Practical Teacher Training Through Implementation of Capacity Building Internet Projects

第29卷第2期　2010年2月实验室研究与探索R ESEARCH AND EXPLORATI ON I N L ABORAT OR YVol .29No .2　Feb.2010　改革实验工作模式　促进应用型创新人才培养杨金山(衡水学院数学与计算机科学系,河北衡水053000)摘　要:在传统管理理念与管理体制的制约下,新升本院校实验室工作中存在着诸多问题,不适应新时期高素质创新人才的培养要求。

因此首先应以科学发展观和以人为本的理念指导实验教学工作,实现3个转变。

其次要全面开放实验室,包括时间和空间的开放。

三是要构建“一个目标、两大类型、两种要求、4个层次、N 个模块”的纵横交错的立体式实验教学体系。

四是要定员专配实验教师,重视人才引进,加强人才培养,提高教师素质。

五是要引进外援,多渠道共建实验室。

最后,阐述了通过加快实验室和实验教学管理信息化、网络化进程,促使实验工作快速地上新水平。

关键词:以人为本;纵横交错的立体式实验教学体系;应用型创新人才培养中图分类号:G 642 文献标识码:A 文章编号:1006-7167(2010)02-0078-04Re f o r m i ng Expe ri m enta lWo rk Mo de l and P r omo ti ng App lica ti o n 2O ri e ntedI nnova ti ve Ta lent Cultiva ti o nY AN G J in 2shan(Depart m ent ofMa ths and Compute r Sc ience,Hengshui Unive rsity,Hengshui 053000,China )Abstrac t:B ased on the sc ientific deve l opm ent concep t and the pe ople 2first conce p t,this article suggested that experi 2m enta l teaching should make thr ee changes .A nd laborat ory should be f ully opened including ti m e 2and space 2open.The third,“a goa l,t w o m aj or type s,t w o kinds of require m ents,f our levels,N modules ”in a criss 2cr oss and three 2di m en 2si onal expe ri mental teaching syste m should be built .The fourth,s pecially configuring experi m ental teache rs,intr oduct 2ing talents,teacher training,and i mp r oving the qua lity of teachers should be carried out .The fifth,m ulti 2channel and jointly to build a laborat ory by intr oducing foreign aid.The last,in order to m ake the experi m ents wor k more quickly t o a ne w leve l the infor m atizati on 2and 2net working p r ocess of the laborator y m anage m ent and expe ri m ental teaching manage 2m ent m ust be acce lerated .Key wor ds:people 2oriented;criss 2cr oss and three 2di m ensi onal experi m enta l teaching syste m;cultivati on of applicati on 2oriented innovati on talents收稿日期:2009-09-14基金项目衡水学院院级课题项目(6)作者简介杨金山(5),男,河北枣强县人,硕士,讲师,教研室主任,研究方向计算机网络控制与智能控制、教育信息化技术应用。

