把握国际动态· 聚焦学术前沿· 助力教师成长
本期概要
【一】
推荐人：
李广平，东北师范大学教育学部教授，博士生导师。
推荐语：
本文对2000-2018年以英文发表的有关教师认同方面的主要研究论文进行了综述分析，梳理概括出对教师认同结构成分有较高公认度的六大成份，即：自我映像、动机、责任感、自我效能感、任务知觉和工作满意度；并分析了各类教师认同测量工具所体现的心理测量学特征。本文对了解教师认同研究的发展趋势，理解教师认同的基本结构，以及探究教师认同研究的方法等都有助益。
推荐文章：
Domains of teacher identity: A review of quantitative measurement instruments
Fadie Hanna Ron Oostdam Sabine E .Severiensc BonneJ.H.Zijlstra
This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement instruments.Our search included studies that assessed components of teacher identity published in English-written, peer-reviewed articles between 2000 and 2018. We analyzed a total of 59 components in 20 studies. After we categorized the components on the basis of a substantive analysis, six main domains of teacher identity became apparent: Self-image, Motivation, Commitment, Self-efficacy, Task perception, and Job satisfaction. Whereas the overall psychometric properties of the measurement instruments used in the different studies were acceptable to good,our systematic overview revealed several conceptual and methodological issues that need to be resolved. The results may contribute to the further operationalization of the complex construct of teacher identity.
文献来源：
Hanna F , Oostdam R , Severiens S E , et al. Domains of Teacher Identity: A Review of Quantitative Measurement Instruments[J]. Educational Research Review, 2019，2（27）：15—27.
【二】
推荐人：
王秀红，东北师范大学化学学院教授，博士生导师。
推荐语：
马云鹏教授是我国最先对课程实施进行系统理论与实践研究的专家，包括对国家课程、地方课程以及校本课程等层面的课程实施研究，对数学、物理、化学、生物、信息技术、科学等各学科课程实施及影响因素的研究、对课程信念、课程领导等课程实施的基本问题的研究等等。伴随着“素养为本”的新一轮课程改革进入实施层面，给课程实施的研究注入了新的活力，本文是对我国课程实施研究的回顾与总结，可以为素养为本的课程实施提供新的思路。
推荐文章：
我国课程实施研究20年回顾与展望
马云鹏 金轩竹 张振
吉林外国语大学 东北师范大学 香港教育大学
摘要：1998-2018年是我国新一轮课程改革实施的20年。课程实施作为课程研究的一个新领域伴随着课程改革的推进而深入发展。20年来课程实施研究成果不断增多,关注的热点不断聚焦,研究的主题越来越丰富。对课程实施基本问题的研究反映在对义务教育阶段和普通高中阶段课程实施的持续研究、对课程实施水平的研究以及课程实施影响因素的研究不断深入。课程实施研究为国家和地方层面的教育决策提供依据,课程实施研究有助于提升课程改革的质量。
文献来源：
马云鹏,金轩竹,张振.我国课程实施研究20年回顾与展望[J].教育研究与实验,2019(05):38-44.
【三】
推荐人：
徐鹏，东北师范大学文学院副教授，博士生导师。
推荐语：
研究者运用马克思·范梅南倡导的现象学研究方法，探究韩国初任教师在基础教育高风险考试情境中，如何理解职前教师教育准备的意义和价值。她选择数学、英语等学科的初任教师为研究对象，围绕“职前生活和学习”“学校情境中的教学体验”“教师职业未来憧憬”等话题开展三轮深度访谈。研究发现，职前教师教育侧重把初任教师培养成学科领域专家，具有显著的专业化取向；在高风险考试情境中，初任教师的日常工作更多是带领学生应对考试，而不是引导学生对学科内容进行深度理解和综合运用。他们常常发现初中生承受着巨大考试压力和心理焦虑，希望能够提供帮助和支持，但又觉得自身能力不足。因此，初任教师认为：教师教育首先需要把职前教师培养成一个自主、独立、成熟和富有关爱的人。韩国和我国同属东亚教师教育文化圈，中小学校都具有相似的高风险考试情境。该研究具有强烈的反思意味，对我们思考教师教育价值取向、教师教育课程变革等议题带来一定启发。
推荐文章：
The meaning of teacher education in an examoriented education system: lessons from novice secondary teachers in Korea
Jina Ro
ABSTRACT：This study investigated four novice secondary teachers’ experience and perceptions of teacher education in relation to their current work experience in a high-stakes testing context. The novice teachers commonly indicated that their preparation, which had focused on content expertise, turned out to have little significance in schools, as they mainly executed teaching to the test. Instead, their role as homeroom teachers, which was concerned with caring and supporting students, was found to have much more signifinance. Accordingly, they indicated that teacher education must more strongly emphasise preparing teachers for that role, which requires them to become mature, considerate, and autonomous educators. Based on this finding, this study suggests the need for a clearer conception of and emphasis on the subjectification function of teacher education that is grounded in the consideration of the fundamental vision, purpose, and meaning of teacher education in a society.
文献来源：
Jina Ro. The meaning of teacher education in an exam-oriented
education system：lessons from novice secondary teachers in Korea[J].Asia-Pacific Journal of Teacher Education，2019,47（4）：399-413.
【四】
推荐人：
于海波，东北师范大学物理学院教授，博士生导师。
推荐语：
STEAM教育是当前国际教育研究的热点话题。作者将STEAM教育与我国传统文化相结合，提出了以弘扬我国优秀传统文化为导向的本土化STEAM教育（C-STEAM)，并进一步阐述了C-STEAM教育的价值、课程类型、教学策略等。该研究为教师进行传统文化教学提供了新视角，对我国STEAM教育的本土化开展也有重要的启示作用。
推荐文章：
面向文化传承的学科融合教育(C-STEAM):价值定位与分类框架
詹泽慧 钟柏昌 霍丽名 黄美仪
华南师范大学教育信息技术学院 佛山市禅城区教育发展中心
摘要：以传承中国优秀传统文化为目标导向的学科融合教育是一种具有本土特色的STEAM教育(即C-STEAM)。就核心价值而言,C-STEAM具有培养学生核心素养的育人价值、传承优秀传统文化的载体价值、打造区域特色文化的社会价值。立足于此,该文进一步剖析了C-STEAM教育的培养途径,从培养方式(“重过程—重结果”)和能力发展(“低阶—高阶”)两个维度出发,构建了ETIC框架,进而区分出感受体验型、技艺训练型、探究学习型、创新创作型四种典型的C-STEAM项目模式。每一类项目均有独特的内涵、特征、教学策略和相关案例,不仅可以独立使用,也可以根据需要交叉组合和迭代应用。籍此为C-STEAM项目设计提供指导性思路,为构建系统合理的C-STEAM教育奠定基础。
文章来源：
詹泽慧,钟柏昌,霍丽名,黄美仪.面向文化传承的学科融合教育(C-STEAM):价值定位与分类框架[J/OL].中国电化教育,2020(03):69-76.
【五】
推荐人：
尹爱青，东北师范大学音乐学院教授，博士生导师。
推荐语：
本研究以分析小学音乐教师关键能力的构成因素以及探究高校音乐课程是否能够满足音乐教师培养的需求为研究目标，运用德尔菲法对7名高校音乐教师教育专业专家进行访谈。通过专家咨询确定了音乐教师必备的知识与技能指标，并分析得出音乐教学方法是培养未来音乐教师最重要的课程。除此之外，研究建议应该开设更多的实践课程，即通过增加实践课和减少理论课的数量来重组课程结构。在研究方法和研究内容上为我国音乐教师教学能力的研究提供了参考与借鉴。
推荐文章：
Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers
Begic Jasna Šulentic Begic Amir Škojo Tihana
Abstract:This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.
文章来源：
Begic Jasna Šulentic,Begic Amir,Škojo Tihana. Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers.[J]. international journal of higher education, 2017, 6(1):197.
教师教育研究院
2020年3月23日
