长期以来,教研工作管理中,对教师教育行为的评价基本依赖于领导评、专家评,依赖于公开教学、赛教等展示活动,依赖于教育行政部门明确的职业要求和规范等外部手段来影响和改进教师的教育行为,促进教师提高教育素养和业务能力。诚然,这些手段的运用确实收到了一定的效果。但笔者从实践中感到这样做也存在一些缺陷:一是教师始终处于接受评判的被动地位,容易形成依赖心理,其主观能动作用受到了抑制,缺乏主动探究心理;二是教师往往盲目听从他人的意见知其然而 For a long time, teaching and research work management, the evaluation of teacher education behavior basically depends on the leadership evaluation, expert assessment, relying on open teaching, race teaching and other display activities, relying on the education administration department of a clear job requirements and norms and other external means to influence And improve teachers ’educational behavior so as to promote teachers’ education and professional ability. Admittedly, the use of these means has indeed yielded some results. However, the author feels there are some shortcomings in practice: First, teachers are always in the passive position of accepting judgments and tend to form dependency psychology. Their subjective initiative is restrained and they lack the initiative to explore psychology. Second, teachers tend to blindly listen to others Opinion however