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教师精神、教师能力、教师知识是教师专业发展的基础,同时,地理教师的教学实践和专业发展也离不开其成长环境,共包括五个层面:一是国家教师评价考核制度等;二是学习社群,如教师学习共同体;三是学校文化;四是班级中的师生交往互动;五是网络教研的正能量传递与科学接纳。分享·互动·公益式网络地理教研交流方兴未艾,正逐渐融于地理教师个性化、专业化发展的“血液”之中,并成为广大教师在教育主管部门组织的培训外自主专业成长的又一条途径。一、分享·互动·公益式网络地理教研平台的实践
Teacher’s ability, teacher’s knowledge are the foundation of teacher’s professional development. At the same time, geography teacher’s teaching practice and professional development are also inseparable from its growth environment, including five levels: First, the national teacher evaluation system; secondly, Learning community, such as teacher learning community; third, school culture; fourth, interaction between teachers and students in class; fifth, positive energy transfer and scientific acceptance of network teaching and research. Sharing · Interactive · Public Welfare Network Geography Teaching and Research exchanges are on the rise, and are gradually melting into the “blood” of geography teachers’ personalization and specialization, and become the professional teachers who have independently developed themselves outside the training organized by the education authorities A way. First, sharing · Interactive · public service network geography teaching and research platform practice