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近年来,我校大力推进后“茶馆式”教学,研究成果不仅荣获教育部颁发的全国基础教育课程改革教学成果一等奖,而且引起了全国各地乃至其他国家教育同行的广泛关注。学生自己能学会的,教师不讲;尽可能暴露学生的潜意识,尤为关注“相异构想”的发现与解决。后“茶馆式”教学这两个课堂教学关键干预因素,也逐渐被大家理解与接受。如何把这两个关键干预因素真正落实到学校每一位教师每一节家常课中,使其成为提高课堂有效性的重要抓手?如何提高我们后“茶馆式”教学研修活动的有效性,进一步促进学校教师的专业化水平?如何让每一位来校观摩后“茶馆式”教学的同行更直接更具体地理解后“茶馆式”教学课堂中教师教育行为的价值取
In recent years, our university has vigorously promoted the teaching of “teahouse style”, and the research achievements have won not only the first prize of teaching achievements in the reform of basic education curriculum in China issued by the Ministry of Education, but also the widespread concern of educational counterparts across the country and even in other countries. Students can learn by themselves, teachers do not speak; exposed students as much as possible the subconscious, with particular attention to “different conception ” found and resolved. After “teahouse style ” teaching two key interventions in classroom teaching, but also gradually be understood and accepted by everyone. How to truly implement these two key intervention factors in each section of every teacher in the school, making it an important starting point to improve the effectiveness of the classroom? How to improve the effectiveness of our “Teahouse” teaching and training activities? How to make every one come to school to observe the value of the teacher education behavior in the teahouse style teaching class after the teaching of teahouse style teaching is more directly and more specifically understood take