西北地区学前教育教师队伍建设相对滞后,面临着数量上结构性短缺、供给上专业性不足和发展上环境性受限的困境,特别是农村贫困地区幼儿园教师数量不足、专业化水平不高的问题日益凸显.为此,需要以综合改革的思维推进西北地区学前教育教师队伍建设:精准设计灵活多元的教师补充机制,逐步构建梯度的薪酬制度,科学制定"专业提升+心理建设"的综合发展策略.

《中共中央国务院关于全面深化新时代教师队伍建设改革的意见》(以下简称“《意见》”)对过去二十年来教师教育体系改革有这样的判断:“我国师范教育体系有所削弱,对师范院校支持不够”.针对这样的问题,《意见》提出了要“建立以师范院校为主体、高水平非师范院校参与的中国特色师范教育体系”的改革发展任务.那么,为何产生了师范教育体系削弱的问题?在新时代背景下中国特色师范教育体系有什么样的内涵?理解这两个问题是我们加强师范教育体系的认识基础.

通过对过去二十年教师教育体系改革的反思,发现我国教师教育体系建设出现了向“师范教育”回归的现象.新师范教育体现了国家和社会对教师专业价值更高的公共信念,对教师素养的更高要求,对师范院校地位的更高界定.就师范大学而言,基于培养本科层次的反思性教师和研究生层次的研究型教师目标,应从办学定位、招生面试、课程体系、师资队伍、质量保障等方面建构与新师范教育内涵相一致的培养体系.

培养农村小学全科型教师,是解决农村小学师资问题、 适应农村小学小班额教学形势的长远之计和根本措施.农村小学需要具有农村教育情怀、 综合知识、 全面能力和健康心理素质的全科型教师.当前和今后一段时期,合格农村小学全科型教师的培养,需要构建"四位一体"的培养机制,地方师范院校要探索因地因校制宜的培养模式、 设计合理的课程体系,建立体系化的评价制度,省级政府统筹,定向、 公费培养,国家要出台相关政策.

研究教师教育者的身份认同,促进教师教育者的专业发展是推动教师教育改革的新动力.在“社会—个人”和“意象—实践”的二维视野中,教师教育者的身份可以概念化为社会赋予的身份、社会实践的身份、自身认定的身份与自身实践的身份.当前,我国教师教育者存在的身份困境表现为示范者角色的缺失,反思者角色的乏力和研究者角色的模糊.通过出台教师教育者标准,加强院校伙伴协作机制建设,教师教育者建立明确的自我意识,增强身份的实践感和效能感,是建构教师教育者身份的可行路径.

学习化社会要求教师在整个教育教学生涯中,始终保持一种持续化的专业学习理念和精神.教师学习的内在机制包括教师学习的内在过程和影响因素及相互作用关系.其中教师学习的内在过程包括教师学习获得的互动过程、发展过程以及自我调节过程.影响教师学习过程的内在心理因素主要有教师的职业认同、主动性人格、自我效能感和个人成就目标,且各因素通过一定的相互作用关系,共同促进教师更高效地学习.

一 美国著名的教育学者范斯特曼彻(G. D. Fenstermacher)曾言:寻找教学行为背后的理论并根据理论行动是教师专业自主性根本之所在.对此,我深信不疑.这句话主要在说明教学专业自主性为何,即教师对所开展的教学过程及其中种种矛盾、困境、前因后果和之背后原由的审视和探查.对于专业自主性内涵我们下文再表,让我们先来说说为何需要更加重视教师的专业自主性.

有的人,或同窗,或同事,朝夕相处,热热闹闹,一旦分手,很快便两相皆忘;有的人,也许没见过几面,留下的印象却极好极深.在我心目中,牛筱琼老师属于后者. 一 与牛老师相识,缘于2014年6月去漳县的一次送教活动.当时我承担着一个“边远山区学习型学区建设与教师发展”项目,因为与城区小学教师不熟,便托省教科所帮我引荐一位语文教师.当即,他们向我推荐了牛筱琼老师.

在新世纪以来我国高等教育扩张和教师教育体系急剧变革的脉络中,师范大学的办学定位发生了重要的转变.通过对43所师范大学办学定位的分析,刻画了我国师范大学办学定位的整体样貌.具体而言,把自身定位为综合性大学的有19所,定位为师范大学的有11所,定位为综合性师范大学的有5所,另有6所没有明确表述,可见师范大学的办学定位及其身份已经产生分化.通过对师范大学办学定位变迁的环境分析,认为办学定位变化的动力来自于两个分层原则,首先是在中国集中式教育管理体制下由政府制造的分层,其次是在市场经济环境中由市场竞争形成的分层.这是"小政府、大市场"的新管理主义思想的实践.令人可惜的是,在这种政府和市场的合力与角力所形成的对师范大学的管理体制中,学术资本所具有的治理力量明显不足,从而使得大学的办学定位缺乏对"大学"和"师范大学"本身使命的反思与承担,更多的是从比较角度寻找大学的定位与身份认同.

