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从教育的本质意义上看,教育是个性化的教育,教师劳动是个性化、创新性的劳动。传统的教学设计是教师个体依据教学大纲、教材和学生实际制定的,它主要包括教学的目标、重点、难点、过程和方法等。虽然教研组也会开展听评课活动,教师根据教学大纲进行教学方法的探讨,但缺乏反复活动中的行为自省与调整跟进。这样的教学设计,是难以培养健康、主动发展的人。近几年来,我校不断探索完善教师的合作备课制度,充分发挥教师整体教学能力较强的优势,使教研组逐步成为合作型的学习共同体。所谓集体备课,是基于教师个体自主思考基础上的合作和研究,它的基本程序是“梳理教材--确立课题一独立备课--讨论交流--课堂调控--教
From the essential sense of education, education is personalized education, and teachers’ work is individualized and innovative work. The traditional teaching design is based on individual syllabus, teaching materials and students actually developed, which mainly includes the teaching objectives, priorities, difficulties, processes and methods. Although the teaching and research group will carry out listening and marking activities, teachers will discuss the teaching methods according to the syllabus, but they lack self-examination and follow-up in repeated activities. Such teaching design is difficult to develop healthy, active development of people. In recent years, our school has constantly explored and improved the teacher’s cooperative lesson planning system and fully utilized the advantages of teachers’ overall teaching ability so that the teaching and research group will gradually become a cooperative learning community. The so-called collective lesson preparation is based on the independent thinking of individual teachers on the basis of cooperation and research, and its basic procedure is ”combing textbooks - the establishment of an independent lesson preparation lesson - discussion and exchange - classroom regulation - teaching