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也许“研究”这个词,不太为教师喜欢。因为研究意味着时间与精力的投入,意味着精心规划与严谨实践。而对于目前的教师,像“研究”这种消耗能量的事务不是太少而是太多,他们缺乏的是心灵的放松。有没有一种方式,既能立竿见影地提高教师教学能力,又简便易行,不给教师心灵增加过重负担?答案是肯定的,那就是听课。这里的听课,不是教育学术研究视野下的听课,也不是学校刻板制度规定下的听课,而是纯属教师个人行为的听课。自发、自觉、自由的听课,是最朴素最简便的促进教师成长的方法。但它的重要性在注重“研究”的教育环境中被漠视了。为了帮助教师从各种“研究”中解放出来,回归实地,本期推出“听课”这一话题。让教师重新看待听课的价值,学习听课的科学方法,以最朴素有效的形式提高自己的教学能力。
Perhaps the word “research” is not very much liked by teachers. Because research means time and effort, it means careful planning and rigorous practice. For current teachers, the energy-consuming activities like “research” are not too little but too much. What they lack is the relaxation of the mind. Is there a way to improve the teaching ability of teachers in a straightforward manner and it is also simple and easy to do so without overburdening the mind of the teacher? The answer is yes, that is, to attend class. The lectures here are not lectures under the field of educational academic research, nor are the lectures stipulated by the school stereotype system, but are purely teachers’ individual behaviors. Spontaneous, conscious, and free lectures are the simplest and easiest ways to promote teacher growth. But its importance has been neglected in the educational environment that focuses on “research.” In order to help teachers liberate themselves from various “researches” and return to the field, the topic of “listening” was introduced in this issue. Let teachers re-evaluate the value of lectures, learn the scientific methods of lectures, and improve their teaching ability in the most simple and effective form.