随着“有效”教学时代的来临,我们惊喜地发现教师的教学方式和学生的学习方式发生了翻天覆地的变化。学生的个性得到了张扬,教学气氛异常活跃,校本教研红红火火。这一切确实令人欢欣鼓舞。然而,在热闹与自主的背后,也透射出放任与浮躁。学校校本教研上出现了一些泛教研、窄教研、非教研现象,认识的模糊和实践的浮躁,导致校本教研的失真、变味,让人忧心不已。那么,校本教研的低效现象症结在哪?如何让每学期有限的校本教研高效 With the advent of the “effective” teaching age, we were pleasantly surprised to find that the teaching methods of our teachers and students’ learning styles have undergone tremendous changes. The personality of the students has been publicized, the teaching atmosphere is very active, school-based teaching and research is booming. All this really encouraging. However, behind the excitement and autonomy, but also revealed the outgoing and impetuous. School-based teaching and research appeared on a number of pan-teaching research, narrow teaching research, non-teaching research phenomenon, vague understanding and practice of impetuous, leading to school-based teaching distortion, odor, people are worried. So, the ineffective phenomenon of school-based teaching and research where? How to make each semester limited school-based teaching and research efficient