Teacher Training EssayGraceTheoretical rationale:I don’t know what the best way to teach is, but I have learned what we should do to avoid preventing learning.All in all, the main teaching aims are of high importance for a lesson. The other things you do should support the aims. First, a good plan is quite important for a lesson, because a teacher need to consider lots of factors that would affect the quality of teaching, such as students’ level, learner needs and so on, and find out the possible solutions to the anticipated problems. Second, good time management is also quite important, otherwise you can not fully achieve your teaching aims. Third, teacher presence, teachers should be enthusiastic enough to motivate the students. Fourth, teacher talk including clear, simple and short instructions followed by effective CCQs, try to elicit rather than telling, avoid repetition and echoing, using prompt, increase students’ talk and decrease teacher talk. Time is quite limited in one class, a teacher should ensure everything done effectively and efficiently. Fifth, classroom management, good monitoring, have eye contact with each students, wait until everybody is ready and then give instructions. Besides, dealing with disruptions flexibly is also necessary. How to correct errors? There are many ways that a teacher can do to help students correct errors, first letstudents correct that by themselves, then invite peer correction and finally followed by teacher correction, because students should be given opportunities to improve themselves. Sixth, using a variety of activities to appeal to different learning styles and arouse their learning interest, arranging logical sequence of stages, from easier ones to more difficult ones. Different interaction patterns should be applied to help and motivate students’learning. Seventh, using peer feedback and peer correction and peer teaching, developing autonomous learning and raise students’awareness of their own mistakes. Eighth, personalizing what you teach, make it more relevant to students and involve their participation by personalizing the knowledge. Ninth, I should try to make full use of the teaching aids, overhead projector, pictures, realia, pictures, cards, blackboard and white board, computer, and handouts. All these things can make your lesson more interesting and effective. Tenth, for some activities, the teacher should give a demonstration after giving the instructions, if not, students sometimes feel confused and do n’t know exactly what to do, thus your lesson could not go smoothly as you have planned. Ensure everybody is speaking English in the classroom, creating a natural environment for learning. Finally, good seating arrangement and other physical environment should also be considered before and in class. Practice application:But I knew few of the many things about teaching I listed abovebefore this training course, from my five TPs and other trainees’ lessons I have observed, I have already changed a lot.For example, my first peer teaching was a disaster, I repeated a lot, echoed, my instructions were not clear and my students didn’t know what to do, I didn’t design a variety of activities to appeal to different learning styles, so my students were not motivated to learn. My time management was bad because I didn’t finish the lesson on time, thus I didn’t fully achieved my teaching aims. I didn’t use any teaching aids that were already available.In my following TPs, I changed a lot. In my second TP, I used a lot of eliciting rather than telling in that class, I elicited our topic for that class “so today we will learn…” which helped my students think a lot by themselves. When teaching the word “wind will”, I gave gestures to describe it and elicited the word from the students. Then I arranged a competition in which students were motivated to guess the meaning of the new words from the context. I also invited peer help for matching pictures because some students finished earlier than others. And I changed students’partners, but my time management was very bad, I didn’t finish the lesson as I planned, I should have concentrated on something more important. So I decided to be more flexible next time.In the following TPs, I began to make more progress. My time management improved a lot and I could fully achieve my teaching aims. Ilearned to design a variety of activities, such as various kinds of competition, interview, doing a survey, hot seat, finding the answers on the walls, matching pictures with definitions or words and so on. In my fourth TP, I taught some adjectives describing people’s characters. First I asked students to use the adjectives to describe the man in the picture based on the dialogue given. Then I elicited the topic for that lesson: “the adjective words to describe people’s characters”I asked ss to make dialogues based on the adjective they had and let other students to guess the meaning of the new word. And I also elicited the instructions for that activity, “when two students are presenting their dialogues, what should you do?” It was easy for them to remember the instructions in this way. Then I personalized the new words by asking my students to describe themselves or their best friends using those new words. I had given a demonstration for that activity first. I said “I am a very ambitious person, because I want to be the president of Xinjiang Normal University”and my students knew clearly what they should do. It’s student-centered activity and students were motivated to speak and learn. It was good both to help them memorize and check their understanding of the new words.I asked students to work in pairs and later change their partners to make a dialogue based on the situation given. Thus they would not get bored working with the same partner in the whole class. I used peer correction about pronunciation in several activities, for example, some studentsdidn’t know how to pronounce the word “ pessimistic”, but one student knew it, so I asked her to tell others how to read it and it worked very well.I also learned a lot from other trainees to visually appeal to visual and auditory learners by using videos, and I plan to use them more in my future teaching. From Rose Mary’s lesson, I learned how to monitor well and making sure everybody is looking at you while giving instructions. For instance, she asked students to do hot seat in her lesson, but one student was very naughty and she wanted to look at the word the teacher showed to another student, but Rose noticed that although she was busy at that time and she stopped the student. Besides, she brought many realias into class such as washing liquid, decappers, and remoter zapper and so on, and students really loved that, because those things were very close to the students’ life. From Angel’s third TP I learned how to use my body language better to help student understand me, ask good CCQs and use a lot of eliciting. For example, she used her hands to tell students to work in pairs or groups instead of telling them, thus her TT was reduced. She asked students to work in groups of four to use comparatives to describe the pictures on PP. The CCQs she asked for that activity were “what kind of sentences should you write on your board?”“who should you work with?”“How many minutes do you have?”. So the students knew clearly what they were expected to do. And she often used elicitingrather than telling them all the time. Sometimes she even elicited the instructions. For example, she drew a triangle on the board, telling them to write their favorite number on one angle, and then asked students what they should write on the other two angles. From Wendy’s fourth TP, I learned how to carry out student-centered activities and wait longer, teacher’s role is mainly an organizer and a manager. For instance, she first asked students to do a word search, and then asked students to stand in a circle, each student got an envelope containing a word, they should describe the word and other students tried to guess. And the last one was a competition, students worked in groups giving clues for the missing word in the crossing, the other group should guess based on their clues. Most of the time, the students had lots of opportunities to talk and they were motivated to speak. She waited until every student was looking and listening at her, then she gave instructions and the lesson went very smoothly.If you could keep thinking and there are always a lot new ways that you can use in teaching. In my opinion, this course not only offered me many new teaching activities, but also helped me think a lot about creating new ways in teaching by myself. Now I begin to think of some new ideas to use the materials, teaching aids and activities available creatively in my future lessons. As a teacher, I will continue to study because there is no end in perfecting my teaching.。

