Description
Book SynopsisPart 1 New Thoughts.- Educators’ Professional Ethos: Sustaining Relevance in Changing Times.- Understand the Path, Walk It Diligently.- Teaching Research: Empowering Quality Education in the New Era.- Part 2 Common Concerns.- The Educational Landscape and Concerns in the Age of Artificial Intelligence.- Part 3 Teacher Development.- Humanistic Educational Philosophy: Exploring Yu Yi' s Pedagogical Theory.- Theoretical Framework, Content, and Practical Paths to Transform Teacher Training.- Teacher Education Reform Toward Anthropology: Theoretical Analysis and Practice Paths.- Construction and Implementation of a “Team-Based” Teacher Training System.- A Study on Class Clinical Supervision of Staff Developers.- Research on the Teachers' Evaluation and Application of Domestic and International Development.- Part 4 Teaching Research.- Application of Curriculum Implementation Monitoring Outcomes in General Senior High Schools From the School Improvement Perspective.- Reform and Practice on Teaching Research Guided by Deep Teaching Research Tools.- Precision Teaching Research: Connotation, Characteristics, and Practical Paths.- High School Mathematics: Promoting Deep Learning Through Unit-Based Lesson Activity Design.- Part 5 Future School.- Construction of Teachers’ Practical Knowledge Model in STEM Education in the Age of AI.- Optimizing High School Information Technology Instructional Design Using Generative Artificial Intelligence: A Case Study of “Image Encoding”.- Whose AI, What Kind of Workers—Labor Education in Vocational Schools in the Era of Artificial Intelligence.- Limitations and Optimization of Video Analysis Methods in Classroom Instruction: A School-Based Research Perspective.- Research on the Development and Validation of Learning Ability Assessment Tools for K12 Teachers.- A Study on Constructing an AI Literacy Model for K12 Students: An Analytical Perspective Based on the Competency Onion Model.- Information Technology for Interdisciplinary Theme Teaching: The Case of TRIP.- From Industrial Age Schooling to a School for the Knowledge Society: Why we need a Spatial Paradigm Shift in Teacher Education.
