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长期以来,广大教研员通过组织教学研究活动,促进了教学质量的提升,促进了教师的专业发展。然而,在区级教研活动中,怎样激活广大教师参与教学研究的主体意识,使教师真正成为研究的主体、行动跟进的主体、自我发展的主体?为此,南京市建邺区教研室创新教研管理方法,开展了信息技术教学研究工作坊的实践,对“工作坊”的界定、运作方式以及需关注的问题进行了有益的探索,形成了比较独特的区域教学研究特色,受到了教师的广泛欢迎。
For a long time, the majority of teaching and research staff through the organization of teaching and research activities, promoted the improvement of teaching quality, and promoted the professional development of teachers. However, how to activate the majority of teachers’ participation in the main body of teaching and research awareness at the district-level teaching and research activities so that teachers can truly become the main body of research, the main body of action follow-up and the main body of self-development? To this end, Nanjing Jiaotong University Teaching and Research Office innovation teaching and research management Method, carried out the practice of information technology teaching and research workshops, conducted a useful exploration of the definition, mode of operation and problems that need attention in the “Workshop”, formed a unique characteristic of regional teaching research, Widely welcome.