中小学教研培训“被教研”的表征、归因与破解之道

The Characterization,Attribution and Resolution of Being Taught-study in Teaching-study Training of Primary and Secondary School

教研培训是提升中小学教师教研能力、促进其专业发展、保障教学质量的重要手段。但是目前却呈现出明显的“被教研”迹象,具体表现为教研培训目标与手段的置换、教研培训投入与产出的不均衡、教研培训内容和方式的雷同等。造成“被教研”的原因主要在于教研培训的改革滞后于教师专业发展需要、教师教研培训的被动参与,以及教研培训的供给过度。中小学教研培训要克服“被教研”的困境,提升实效性,首先要以能力为旨归,提高教研培训活动与教师能力需求的契合度;其次要以问题导向为抓手,让教研培训贴近教师的教学生活;最后还要以内生动力为根本,激发教师在教研培训中成长的内驱力。

Teaching-study Training is an important means to improve the teaching-study ability of primary and secondary school teachers,promote their professional development,and ensure the quality of teaching.At present,Teaching-study training has the phenomenon of rat race,which is manifested by the replacement between the object and means of teaching-study training,the imbalance between the input and output of teaching-study training,and the similarity of the content and mode of teaching-study training activities.The main reasons for being taught-study includes that the reform of teaching-study training activities lags behind the needs of teachers professional development,passive participation and excessive supply ofteachers teaching-study.In order to make the teaching-study training of primary and secondary school in rat race more effective,firstly,we should take the ability as the aim,improve the compatibility of teaching-study training activities with the development ofteachers ability;secondly,take the problem-oriented approach as the key to make teaching-study training close to teachers teaching life;thirdly,take the endogenous motivation as the foundation to stimulate the internal drive of teachers teaching-study growth.