合同一小步,教育一大步——契约精神对教育现代化的重要意义

成都市教育局日前正式出台《关于教师退出教学岗位的实施办法》（以下简称《办法》）,确立转岗、待岗培训、解聘和辞聘四种教师退出教学岗位的渠道,以完善教师能上能下、能进能出的用人机制.《办法》共20条,包括适用范围、退出渠道、退出程序等.其中,对哪些情形下给予教师待岗培训、转岗、解聘、辞聘的决定,《办法》做出了明确规定.此外,退出方式采取“合同退出机制”,即将教师退出教学岗位的相应条款和内容格式化为合同内容.各区（市）县教育局各直属学校在与新进教师签订、与目前在职在岗教师,续签或补充《聘用合同书》时,要将退出机制条款纳入合同条款.     

简析幼儿园发展中科研式教研的促进作用

随着社会的发展,“素质教育”的深入推进,新《纲要》更是提出了“做研究型的教师”这一新的培养目标。如何将这些先进的教育观念真正转化为教师日常教学行为,教师如何根据自身实践对理念进行反思、选择、内化和创新,这是幼儿教师当前必须面对的新问题。随着基础教育制度的改革,幼儿教师的流动性日益加大,怎样使新教师尽快成长起来,给幼儿园的教师培训也提出了更高要求,急需一种更加有效的教研活动形式来解决这些问题。     

整合信息技术(IT)于教师培训:关于中师教师准备情况的调查

对北京四所师范学校教师的问卷调查表明,教师的计算机以及应用计算机于教学的知识技能水平急待提高,尤其是后者;教师的态度非常积极,但是不够稳定;软件缺乏、领导支持不够以及能力限制等是妨碍教师将信息技术应用于教学的主要因素.最后本文对教师培训的内容和方式等提出了建议.     

新课程下的课堂教学设计之我见

新的一轮课程改革犹如旱后甘霖,滋润教坛。新课程倡导“参与式”,“探究式”,“师生互动式”教学,提倡学生“主动学,玩中学,学中玩”。而传统的课堂教学过分注重教师的知识霸权,教师的观点是不容置疑的“绝对真理”。新课程理念下的课堂必须是一个让学生获得知识与培养技能同步进行的过程。因此,在新理念下的课堂教学设计必须是充分地体现尊重学生个性,师生互动,生生互动的过程。所以,在新课程理念下的课堂教学是教师根据教学大纲和教材的内容,结合学生特点,明确教学的任务,选择恰当的教学方法和教学手段为学生顺利有效地进行学习做好准备。     

乡村美术教师教育培训的路径探析

近年来,为了进一步推进义务教育均衡发展,政府大力加强了对乡村教师培训的支持力度。乡村教师培训是教师继续教育的重要组成部分,也是乡村教师教育队伍的重要内容之一。随着国家对美术教育的重视,新课程改革和培养目标的变化,美术教育师资队伍的优质化建设成为一个重要的议题。基于美术乡村教育教学实践与专业发展需求,通过主题式培训,以学科为基础,以问题为中心,以案例为载体,理论与实践相结合,使乡村教师了解美术教育新动态,把握新课程标准和教师专业标准的精神实质,有利于提高教育教学水平,发展教师专业能力,促进教师将新课程理念融入到美术教育教学实践中。     

任务指向型干预手段对教师教学监控能力的影响

本研究采用任务指向型干预手段,对１０名小学教师教学监控能力进行训练。结果发现：训练不仅提高了教师教学监控能力,而且提高了教师对教学的认知水平,改善了教师 教学行为。     

幼儿心理理论的发展与其日常同伴交往关系的研究

通过行为观察(儿童与同伴的一对一游戏)、同伴提名和教师评估,探讨心理理论发展与儿童日常同伴交往之间的关系。52名4~5岁的学前儿童参与了本实验。研究结果表明:(1)4岁以后,儿童的心理理论能力产生了实质性的变化。(2)幼儿心理理论的发展与儿童游戏情境中的同伴交往具有显著的正相关,心理理论发展水平不同的儿童在游戏中的“交往敏感”和“交往表达”两方面具有极其显著的差异。(3)儿童的心理理论水平整体上与同伴提名、教师评估相关不显著,但与儿童的亲社会行为具有紧密的关系。我们推测,儿童心理理论的发展通过影响亲社会行为间接指导儿童日常生活中的同伴交往与同伴关系。     

