教学研讨文化与教师个性发展

Teaching-Researching Culture and Teachers′ Individuality Development

教师的教学研讨是教师群体合作之一斑,是教师进行校本研究、促进专业提升和个性发展的重要途径。而目前的许多学校中常常把研讨课上成公开课,教师既不敢真实的暴露自己的问题,又不敢真诚的提出别人的问题,从而使教学研讨只停留在形式上,阻碍了教师个性的真实发展;或把教学研讨看成是自上而下的检查、评价教师的过程,造成了教师局囿于单兵作战的个人主义文化,也压抑了教师个性的主动发展。因此,只有把学习型研讨文化作为教学研讨文化重建的方向,才能真正促进教师个性的发展。

Teachers＇ teaching-researching is one kind of teacher cooperation, and it＇s an important way of teachers＇ school-based research conducting, profession promoting and individual development. The researching class becoming public class in present schools makes the teachers not only not reveal the problem, but also not hon- estly bring forward the problems of others, and the formalization of teaching research baffles the real development of teacher individual; the research modes from up to down causes the individual culture, hindering the initiative of teacher individual development. So, only learning-based teaching research as the direction of teaching-researching culture, can the individuals of teachers be really facilitated.