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一方面,对广大教师来说“听评课”活动是再熟悉不过了。很多教师一学期下来听的课少则几十节,多则上百节,数量非常可观;听完课后,按照“惯例”还要评课,即针对上课的情况,大家“你一言我一句”纷纷发表自己的看法;被点评的教师则抱着“有则改之,无则加勉”的态度,虚心接受学习。另一方面,对广大教师来说“听评课”活动又是那么的“陌生”。很多教师对“听评课”活动的认识还只是停留在“听课+评课”的操作层面上,至于听评课活动对于教师的专业发展能起到多大的作用,却很少关心。
On the one hand, the majority of teachers “listen to class ” activity is familiar. A lot of teachers come down a semester to listen to the lessons as many as dozens of sections, as many as hundreds of sections, the number is very impressive; after listening to class, in accordance with “practice ” but also for class, that is for the class, everyone In a word, I have published my own views one by one; the teachers who are commented have the attitude of “changing others without adding”, and humbly accept the study. On the other hand, for the majority of teachers, “listen to class ” activity is so “strange ”. Many teachers’ understanding of the activity of listening to and assessing class only stays on the level of operation of listening to class and evaluating class, but how little they can play in the professional development of teachers is very small concern.