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仅用“学分化”来推动继续教育,有点儿“走着走着,就忘了当初为什么出发……”的意思。近日,一则S省“教师继续教育学分化”的新闻引起了我的关注。其实,继续教育“学分化”绝对不是山东省的首创,作为一名一线教师,类似“学分化”政策手段也曾被用在我们身上。可以不夸张地说,正是因为有了“学分化”或者类似的行政手段,一些地区的教师继续教育工作才得以“稳步推进”。按理说,政府从政策层面推动继续教育工作,为广大一线教师提供学习的机会,促进教师自身的专业成长,于教师
Only by “credit” to promote continuing education, a bit “walked, forget why the original departure ...” meaning. Recently, a S Province “teacher continuing education division ” news attracted my attention. In fact, continuing education “credit division ” is definitely not the first in Shandong Province. As a front-line teacher, policies similar to “credit differentiation” have also been used in us. It is not an exaggeration to say that it is precisely because of the “credit division” or similar administrative measures that teachers in some areas can only “steadily advance” their continuing education. It stands to reason that the government promotes continuing education at the policy level, providing opportunities for learning for frontline teachers and promoting teachers’ own professional growth.