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从某种意义上说,园本教研就是教研活动实践经验的自我扬弃、自我超越和自我发展的过程。要完成这个过程必须有一个适宜的、促进教师发展的组织为依托,而充满生机和活力的园本教研,正像这双大手,推动教师的专业化不断发展和深化。实践中,我们总结出了案例式教研、问题式教研、研修式教研、随机式教研及沙龙式培训等教研模式,大大提高了教师的发展创新能力。现以教育活动研究为例阐述说明。
In a sense, it is the process of self-sublation, self-transcendence and self-development of practical experience in teaching and research activities. To complete this process, there must be an appropriate and conducive organization for teachers ’development. Based on these vigorous and energetic teaching and researching, teachers’ specialization will continue to develop and deepen. In practice, we summarize the teaching and research models such as case-based teaching and research, problem-based teaching and research, training-based teaching and research, random teaching and salon training, and greatly improve teachers’ ability of development and innovation. Now the study of educational activities as an example to illustrate.