当前国内修院教育中教师角色的期待与瞻望

纵观国内各修院的教育教学计划及教学行为,为实现培养德才兼备的理想人才,修院教育从灌输到引导、从孤立到合作、从过去的单一评考到今天多元性评估、从封闭到半开放,伴随着修院教育教学行为的变化和社会的演进,修院教师的角色也相应地从信仰知识的单一传授到课程研究型的转变。修院教育应进一步加大师资培训的力度,调整心态,转变旧有的观念,以适应时代的变迁,为培养出更多知识型、多元型人才创造和提供相应的条件。     

教学实验中的处理忠实度

实验处理的忠实度是指主试在实验中实际施加的处理与预定处理之间的一致程度,它是影响实验研究效度和结论的重要因素。教学实验的处理忠实度受实验设计、培训、教学情境、教师、学生等多种因素影响,完善实验设计、进行系统培训、实施预备试验、监控实验过程是提升教学实验处理忠实度的重要途径。教学实验的处理忠实度可以通过现场观察、作品分析、教师报告等方式进行评估。     

小学教师的创造力培养观与创造性教学行为的关系:教学监控能力的中介作用

用创造力培养观、教学监控能力和创造性教学行为问卷对430名小学教师进行调查,考察三者之间的关系,并着重对教学监控能力在其中的中介作用进行分析。结果表明:(1)创造力培养观、教学监控能力及其各个维度对创造性教学行为都有正向预测作用;(2)教学监控能力的计划准备性、控制调节性、评价反馈性、课后反省性及作为一个整体在创造力培养观与创造性教学行为之间均具有显著的中介效应。这一发现提示教师培训工作应重视教师教学监控能力的实际增长,这样才能使教师已经接受的创造教育理念落实到创造性教学行为上。     

Efficacy of a group memory training method for older adults based on visualization and association techniques: A randomized,controlled trial with a placebo group

The aim of this trial has been to determine the efficacy of a group memory training method. The experimental group was compared to a placebo group (health education) or to a control group (waiting list). Forty‐five adults between the ages of 60 and 70 years (M = 66.9) were recruited by placing notices in senior citizen community centres, which encouraged people with memory problems to participate in the study. Data were collected at baseline, 1 week, and 6 months after the intervention. The efficacy of the training was evaluated by measures of objective and subjective everyday memory performance. After intervention, the experimental group participants showed an increase in objective memory performance (d = 1.95). The effect size was even higher at 6 months after intervention (d = 2.88). Further, their subjective experience related to everyday memory slips decreased (d = ?0.52). The memory training method was effective in improving everyday memory in older people with some cognitive decline. Copyright © 2009 John Wiley & Sons, Ltd.     

Community-Based Participatory Research for Improved Mental Health

Community-based participatory research (CBPR) focuses on specific community needs, and produces results that directly address those needs. Although conducting ethical CBPR is critical to its success, few academic programs include this training in their curricula. This article describes the development and evaluation of an online training course designed to increase the use of CBPR in mental health disciplines. Developed using a participatory approach involving a community of experts, this course challenges traditional research by introducing a collaborative process meant to encourage increased participation by special populations and narrow the parity gap in effective mental health treatment and services delivery.     

同伴冲突解决的干预训练对小学儿童合作的影响

本研究通过对小学儿童进行为期六周的冲突解决六步法干预训练,探讨培养合作的有效手段和途径.结果表明,实验班被试与控制班被试相比,他们在假想情境中的冲突解决策略水平有了显著提高;问卷调查和对教师的访谈显示,实验班被试能将解决冲突的高水平策略迁移到现实生活中.事实证明,同伴冲突解决六步法能提高小学儿童解决假想情境和实际生活中同伴冲突的策略水平;“六步法”的干预训练是培养儿童合作的行之有效的干预方法.     

Live training versus e‐learning to teach implementation of listener response programs

Discrete‐trial teaching is an effective teaching procedure that must be implemented with high integrity to produce optimal learning. Behavioral Skills Training (BST) has proven effective for staff training; however, BST is time and labor intensive. Computer‐based instruction (CBI) programs may provide a more efficient and cost‐effective alternative to live training if the CBI program is as effective as BST in producing accurate implementation. The current study compared CBI to BST to train novice undergraduate students to conduct discrete‐trial teaching. Participants were randomly assigned to one of the two conditions and assessed prior to and after the completion of training. Results indicated that although both BST and CBI were effective at training participants to implement discrete‐trial teaching, BST was slightly but significantly more effective whereas CBI quickly created a return on the investment of product development.     

