摘要
为教学研究而组织的研讨型公开课是促进教师专业成长的有效途径。然而当前研讨型公开课在实施过程中存在着教学设计花哨,不能真实反映日常教学状况;课后研讨流于形式,不能围绕一个问题深入开展;研究结果缺乏梳理和总结,不能较大提高研究水平等问题。为真正实现研讨型公开课促进教师专业成长的作用,需要明确各方参与人员的角色定位;课后研讨应由评价教师教学行为向研究儿童、研究教学、教师共同建构实践知识转变;研讨后应有反思和整理,在梳理认识与疑惑的基础上生成下一步研讨的问题。
The seminar-type open course is an effective way to promote teachers＇ professional development, but it has also encountered some problems, such as activity design deviates from daily design, the discussion after open-course cannot focus on an issue in depth, cannot improve the level of research of the kindergarten and so on. The paper suggests that in order to promote teachers＇ professional development, the activity design should return to daily teaching, and the role of the teachers attended the seminar should be clarified, and the discussion should convert from evaluating teachers to understanding the children, teaching and constructing practical knowledge.
出处
《学前教育研究》
北大核心
2011年第3期38-40,共3页
Studies in Early Childhood Education
基金
江苏省教育科学"十一五"规划课题"一日活动中促进幼儿主动学习的实践研究"(课题编号:D/2008/02/17)的阶段性研究成果
关键词
研讨型公开课
幼儿教师
专业成长
Seminar-type Open Course, preschool teachers, professional development
作者简介
通讯作者：沈俊，E—mail：shjj0306@126.com
