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中小学教学研究,是针对教学活动进行的有目的、有计划、主动探索的实践过程。长期以来,广大教研员正是通过组织教学研究活动,促进了教学质量的提升,推动了教师的专业发展。然而,也应该看到,不少中小学的教研活动,由于忽视了教师的主体感受,忽略了问题的针对性,教师参与的热情并不高,教研的“尊严”有时要靠“签到”“打卡”等手段维持。基于多年教研管理实践的经验,我认为区级教研质量应该从六个维度进行考量:一、教研目标教研要有清晰的目标,教研目标要能告诉人们,教师参加教研活动所达到的结果是什么。美国心理学教授洛克(E.A.Locke)的“目标设定理论”提
Teaching research in primary and secondary schools is a purposeful, planned and initiative exploration process for teaching activities. For a long time, the majority of teachers and researchers are through the organization of teaching and research activities, promote the improvement of teaching quality, and promote the professional development of teachers. However, we should also see that many primary and secondary teaching and research activities ignore the teacher’s subjective feelings and ignore the pertinence of the problems. Teachers’ enthusiasm for participation is not high. Teaching and research “dignity” sometimes rely on “ Sign ”“ ”punch “ and other means to maintain. Based on many years of teaching and research management experience, I think the quality of district-level teaching and research should be considered from six dimensions: First, the teaching and research goals Teaching and research have a clear goal, teaching and research goals to tell people what the results of teachers to participate in teaching and research activities . American psychology professor Locke (E.A.Locke) ”goal setting theory " mention