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十多年的课改实践再次证明,教师水平是决定教育改革成败的关键因素,没有教师水平的跟进,教育改革就面临着失效或低效。如何在学校管理中提高教师教育教学水平?许多人把目光集中于建章立制式的管理,试图通过规范制度来规范教师行为,从而达到提高教育教学水平的目的。但事实上我们发现,好老师的产生并不是“规范制度”的结果,好老师产生的源头在于教师自身产生了自我发
More than ten years of curriculum reform practice once again proves that the level of teachers is the key factor that determines the success or failure of education reform. Without the follow-up of teachers, education reform faces inefficiency or inefficiency. How to improve the level of teacher education and teaching in school management? Many people focus their attention on the establishment of a system of rules and regulations, trying to standardize teacher behavior by standardizing the system so as to achieve the goal of raising the level of education and teaching. However, in fact, we find that the production of a good teacher is not the result of a “standardized system.” A good teacher is the source of the teacher’s own self-development