足高职教育人才培养质量不断提高的新需要。  相似文献   

The impact of a professional development programme on teachers' attitudes towards inclusion     

DAWN B. MALE 《Support for Learning》2011,26(4):182-186

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.  相似文献   

教研室管理视域下的大学英语教师素养提升     

何晓斓  唐文杰 《湖南第一师范学报》2015,(2)

教研室工作的核心力量是教师。教师整体素养的提升，是教研室工作得以顺利展开的关键。在提升教师素养方面，大学英语教研室可以开展如下工作：引导探究大学英语教师素养的内涵；组织分析优秀教师个人素养提升的案例；保持团队的持续发展与影响。  相似文献   

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion     

Rachel Lambert  Trisha Sugita 《Support for Learning》2016,31(4):347-366

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.  相似文献   

Assessing the special education professional development needs of northern Malawian schoolteachers     

Elizabeth Hughes  Morgan Chitiyo  Ambumulire Itimu‐Phiri  Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.  相似文献   

立足区域的教师培养项目实践与反思     

傅红 《大连教育学院学报》2021,(1):6-8

教师是推动教育事业发展的基础,是提高教育质量、办好人民满意教育的关键。"长海县中小学卓越教师培养项目"基于县情,突破瓶颈,利用"典型驱动"策略,培养卓越教师,打造卓越课堂,实现卓越发展,从而带动区域教师队伍整体素质提升。  相似文献   

Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach     

Amy Smail 《Compare》2014,44(4):613-633

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.  相似文献   

高等数学课程思政案例教学探讨     

蒋艳  钟艳  黄爱武 《科教文汇》2021,(9)

该文以湖南中医药大学开设的高等数学课程为例,结合当今社会热点挖掘课程蕴含的思政元素,以定积分的概念、可分离变量微分方程的应用两个教学案例为载体,重点探讨了高等数学与思政教学的有机融合,最后给教师队伍的建设提出一些建议。  相似文献   

把“愉快教学”引进英语课堂     

曹爱萍 《科教文汇》2011,(26):125-125,195

要上好一节英语课,提高英语课堂教学质量,为学生创造一个轻松愉快的学习氛围,教师必须改变陈旧的教学模式,将愉快教学引进英语课堂。  相似文献