建构主义理论经过二十多年的发展与实践,已经成为许多国家教学改革的重要理论基础.OECD的"教与学国际调查"数据显示,东方国家教师的建构主义教学观念水平显著地高于西方国家,这说明在新世纪以来教育改革浪潮的洗礼中,建构主义教学观念在东方国家教师中已深入人心.但西方国家教师建构主义实践水平显著地高于东方国家,相应地,西方国家学生学习的兴趣与乐趣、解决问题的开放性高于东方国家,学习焦虑感低于东方国家.来自西方国家学生身上的这些特性,可认为是其教学建构主义教学实践的一种积极反映.

The second cycle of TALIS was conducted by OECD in 2013 and surveyed more than one hundred thousands teachers of lower secondary education in 34 countries and economies.88%teachers report that they had participated in at least one professional development activity during the 12 months prior to the survey.More than three quarters teachers think that the professional development activities had positive impact on teaching,but professional development activities did not meet teachers' needs well.TALIS finds that some key factors influence the effectiveness of professional development,such as;the time and type of participating professional development,teaching beliefs and activities,school climate,teacher appraisal and feedback,instructional leadership.There are some implications should be emphasized based on these results:to ensure scheduled time on teachers' learning,pay attention to the learning needs of teachers,improve the incentive mechanism,focus more on problem-based learning,strengthen instructional leadership principals.

在过去十多年的我国教师教育体系变革中，西部地区县级教师培训机构严重地边缘化，与国家加强县级教师培训机构意图相去甚远。调研发现，县级教师培训机构建设中存在的问题主要有：地位边缘化，机构老化，职责行政化和功能辅助化。我们需要在教师专业发展理论和当前教师培训不足中重新定义县级教师培训机构存在的理据和实现需求。加强县级教师培训机构建设，首先要增进对其性质的理解与定位；其次要重构体制机制，保持机构的独立性；大力加强县级教师培训机构的能力建设；还要建立与完善对县级教师培训机构评估与资助政策。

From case studies,it found that the identity of subject teacher educators could be conceptualized into subject identification,teaching identification and research identification.Subject identification is the foundation,teaching identification is the key,research identification is to consolidate and enhance subject teacher educators`identity recognition,and practice is the inseparable foundation of teaching and research identity.The identity of subject teacher educators is formed in the constructivism path by gaming and negotiation of the personal dimension and the environmental dimension.There are four kinds of organization models of teacher education institution in normal universities,such as the model of college of arts and sciences,the model of college of education,the model of incomplete college of teacher education,and the model of complete college of teacher education.The model of college of education is conducive to the formation of clear and firm identity of subject teacher educators.

大规模的课程变革之旅历来并不平坦,我国基础教育课程改革正生动地表明,深入的课程改革是涉及概念革新、结构调整和文化更新的复杂系统工程.那么,高中课程改革在进入课堂层面后究竟是如何实施的?教学取向是什么?在中国这样一个高考扮演着教育资源分配和社会分层重要角色的国度里,高考对教学取向的影响如何?如何变革高考以引导教学?

The identity of normal university students is not only to initiate the meaning and motivation of pre-service learning , but also act as a key index to evaluate the quality of teacher education. The identity of normal university students can be conceptualized as pre-endowed identity , institutional identity and constructive identity. Based on the case study of a normal university , the identity of normal university students is generally superficial. It is approved by most of the normal university students that they are the students merely studying at the normal university other than the normal university students themselves. At present , the prominent problem of teacher education in China lies in the contradiction between the profession demand for teachers' development and incongruous treatment of social and economic status of teachers. It is a necessity to significantly improve the conditions of teachers' work , life and learning , so as to attract more and more excellent talents to devote themselves to education over a long period of time. Meanwhile , curriculum orientation of teacher education should be transformed properly , paying attention to the change of teaching model and method , emphasizing on inquiry-oriented learning , so that the normal university students could master how to research educational issues in problem-oriented independent learning , refine educational experience and discover educational knowledge , so as to strengthen the identity of the value of educational activity.

