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新课程改革背景下,“科研育师”、“科研强校”等理念正走进广大中小学校以及教师的生活和视野当中。这些理念体现了新时期基础教育改革与科学发展的新观念。置身于中小学课程改革的关建时期,无论是每位教育行政、科研、教研工作者,还是一线的校长和教师都直面许许多多新情况、新问题,而真正破解这些新情况、新问题,仅靠我们已有的实践经验和知识储备,甚至是行政手段都显然难以应对,这就迫切呼唤我们的教师们重构一种认真的研究态度和积极的情感, 借助探究的思维主动寻找“问题解决”的途径和方法。“教师成为研究者”、“科研走进课改”已成为我们教师的一种现实选择。因为,教师才是真正的实践家、改革家。
Under the background of the new curriculum reform, the concepts of “researcher education teacher” and “research institute strong school” are entering the life and vision of the primary and secondary schools and teachers. These ideas reflect the new concepts of basic education reform and scientific development in the new era. During the Guan Jian period of the primary and secondary school curriculum reform, no matter whether each education administration, scientific research, teaching and research worker, or the frontline principals and teachers are faced with many new situations and new problems, they truly solve these new situations and new problems. It is obviously difficult to cope with our existing practical experience and knowledge reserves, and even administrative means. This urgently calls for our teachers to reconstruct a serious research attitude and positive emotions, and actively seek out “with the help of inquiry thinking.” “How to solve the problem” approach and method. “Teachers become researchers” and “research into curriculum reform” have become a realistic choice for our teachers. Because teachers are true practitioners and reformers.