对外汉语教案教学反思怎么写(【100篇】免费教师素质论文摘要范文,为你的摘要)(3)

This study adopts the self-compiled "Questionnaire on the Quality of Primary and Secondary School Teachers", and conducts a survey of 1079 primary and secondary school teachers in five regions, including Nanning, Liuzhou, Guilin, Yulin, and Beihai, in order to understand the situation in our district. The current composition and characteristics of the quality of elementary school teachers.

The conclusions are as follows: 1.'s self-edited "Questionnaire on the Quality of Primary and Secondary School Teachers" has good reliability and validity. Through exploratory factor analysis, the teacher quality structure is composed of seven factors, namely, professional attitude, educational philosophy, Professional knowledge, professional ability, course quality, psychological quality and information literacy.

2.The average quality of teachers in the whole district is divided into 3.93. The quality of teachers is at a relatively high level. Among them, teachers have the highest level of educational philosophy and professional ability, which exceeds the average level of teacher quality. The professional attitude, professional knowledge and psychological quality of teachers are second, and are similar to the average level of teacher quality. Teachers' curriculum quality and information literacy level are the lowest, which is lower than the average level of teacher quality.

3. Teacher quality has significant differences in school type, residence, school level, and subject. The quality of middle school teachers is significantly higher than that of elementary school teachers, and the quality of teachers living in counties and cities is significantly better than that of teachers living in rural areas. The quality of teachers in (demonstration) schools is significantly better than that of teachers in ordinary (general) schools.

4.The quality of teachers presents a more complicated situation in terms of gender differences: female teachers have excellent professional attitudes

Summary of the Ninth Paper on Teacher Quality: Research on the Basic Characteristics and Qualification Standards of Double-Quality Teachers in Higher Vocational Colleges——Based on the Analysis of 39 National Key Higher Vocational Colleges for Project Construction

In order to better understand the basic characteristics and qualification standards of double-qualified teachers in higher vocational colleges, this article analyzes the data and information of 39 national backbone higher vocational colleges and universities, and the research finds that they have different ages and genders. Among the full-time teachers in the school with characteristics such as education, academic degree, degree, professional technical position level, vocational qualification certificate level, or professional field, the proportion of double-qualified teachers is different. The qualification standards of each institution are in the scope of accreditation, accreditation type and accreditation There are differences in conditions and other aspects. Suggestions: include the external teachers in the scope of certification, divide the double-qualified teachers into different levels according to the professional growth stage, and establish a qualification standard tier system.

The tenth sample abstract essay: Retrospect and prospect of the research on the quality and training of teachers of Chinese as a foreign language

The research on the construction of the teaching staff of Chinese as a foreign language in New China began in the 1980s. In the past ten years, academics have made great achievements in the research on the quality of teachers of Chinese as a foreign language, teacher training and professional talent training. The shortcomings of previous studies are that we are There are many discussions on what knowledge structure and ability structure teachers should have, but the relationship between knowledge and ability and how to train and recognize the teaching ability of teachers has failed to do more in-depth research, and how to evaluate teachers through quantitative analysis and follow-up investigations. Research on the effectiveness of training should also be strengthened. Under the current new situation of the international promotion of Chinese, we need to broaden our research fields and shift our research focus to the training of Chinese language teaching volunteers and overseas Chinese teachers in primary and secondary schools.

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