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中小学(尤其是小学)的科研,常有学校课题立项后即悄无声息,直到课题结题时做场汇报,展示几节课,才让老师们再次想起学校有这项课题。从目前的现状看,以科研促教研,促进教师专业发展的必要性与紧迫性并没有为广大学校管理者和一线教师所认同。我校也曾采用课题研究与学科教研双线并行的运作方式导致教科研整合不足而出现教研、科研相割裂的情况。在此情况下,我们思考:教研如何向纵深开展?怎样将课题研究与教研有效整合、“捆绑运作”?通过怎样的途径与方式能够真正
In primary and secondary schools (especially primary schools), there is often no sound after the establishment of a school project. There is no report until the end of the project. Only after several sessions of demonstrations are the teachers re-thinking of the school’s problems. Judging from the current status quo, the necessity and urgency of accelerating teachers’ professional development with research and research are not recognized by the majority of school administrators and front-line teachers. Our school has also adopted the subject of research and teaching and research parallel operation of the two-way operation led to the lack of integration of teaching and research appeared in the research, research and the separation of the situation. In this case, we think: how teaching and research to carry out in depth? How to effectively integrate research and teaching, “bundled operation ” through what ways and means can be true