The effects of statistical training on thinking about everyday problems

People possess an abstract inferential rule system that is an intuitive version of the law of large numbers. Because the rule system is not tied to any particular content domain, it is possible to improve it by formal teaching techniques. We present four experiments that support this view. In Experiments 1 and 2, we taught subjects about the formal properties of the law of large numbers in brief training sessions in the laboratory and found that this increased both the frequency and the quality of statistical reasoning for a wide variety of problems of an everyday nature. In addition, we taught subjects about the rule by a “guided induction” technique, showing them how to use the rule to solve problems in particular domains. Learning from the examples was abstracted to such an extent that subjects showed just as much improvement on domains where the rule was not taught as on domains where it was. In Experiment 3, the ability to analyze an everyday problem with reference to the law of large numbers was shown to be much greater for those who had several years of training in statistics than for those who had less. Experiment 4 demonstrated that the beneficial effects of formal training in statistics may hold even when subjects are tested completely outside of the context of training. In general, these four experiments support a rather “formalist” theory of reasoning: people reason using very abstract rules, and their reasoning about a wide variety of content domains can be affected by direct manipulation of these abstract rules.     

Evaluation of a participatory,competency‐based model of staff training in a community habilitative setting

This study evaluated a participatory model of staff training within a community habilitative setting for adults with developmental disabilities. The objectives were to formulate an approach to training that was not time intensive, included multiple instructional methods, and incorporated all levels of staff involvement. Senior administrative, middle‐level supervisory, and direct‐care personnel comprised a committee that designed and implemented a training program that targeted performance and verbal report competencies required by ‘on‐line’ staff. Training consisted of corrective feedback, modeling, rehearsal, and practice procedures that were carried out with three individuals in a multiple baseline design across sets of target competencies. The training program was effective in establishing staff competencies although individual learning effects were revealed. The implications of these findings for the design of staff training programs within human service agencies are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Training parent implementation of discrete-trial teaching: effects on generalization of parent teaching and child correct responding

Behavioral skills training was used to teach 3 parents to implement discrete-trial teaching with their children with developmental disabilities. Parents learned to implement discrete-trial training, their skills generalized to novel programs, and the children's correct responding increased, suggesting that behavioral skills training is an effective and efficient method of teaching discrete-trial teaching to parents.     

Evaluation from the inside: Participatory evaluation of agricultural research in the Philippines

This paper discusses the experience of a Philippines-based agricultural research program, where participatory evaluation is embedded in a broader, user-centered participatory research approach. Three case projects illustrate and analyze participatory evaluation of agricultural research in a developing country context. Different evaluation types are identified and their use in different phases of the research process is discussed. These field experiences show how “evaluation from the inside” can contribute to effective research planning and implementation, particularly in enhancing sensitivity to user needs and situations. network for user participatory rootcrop R&D sponsored by the International Potato Center in Asia. Under his leadership, UPWARD has increasingly sought to build participatory monitoring and evaluation into the network’s research and development activities. He has a Ph.D. in communication and innovation studies from Wageningen Agricultural University in The Netherlands. Prior joining UPWARD, Campilan worked with the International Institute of Rural Reconstruction and the Philippine Root Crop Research and Training Center. His research interests include communication of innovations, institutional linkage development, participatory research methods and tools, and strengthening local knowledge systems. From 1991 until 1997 he was coordinator of Users’ Perspectives With Agricultural Research and Development (UPWARD) network. He was previously based in Latin America. His main research interests include the socioeconomic and cultural aspects of crop genetic diversity conservation and utilization involving ethnobotanical studies, on-farm conservation, and work on seed systems. He is also interested in research on rural enterprise development. He has been actively involved in capacity building initiatives among national agricultural researchers, especially in participatory research methods and planning techniques. He can be contacted CIP-ESEAP, Kebun Percobaan Muara, Jalan Raya Ciapus, Bogor 16610, Indonesia, fax (62 251) 316 264, e-mail: G.Prain@cgiar.org. Her major responsibilities include facilitating the network’s activities on sustainable crop management R&D and on capacity building in participatory approaches and methods. At the UPWARD coordinating office, she is in charge of training, publications, and information management. She has extensive training and hands on experience in the use of participatory methods and tools, particularly through a Philippines project on soil resource management for sweetpotato production. She has an MSc in family resource management and development communication from the University of the Philippines at Los Ba?os. Her research interests include sustainable crop management, strengthening local R&D capacity, and field testing participatory methods and tools.     

THE USE OF IMPOSED AND SELF-SELECTED TRAINING PACKAGES TO ESTABLISH CLASSROOM TEACHING SKILLS1

Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session.     

University faculty preparation of students in using natural environment practices with young children

155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.