把握国际动态· 聚焦学术前沿· 助力教师成长
【一】
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：
教师培训作为教师教育的主要手段，在促进教师专业发展中起着重要作用。研究者结合具身认知理论的基本观点，对教师培训中“身体”的始源性价值进行了深入阐述，并为教师培训的实施提出了参考性建议。研究视角新独特颖，为完善教师培训提供了新视角，对创新教师教育研究有重要的借鉴价值。
推荐文章：
教师培训的身体转向:具身认知的视角
王会亭
淮阴师范学院教育科学学院
摘要：具身认知认为,认知与学习是身体作用于环境的活动而塑造出来的。从本质上讲,心智是一种身体经验,身体的物理体验制约着心智活动的性质和特征。心智基于身体、源于身体。具身认知对于指导教师培训的顺利推展至为重要,在其视域里教师培训的"身体"转向已日益明晰。与之相契合,"身体"在教育中曾有过高扬的历史。身心一体论的内在规定、身体是人的生命本质之一、心智的具身性特征等决定了"身体"在教师培训中的始源性价值。基于此,在教师培训中亟须施行保全身体的培训,关注受训教师的身体感受,强调受训教师的身体"在场"。
文献来源：
王会亭.教师培训的身体转向:具身认知的视角[J].课程.教材.教法,2019,39(06):119-124.
【二】
推荐人：
邓涛，东北师范大学教育学部副教授，博士生导师。
推荐语：
教师职前教育的课程如何设计？其有效性如何评价？优质的教师职前教育课程有何特征？本文选取了大量关于教师教育课程研究的文献进行分析，并对芬兰、澳大利亚、新加坡、英国等国的教师职前教育的课程设计等进行了比较，最后回答了上述问题，同时提出了教师教育课程领域值得进一步研究的话题，值得同行专家关注和思考。
推荐文章：
The Curriculum for Initial Teacher Education: Literature Review
Dr Emily Perry, Dr Josephine Booth, Dr David Owen, Dr Kim Bower Sheffield Hallam University
ABSTRACT:In order to inform the development of its new inspection framework for initial teacher education (ITE), Ofsted wishes to draw on the available evidence from research about ITE. To frame this, Ofsted has posed two research questions as the focus for this review of the literature:
1. How does the curriculum of ITE providers prepare/equip their trainees for the first years of in-service teaching?
2. To what extent does ITE curriculum impact upon new teachers’ teaching practice/experience?
In order to address these questions we have sought to review the extant body of literature in order to:
● summarise available evidence about the curriculum for initial teacher education in England and in selected international systems;
● highlight examples of good practice and strong research evidence;
● identify gaps in the literature and questions for further research.
This review will support other research into the ITE curriculum being carried out by Ofsted, including stakeholder surveys and other fieldwork. It follows and draws on Ofsted’s recent research into the school curriculum. In this review, as well as exploring findings from the literature relating to the research questions above, we will identify gaps in the research and suggest questions for Ofsted’s research.
文献来源：
Dr Emily Perry, Dr Josephine Booth, Dr David Owen, Dr Kim Bower. The Curriculum for Initial Teacher Education: Literature Review[R]. Sheffield Institute of Education，Sheffield Hallam University , 2019.3.
【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：
作为教师教育者，我们很少研究自己所在的这个群体。几位芬兰学者恰好选择了东北地区的同行作为研究对象。他们运用教学感知量表调查了115位教师教育者，探究他们秉持的教学取向，以及教学取向与他们对教学和科研关系感知的相关性，发现了非常有趣的结论。该论文为我们审视教师教育者的专业实践、文化身份等问题带来新思考。
推荐文章：
Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching
Yanling Cao Liisa Postareff Sari Lindblom-Ylänne
ABSTRACT：This study explores teacher educators' perceptions of their approaches to teaching and the closeness of their research and teaching. A total of 115 participants completed questionnaire. The results showed that these teacher educators perceived information transmission as an element of the student-focused approach to teaching. Three clusters were identified which mirrored different kinds of combinations of the teacher-and student-focused approaches to teaching. The results further revealed that these clusters were related to how closely teacher educators considered their teaching and research to be related to each other.
文献来源：
Yanling Cao，Liisa Postareff，Sari Lindblom-Ylänne，Auli Toom.Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching[J].Teaching and Teacher Education，2019，85（10）：125-136.
【四】
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：
本研究基于Desimone (2009)高水平教师专业发展特征的理论框架，对1990年至2015年间，发表在7种主流音乐教育期刊中共计17篇文献提及的24项音乐教师专业发展策略（例如：研讨会、课程等）进行了分析。该研究结果为提高学校音乐教师专业发展质量提出了具体方法，为音乐教育政策研究和教学实践研究提供了理论参考。
推荐文章：
High-quality music teacher professional development: a review of the literature
Alfredo Bautista Xenia Yau Joanne Wong
Nanyang Technological University
ABSTRACT：Most published journal articles describing professional development (PD) initiatives for K-12 music teachers have not explicitly alluded to the ‘features of high-quality PD’, a solid theoretical framework arisen in content areas with more tradition in PD research (e.g. mathematics and science education). The goal of this review was to examine the musicspecific PD literature using this framework. We reviewed seven mainstream music education journals from 1990 to 2015, identifying 17 articles reporting on a total of 24 PD initiatives (e.g. workshops, courses, programmes, school-based PD). Results show interesting differences in the extent to which the various features considered (i.e. content focus, active learning opportunities, collective participation, duration, and coherence) are exhibited in these music-specific initiatives. This analysis is relevant for music education theory, policy, and practice, as it suggests concrete ways of improving the quality of the PD offered to school music teachers.文献来源：
Alfredo Bautista, Xenia Yau, Joanne Wong. High-quality music teacher professional development: a review of the literature[J].Music Education Research, 2017,19(04), 455-469.
【五】
推荐人：
孟繁胜，《中小学教师培训》杂志社副编审，东北高师师资培训中心副主任。
推荐语：
以访谈的形式，向我们介绍了课标修订思路，即由一维目标转向三维目标，在“基本知识、基本技能”目标基础上，增加了“过程与方法”“情感态度价值观”目标；突出了一个重要的教育理念——世界上很多东西是“悟”出来的，而不是“教”出来的。这也使信息技术与学科教学深度融合成为有效教学的必要条件——可借此创设有助于学生学习操作与思维活动有效展开的教学情境。本文明确了信息技术与学科教学深度融合的目标导向，即从知识立意到智慧立意；建议了信息技术在课堂教学中应用的原则，即把握本质，遵循规律，启发思考；给出了具体实施的建议，即教材数字化联动，创设情景增强体验感。此文通俗易懂，理念通透，对于教学、研究和技术实践都颇具启发性。推荐文章：
深度融合信息技术，提升小学数学教学魅力
—专访数学课程标准修订组组长、东北师范大学原校长史宁中教授
采访概要：2019 年，教育部启动了新一轮义务教育数学课程标准修订工作。大数据、人工智能等新技术如何应用于小学数学教学，新的课程标准会给出规范或建议吗？如何实现技术与教学深度融合？教师该如何把握数学本质，使教学有趣更有效？一起来看《中小学数字化教学》对数学课程标准修订组组长、东北师范大学原校长史宁中教授的专访。
文献来源：
转载自：中小学数字化教学
https://mp.weixin.qq.com/s/eMEBJQzHJlyxAm4ISDkTFQ
教师教育研究院
2020年3月10日
