这几年各地区、各学校教研活动比较频繁,每一次活动,大都安排一两节课,供大家交流研讨。这是好事。但是,这样的好事总是让活动的组织者头疼——台下交流者纷至沓来,台上交流者众里难寻。是什么原因,让这些上课有瘾的教师、课堂评估优良的高级教师迟疑不前?我想多半是因为我们的教师平时实践得多思考得少,积累得多梳理得少,参考人家的多属于自己的少,看得多写得少,关注学生的多留意自己的少。 In recent years, various regions and schools have been teaching and researching more frequently. Mostly, one or two lessons are arranged for each activity for discussion and discussion. This is a good thing. However, such a good thing is always a headache for the organizers of the event - a steady influx of people from the audience and hard-to-find audiences. What is the reason for these class addictive teachers, classroom assessment of good senior teacher hesitant? I think most of them because our teachers usually practice a lot less thinking, the accumulation of more and less combing, mostly belonging to the reference people Own less, see less write less attention to students pay more attention to their own less.