教師素質(zhì)與教學(xué)技能論稿

內(nèi)容概要

　　《教師素質(zhì)與教學(xué)技能論稿（英漢對(duì)照）》40篇文稿選自美國《教育文摘》，內(nèi)容涉及教師素質(zhì)、教學(xué)技能、教學(xué)管理和學(xué)生管理。這些文章均出自美國教育專家或一線教師之手，選題針對(duì)性強(qiáng)，觀點(diǎn)新穎獨(dú)到，論述充分翔實(shí)，既是理性探索的成果，又是寶貴經(jīng)驗(yàn)的總結(jié)，對(duì)我國師范專業(yè)學(xué)生的教師素質(zhì)培養(yǎng)與在崗教師解決問題的實(shí)用能力提高具有重要的參考價(jià)值?！督處熕刭|(zhì)與教學(xué)技能論稿（英漢對(duì)照）》分為“教師素質(zhì)”、“教學(xué)技能”、“教學(xué)管理”和“教學(xué)拓展”4個(gè)部分，各部分均由10篇文稿組成。文中涉及的背景知識(shí)、專業(yè)術(shù)語、常用短語和習(xí)慣用語等采用腳注加以說明。《教師素質(zhì)與教學(xué)技能論稿（英漢對(duì)照）》閱讀對(duì)象為：師范院校各專業(yè)學(xué)生、在職中小學(xué)教師和教學(xué)管理工作者?！督處熕刭|(zhì)與教學(xué)技能論稿（英漢對(duì)照）》尤其適合英語專業(yè)在校師范生和在職中小學(xué)英語教師閱讀。

書籍目錄

Part Ⅰ .Teacher QualityNow More than Ever， Show Kids Your Care！Now More than Ever， Help Kids Build Character"My Morale Has Fallen， and It Cant Get Up!"Will New Teachers Be Prepared to Teach in a Digital Age?What Teachers Think of Teacher EducationTeach with Gusto!Why Teachers LeaveAn Advisors Advice on Student ActivitiesSCAMPER for Student CreativityA Lesson to Enhance Student Self-EsteemPart Ⅱ：Teaching SkillsTeaching to All Learning StylesDe-densify Information OverloadCreativity Reigns （Not Reined） in the Regular ClassroomLightening the Load for the Pressured Child"Humor" Your Students !Active Learning Promotes Reading SkillsCooperative Learning： Abused and Overused7Higher Quality QuestioningSeven Steps to Teach Critical ThinkingThree Basics for Better Student OutputPart Ⅲ： School ManagementA Caring Alternative to SuspensionIn Good Discipline， One Size Doesnt Fit AllThree Cheers for School SpiritPublic and Private School Differences Go Deeper than DollarsSchool Rule-Making and Citizenship EducationShould "Good Work" Mean More Work?School Size Counts ..Working Magic on the School ImageBuilding a Better Physical-Education ProgramAnti-Dropout InterventionsPart Ⅳ： School ExtensionBattling Busywork Helps De-hassle HomeworkTargeted Homework Motivates KidsMaking Homework WorkDoing Our Homework on HomeworkUse Test Results as Tools to Improve TeachingDesign Your Tests to Teach， Not Just TestSecuring High-Stakes Tests from CheatingDos and Donts of Parent-Teacher ConferencesInvolving Parents Lets Students and Teachers WinBetter Parent-Teacher Conferences

章節(jié)摘錄

　　To these， the teachers we surveyed add-ed： inadequate and unsupervised school-basedexperiences， poor quality of many teacher can-didates（i）， and university faculty inexperiencedin the schools.　　When teachers talk about teacher educa-tion， their opinions are grounded in practice.They value ideas that translate directly into abetter lesson for the class and reforms thatmake it more likely for children to learn. Re-search-based theory， the preoccupation ofmany schools of education， is largely irrelevantto teachers， who must deal with 20 to 35students five or six hours a day.　　The survey responses come at a time whenteacher education practices and policies are ingreat flux， with reformers tackling differentaspects of teacher education. The frustrationsand irritations teachers express arise， to greatdegree， from their belief that schools of educa-tion should be committed to preparing teachercandidates for the practice of teaching.　　Teacher educators， on the other hand，see their purpose as the study of pedagogy： de-veloping theories of teaching and learning in ararefied world remote from the day-to-day re-alities of a K-I2 classroom.

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