师范技能综合实训英文The Comprehensive Practical Training of Teacher's SkillsTeaching is a noble profession that requires a unique set of skills and knowledge to effectively impart information and guide students towards their full potential. The comprehensive practical training of teacher's skills is a crucial component in the development of aspiring educators, as it equips them with the necessary tools and experiences to thrive in the dynamic and ever-evolving field of education.One of the primary objectives of the comprehensive practical training is to provide pre-service teachers with a well-rounded understanding of the various aspects of the teaching profession. This includes not only the mastery of subject-specific content but also the development of effective classroom management strategies, the implementation of diverse instructional methodologies, and the ability to create engaging and meaningful learning experiences for students.During the practical training, pre-service teachers are given the opportunity to observe experienced educators in their natural classroom settings. This observation component allows the trainees to gain valuable insights into the daily routines, challenges, and best practices employed by seasoned teachers. By witnessing firsthand the dynamic interactions between teachers and students, the trainees can begin to develop a deeper appreciation for the complexities and nuances of the teaching profession.In addition to observation, the comprehensive practical training also involves the implementation of supervised teaching experiences. Pre-service teachers are assigned to work with mentor teachers, who provide guidance, feedback, and support throughout the teaching process. This hands-on approach enables the trainees to apply the theoretical knowledge they have acquired in their coursework and further develop their pedagogical skills.Through these supervised teaching experiences, pre-service teachers have the chance to design and deliver lesson plans, manage classroom dynamics, assess student learning, and reflect on their own teaching practices. The mentor teachers play a crucial role in this process, providing constructive feedback and helping the trainees identify areas for improvement. This collaborative approach not only enhances the trainees' teaching abilities but also fosters a sense of professional growth and self-reflection.Furthermore, the comprehensive practical training often includes opportunities for pre-service teachers to engage in extracurricular activities and community outreach initiatives. These experiences allow the trainees to explore the broader scope of the teaching profession, including the importance of building strong relationships with parents, collaborating with colleagues, and contributing to the overall well-being of the school community.Through participation in activities such as parent-teacher conferences, school-based committees, and community service projects, pre-service teachers gain a deeper understanding of the multifaceted nature of the teaching profession. They learn to navigate the complex web of stakeholders, effectively communicate with diverse audiences, and develop a heightened sense of social responsibility.Another crucial component of the comprehensive practical training is the emphasis on the integration of technology in the classroom. As the educational landscape continues to evolve, pre-service teachers must be equipped with the knowledge and skills to effectively leverage technology to enhance student learning. The practical training provides opportunities for trainees to explore and experiment with various educational technologies, such as interactive whiteboards, digital learning platforms, and multimedia resources.By gaining proficiency in the use of educational technology, pre-service teachers can create dynamic and engaging learning environments that cater to the diverse needs and learning styles of their students. This exposure to technological integration not only enhances the trainees' technical skills but also fosters their ability to adapt to the changing demands of the 21st-century classroom.The comprehensive practical training of teacher's skills is further strengthened by the inclusion of specialized workshops and seminars. These targeted sessions address specific areas of teaching, such as differentiated instruction, assessment strategies, behavior management, and inclusive education. By delving into these specialized topics, pre-service teachers develop a deeper understanding of the complexities involved in meeting the diverse needs of students.Moreover, the practical training often involves collaborative learning opportunities, where pre-service teachers engage in peer-to-peer discussions, group projects, and case-study analyses. This collaborative approach encourages the trainees to learn from one another, share best practices, and develop a strong professional network. It also fosters the development of essential skills, such as communication, problem-solving, and teamwork, which are crucial for effective teaching.Throughout the comprehensive practical training, pre-service teachers are also encouraged to engage in ongoing reflection and self-assessment. This process of reflection allows the trainees to critically evaluate their own teaching practices, identify areas for growth, and develop personalized professional development plans. By fostering a culture of reflection and continuous improvement, the practical training empowers pre-service teachers to become lifelong learners, constantly striving to enhance their skills and better serve their students.In conclusion, the comprehensive practical training of teacher's skills is a transformative experience that prepares aspiring educators for the challenges and rewards of the teaching profession. Through a multifaceted approach that combines observation, supervised teaching, extracurricular involvement, technology integration, specialized workshops, and collaborative learning, pre-service teachers develop a well-rounded set of skills and knowledge to effectively navigate the dynamic and ever-evolving field of education. By equipping pre-service teachers with the necessary tools and experiences, the comprehensive practical training lays the foundation for their success as dedicated and impactful educators.。

