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传统的教研组活动在培养教师上起到了一定的作用,但新形势对教师专业化发展提出了更高的要求,教师们渴望高质量的教研,渴望有专业的引领,渴望教师之间真正的交流与合作。“教师学习共同体”教研活动,探索了经验交流式、专题研讨式、深层磨课式、无生上课式、教学沙龙式、序列延展式、分层推进式等校本教研的新形式,逐步形成了分享经验、智慧共享、资源同享、同伴互助、良性竞争的教师整体团队、改善了教学实践。
The traditional teaching and research group activities have played a certain role in training teachers. However, the new situation has put forward higher requirements for the professional development of teachers. Teachers are desirous of high quality teaching and research, longing for professional guidance and longing for the real exchange between teachers cooperate with. “Teacher learning community ” teaching and research activities, explored the exchange of experience, seminars, deep grinding class, non-raw class, teaching salon, serial extension, layered promotion of school-based teaching and research of new forms, and gradually Formed a sharing of experience, wisdom sharing, sharing of resources, peer assistance, healthy competition in the overall team of teachers to improve teaching practice.