As an essential psychological process of activation and regulation of attachment systems,attention with its role in attachment orientation has been increasingly emphasized.However,to date,it is unclear whether different attachment strategies guide attention toward or away from attachment signals;and whether threat signals are in line with above-mentioned expectations because of the inconsistent findings made in empirical studies.Moreover,how attachment orientation is associated with attention and whether the above-mentioned predictions would be confirmed are still not clear for Chinese participants.Therefore,in order to find the answers to afore-mentioned questions,the researchers replicated and extended Dewitte et al.'s work in China among 109 undergraduates.The exogenous cued dot-probe task is consisted of exogenous cues with three different expression pictures such as happy,angry,and neutral,which appeared in the same or opposite position of the target appearance at 50%of all trials,and a black square(2.5mm ×2.5mm) as target that can appear on the left or right of the computer screen at 50%of all trials.Participants' task was to point out the position where the target appeared by pressing the F key or the J key as quickly as possible.The ECR was administered after the dot-probe task.Based on the reaction time and the accuracy rate,the cue valid effect,attention engagement effect and attention disengagement effect were separately created as the attention bias indices.Cue type and expression type and avoidant group were independent variables.The main results are summarized as follows.The present study is a good paradigm for investigating the spatial distribution feature of attention,with better cue validity effect proved by a marginal significant cue validity effect for reaction time(F(1,108) = 3.465,p =.07),and a significant cue validity effect for accuracy rate(F(1,108) = 27.44,p <.001).There was a significant negative association between avoidant dimension and each expression cue validity index,β =-.33,for angry expression,β =-.39,for angry expression,β =-.24,for neutral expression,all ps <.05.The greater a person's attachment avoidance is,the lower the cue validity.Cue validity finally completely disappears for people who are divided into the high-score group,with the values of cue validity index changing from positive to negative for corresponding low-score group and high-score group(see Table 5).An avoidant group × picture type repeated measures ANOVA also reveals this phenomenon,with a significant avoidant group main effect(F(1,27) = 11.71,p =.002).There were no correlations between the attachment anxiety and all attention bias indices.The above-mentioned results indicated that attachment avoidance guides attention away not only from attachment-related stimulus but also from nonattachment-related stimulus.The intensity of this kind of bias heightens increasingly when the attachment valence increases.This stimulus-general and stimulus-specific attention bias underlines the deactivation strategies functioning and provides cross-cultural evidence for attachment theory about avoidant attachment orientation.

<正>长期以来,我国教学论实为理论教学论,即习惯以思辨方式在理论基础上衍生理论。这造成的困境不言而喻:理论的空洞繁荣和在描述、解释、引领实践中的乏力。有鉴于我国教学论发展中的这种内在危机,近十多年来,我国教学论研究路向发生了重要转变,即以实证方法所进行的旨在发展"实践教学论"或"课堂教学论"的课堂研究方兴未艾,这对于改变我国教学论的研究传统与知识结构,通过教学理论创新促进教学实践变革具有重要意义。

One of the key missions of China's teacher education in recent years is arousing and fostering the initiative and creativity of teachers by providing good living conditions and work environment and enhancing professional spirits.Educational action research is a very important approach to achieve this purpose by empowering teachers.However,in terms of the process of educational action,few studies have been made to integrate theories and teaching practices.This paper first conceptualized the educational action research into four interactive procedures as planning,implementation,data collection and reflection,and then gave a systematic elaboration on the connotation of and relationship among the four procedures.

Since 2009, the performance-related pay system (PRP system) for teachers has been implemented in the schools that offer compulsory education in all parts of China. Maintaining a balanced payment system for teachers has been the "bottleneck", as well as the essence and key, of the balanced development of compulsory education to some extent. In order to cast light on the implementation of PRP in compulsory education, this article did an in-depth research into the implementation of PRP for teachers at compulsory education stage in the rural areas of Shandong and Gansu Provinces using questionnaires, interviews, and policy analyses. It aims to analyze the problems arising from the implementation of PRP in the two places and their causes, as well as to put forward suggestions for improvement.

教学的预设性和生成性是一对永恒的矛盾。通过课堂观察和教师访谈的个案分析可以发现,有效的预设是促进矛盾辩证统一的重要基础。教学设计是教师理念和实践的结合体,包括教学目标和教学思路两个主要部分。建立在教师自我认同基础上的问题导向的教学设计能够让教学过程鲜活起来,让课堂具有灵魂和动感,有开阔的空间和张力。帮助教师寻找并完善具有专业化品性的自我认同是促进教师和课程发展的途径。