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教研活动在本质上并非只是简单地对问题加以应答,而是搭建平台、营造氛围,让全体参与者置身其中,引发台上台下教师自己发现问题、提出问题、分析问题和解决问题。为此,研讨问题的生成性和互动参与的卷入性是衡量教研效度的重要视角。2015年前,笔者主持下的奉化市小学数学区域研修活动一直采用“听评课”的方式运作,虽说也取得了一定的研修成效,但活动交流的互动性、参与度总是不尽如人意,研修过程的生成性较低。主要表现为:参与活动交流点评
Instead of simply answering questions, teaching and research activities essentially set up a platform and create an atmosphere in which all participants are exposed. This causes teachers on stage to discover problems, ask questions, analyze problems and solve problems themselves. Therefore, the formativeness of the research questions and the involvement of the interactive participation are important perspectives to evaluate the validity of teaching and research. Before 2015, the Fenghua primary school maths regional training activity under the auspices of the author has been operating in a mode of “listening to and commenting on classes ”, though some achievements have been made in the training. However, the interaction and participation of the activities are always endless Hopefully, the training process is less generative. Mainly as follows: Participate in activities exchange comments