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教研活动的开展,目的是以研促教,探索教学规律,达到事半功倍的教学效果。因而它应具有前瞻性、引领性、规律性、普遍性、实用性。然而,当前我国农村中学开展教研活动有华而不实的情况,只注重形式,不考虑自身的实际情况,追求时髦,搞花架子的现象屡见不鲜,其主要表现为以下四个方面;一是教研课题大。学校在定教研课题时,不结合自身的实际情况,照搬照抬别人的教研课题。造成活动开展时无从下手或盲于应付。如:别人讲情景教学,自己跟着把录音机、电视机、电脑搬上课堂,教师在运用时却出现了不会操作、操作不当或运用混乱的尴尬局面。二是教研课题多。某些学校在制定教研课题时少则四、五个,多则七、八个,甚至超过两位数的也大有“人”在。开展活动时犹如蜻蜓点水一晃而过。其结果是资料有了,时间花了,钞票用,老师累了,学生厌了,效果没了。三是实验上课假。探索教学规律,需要在真实的情景中总结。然而很多实验课却是在上“复习”课。很多老师在上实验可时,课前已经给学生灌输了相关内容;有的甚至安排好了回答问题的学生。结果是上课时学生回答问题举手如林,对老师的问题对答如流。这种现象反映不出真实的情况,也总结不出实用的教学规律。四是实验评课虚。或许是教师水平低,提不出新颖的观点,或是怕得罪别人,造成教师之间的隔阂。所以评课时说套话、好话、阿谀逢迎。五是实验跟踪松。实验经验的总结,目的是应用于今后的教学。可是,实验经验被封存入档、束之高阁是个普遍现象。
The purpose of teaching and research activities is to promote research and teaching, to explore the teaching of law, to achieve a multiplier effect of teaching. Therefore, it should be forward looking, leading, regular, universal and practical. However, at present, there are flawless cases of carrying out teaching and research activities in rural middle schools in our country. Only paying attention to the form and not considering their own actual conditions, it is not uncommon for them to pursue fashion and popularize flowers and shelves. The main problems are as follows: Firstly, there are a lot of teaching and research topics. Schools in fixed teaching topics, do not combine their own actual situation, copying the teaching of others to copy subjects. As a result, activities can not be started or blindly dealt with. Such as: Silence teaching others, followed by their tape recorders, televisions, computers into the classroom, there are teachers in the operation there will be no operation, improper operation or the use of confusion in the embarrassing situation. Second, many teaching and research topics. In some schools, there are at least four to five in the development of teaching and research projects, seven to eight in number, and even more than two figures. Activities like a superficial flash by. The result is information, time spent, banknotes used, the teacher tired, tired of students, the effect gone. Third, the experiment on holiday. To explore the law of teaching needs to be summarized in the real situation. However, many experimental classes are on the “review” class. Many teachers in the experiment can be, before the class has been given to instill the relevant content; some even arranged for the students to answer the question. As a result, students answered questions in class and raised their hands in class, answering the questions from the teachers. This phenomenon does not reflect the real situation, but also can not sum up the practical teaching rules. Fourth, experimental evaluation class virtual. Perhaps the teacher is low, can not mention novel ideas, or afraid to offend others, resulting in barriers between teachers. So when the class comments, saying good things, 谀 谀 welcome. Fifth, the experiment followed loose. The summary of experimental experience, the purpose is to apply in the future teaching. However, the experimental experience is sealed into the file, shelved it is a common phenomenon.