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一线教师在教学经验、专业知识等方面存在着差异,这导致了他们对教学问题关注的重点有所差异,总的来说,他们的教学水平发展呈现出阶段性特征,大致可分为关注生存阶段的新手教师、关注教学技能阶段的熟手教师、关注影响力阶段的骨干教师。为了促进不同阶段教师在其原有水平上有所发展,我们需针对不同阶段的教师采取不同的策略。下面,笔者就尝试结合区域活动的特点,谈谈如何有效提升不同阶段教师组织区域活动的能力。
First-tier teachers in teaching experience, expertise and so there are differences, which led to their focus on teaching issues are different, in general, their teaching level showed a gradual development characteristics, can be roughly divided into concern for survival Stage novice teachers, skilled teachers who focus on the teaching skills stage, and key teachers who focus on the influence stage. In order to promote the development of teachers in different stages at their original level, we need to adopt different strategies for different stages of teachers. Next, I will try to combine the characteristics of regional activities, to talk about how to effectively enhance the ability of teachers in different stages of organizing regional activities.