"Teacher Training Manual"是指教师培训手册：1. Introduction to Teacher Training:- Purpose and objectives of the training program- Overview of the training modules- Key skills and competencies for effective teaching- Importance of continuous professional development2. Understanding Learners:- Theories of learning and their implications for teaching- Understanding student diversity and individual learning needs- Creating an inclusive and supportive learning environment- Classroom management strategies3. Lesson Planning and Instructional Strategies:- Understanding the curriculum and standards- Effective lesson planning techniques- Selecting appropriate instructional strategies for different learning styles - Incorporating active learning and student engagement techniques4. Assessment and Feedback:- Different types of assessment and their purposes- Designing formative and summative assessments- Providing constructive feedback to support student learning- Using assessment data to inform instructional decision-making5. Technology Integration in the Classroom:- Understanding the role of technology in education- Selecting and using appropriate educational technology tools- Integrating technology into lesson planning and instruction- Promoting digital literacy and responsible digital citizenship6. Professional Ethics and Collaboration:- Ethical responsibilities and professional conduct for teachers- Building positive relationships with students, parents, and colleagues- Engaging in professional learning communities and collaborative practices - Reflective teaching and continuous improvement7. Classroom Management and Discipline:- Establishing classroom rules and expectations- Strategies for creating a positive and well-managed classroom environment - Addressing behavior issues and managing conflicts- Promoting a safe and respectful learning environment8. Special Education and Inclusion:- Understanding the needs of students with special educational needs - Strategies for supporting inclusive education- Collaborating with special education professionals and support staff - Differentiated instruction and accommodations for diverse learners9. Professional Development and Career Growth:- Engaging in lifelong learning and professional growth- Opportunities for further training and development- Teacher support networks and resources- Setting professional goals and career advancement10. Conclusion:- Summary of key concepts covered in the manual- Encouragement for teachers to apply the knowledge and skills learned - Resources and references for further reading。