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从教21载,由初登讲台模仿他人教学的兴奋与激情,到能独立设计适合自身风格的课堂,这一转变要归功于我自己从不间断的课题研究。争做科研型的教师,是教师思想成熟、业务提升的捷径,是教师成长永恒的主题。一、牛刀小试,小课题研究尝甜头我初尝科研的滋味,是在1997年,刚刚当上语文学科的教研组长。那时学校的科研氛围极浓,许多中年教师在自己的学科领域内都研究得很认真,心理、历史学科的成果尤甚。看到了他人的研究与进步,已有3年
From teaching 21, from the beginning of the podium to imitate the excitement and passion for teaching others to be able to independently design their own style of classroom, this change is due to my continuous study of the subject. Striving to be a research-based teacher is a shortcut for teachers to think mature and improve their business. It is the eternal theme of teacher growth. First, a small knife chopper, a small task to taste the sweet taste of my first taste of scientific research, in 1997, just as the language teaching and research leader. At that time, the atmosphere of scientific research in the school was very strong. Many middle-aged teachers studied very seriously in their own fields of study. The psychology and the achievements in history are even more notable. It has been 3 years since I saw others’ research and progress