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教学观念决定教学行为,教学行为又决定教学效果。纵观数学教师的课堂教学,从教学行为与效果来说,它可以分为“教书”“授课”“育人”三个层次。“教书”—“授课”—“育人”是教师职业发展的三个阶段。就目前现状而言,很遗憾,多数教师仅停留在“教书”阶段,“授课”仅属于少数骨干教师,而具有“育人”教学行为的教师更是寥若晨星,这就是目前各级教育行政管理部门大力倡导教师继续教育与培训的原因所在。
Teaching concepts determine the teaching behavior, teaching behavior and decide the teaching effect. Throughout the classroom teaching of mathematics teachers, from the teaching behavior and effect, it can be divided into “teaching ” “teaching ” “educating people ” three levels. “Teaching ” - “Teaching ” - “Education” is the teacher’s career development in three stages. For the current status quo, it is a pity that most teachers only stay in the “teaching” phase, and “teaching” belongs to only a few backbone teachers. Teachers who have “educating people” are even few morning stars. That is At present, education administrative departments at all levels strongly advocate the reasons for continuing education and training of teachers.