微型课题管理中的几点体会

• 作 者: 陆娟
• 机 构: 江苏省张家港市后塍幼儿园,
• 出 处: 好家长
• 发表日期: 2014年41期
• 关键词: 教科室 全权管理 计划表 研究计划 评定考核 社会实践能力 层次差异 游戏环境 一瓢 生态环境

我园的微型课题研究历程可以追溯到几年前,那时微型课题称之为子课题,门槛较高,专门由年级组长职务的教师承担。当课题研究开始打破少数人从事科研的局面时,微型课题渐渐被教师熟知,逐渐在全园教师中推开。一、微型课题研究需要权衡和自主互融微型课题研究的内容如果一味地任由教师自由去选择,那肯定是行不通的。

The study of the miniature project in our park can be traced back to a few years ago. At that time, the micro-project was called a sub-project with a high threshold and was exclusively undertaken by the teachers in grade leaders. When the research project began to break the scientific research situation of a small number of people, the micro-issues gradually became familiar to teachers and gradually opened up among teachers in the park. First, the study of micro-issues need to be weighed and self-financing micro-topics of research content If blindly allow teachers to choose freely, it certainly will not work.