据我观察,当前不少中小学教学改革不能由点到面、稳健发展,其原因较多,不能正确认识和处理教师水平与教改成果的关系,当是一个重要因素。比如,有些学校某项教改在进行中遇到—些问题,领导上则以教师“水平不够”笼统论定,此项教改便不了了之。有些学校某项教改进展顺利而初见成效,本可一轮接一轮地实验下去,终因难以再寻“合适教师” According to my observation, at present, many primary and secondary school teaching reforms cannot be developed from the point of view to the stable development. There are many reasons for this, and it is impossible to correctly understand and handle the relationship between the level of teachers and the results of teaching reforms. This is an important factor. For example, in some schools, some education reforms encountered some problems during the course of their education. On the other hand, leadership was generally defined by the “not enough level” of teachers, and this education reform would be lost. In some schools, a teaching improvement project has been successful and has achieved initial results. This could be followed up by experiments. It is difficult to find the right teacher in the end.