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当课程改革不断往纵深处推进,教师外出学习的机会越来越多,视野也日渐开阔。但是,当前的学校教研存在诸多不良现象,影响着教师对教研的认识和参与。第一,目标模糊,主题不明确。学期初很多学校安排教研计划时,都没有确定教研主题,而是让教师自主申报,每人安排几节公开课;课后,教师无主题、无目标地评一评、说一说,便是“教研”。另一种情况就是学校选一些书籍或文章,在校务会上组织学习,让教师读—读、记—记……这种形式主义的“教研”有走过场的倾向,缺乏方向性、实效性。
As curriculum reform progresses in depth, opportunities for teachers to go out to study more and more and their field of vision become wider and wider. However, there are many unhealthy phenomena in current teaching and research in schools, affecting teachers’ understanding and participation in teaching and research. First, the goal is ambiguous, the subject is not clear. At the beginning of the semester, when many schools arranged teaching and research projects, they did not identify the theme of teaching and research. Instead, they let teachers make self-declaration and arrange several open classes for each person. After class, the teachers have no thematic and comment on the targetlessly. “Teaching and research ”. Another case is that the school selects some books or articles and organizes studies at school councils so that teachers can read-read, remember-remember ... Such formalist “teaching and researching” tended to go through the field, lacking in directionality, Effectiveness.