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1992年,我省建镇并乡撤区后,各乡(镇)建立了教育辅导站,都配有专职教研员。教研工作管理格局形成了“县教研室-——乡(镇)教研员——村级学校教导处(教研组)”三级管理网络。 几年来,县、乡(镇)两级教研机构和一些村校的教研组在以研促教工作中,做了大量工作,有力地推动了教育教学改革的深入开展。但在一些边远山区,由于“建并撤”后乡(镇)地域扩大,且学校办学规模大小不一,办学效益高低不等,学校分布较散,交通不便,信息量少等不利因素的影响,使山区小学的教研教改工作受到一定的影响和制约,教研工作存在一些弊端,使一些边远村校出现以下三个主要亟等解决的问题:
In 1992, our province built the town and township evacuated zone, the township (town) set up education counseling stations, are equipped with full-time teaching and research staff. Teaching and research work management pattern formed a “county teaching and research --- township (town) teaching and research - village-level school teaching office (teaching and research group)” three management networks. Over the past few years, the teaching and research groups at the county, township and town levels and some village schools have done a great deal of work in the research, education and teaching and have effectively promoted the in-depth education and teaching reform. However, in some remote mountainous areas, due to the unfavorable factors such as the expansion of the township (town) after the “construction and withdrawal”, the large and small scale of schools, the inefficiency of running schools, the scattered distribution of schools, the inconvenient transportation and the small amount of information So that the teaching reform in mountain primary schools will be affected and restricted to some extent. There are some shortcomings in teaching and research so that the following three major problems to be solved urgently exist in some remote rural schools: