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浙江省学前教育《管理指南》(试行)第三章第28条指出:“教师研修的重点是采用多样化的研修模式,拓宽教师的知识面,提升教师的教学实践能力和教学反思能力”。在日常的园本研训活动中,我们发现,尽管通过多种方式组织教师学习了相关的理论,但很多教师却无法将其运用在具体的教育活动组织中,理论无法转化为教师的教育行为,已成为我们急需关注的问题。本文试借助教研活动片段呈现问题,结合实例谈对策,希望能给大家些许启示。
Article 28 of Chapter Three of Zhejiang Provincial Guide on Pre-school Management (for Trial Implementation) states: “The emphasis of teacher training is to adopt a diversified training model to broaden the knowledge of teachers and enhance teachers’ teaching practice ability and teaching ability of reflection ”. In our day-to-day training activities, we find that many teachers can not apply them to specific educational activities organization, and the theory can not be transformed into the teacher’s educational behavior despite organizing teachers through a variety of ways to learn relevant theories , Has become our urgent concern. This article tries to make use of the fragment of teaching and research activities to present problems, and discuss countermeasures in combination with examples, hoping to give you some hints.