本文選題：教研員發(fā)展 + 轉(zhuǎn)化者��； 參考：《教育學(xué)術(shù)月刊》2012年09期

【摘要】：轉(zhuǎn)型變革時(shí)期,學(xué)校教育出現(xiàn)了新特征,不僅對(duì)教研工作提出了新要求,也對(duì)教研員的角色和工作提出了新期望。教研員應(yīng)當(dāng)成為教師發(fā)展的專業(yè)引領(lǐng)者、教育理論和實(shí)踐的轉(zhuǎn)化者和教師科研的合作者。面對(duì)轉(zhuǎn)型變革時(shí)期目標(biāo)模糊,發(fā)展動(dòng)力不足;任務(wù)繁重,缺乏發(fā)展時(shí)間;機(jī)制局限,發(fā)展平臺(tái)缺失等困境,教研員的發(fā)展需要明晰方向,激發(fā)潛能;改善工作方式,獲取發(fā)展時(shí)間;吸收大學(xué)專業(yè)資源,構(gòu)建發(fā)展平臺(tái)。
[Abstract]:In the period of transformation and transformation, new features have emerged in school education, which not only put forward new requirements for teaching and research work, but also put forward new expectations on the role and work of teaching and research staff. Teachers and researchers should be professional leaders in teacher development, transformers of educational theory and practice, and collaborators of teacher scientific research. In the face of vague objectives and insufficient development motivation in the period of transformation, heavy tasks, lack of development time, limitations of mechanism, lack of development platform, etc., the development of teaching and research staff needs clear direction, stimulating potential, improving working methods, and so on. Get the development time; absorb the university specialized resources, construct the development platform.
【作者單位】： 華東師范大學(xué)教育學(xué)系;桂林旅游高等�？茖W(xué)校;
【基金】：“十二五”教育部人文社會(huì)科學(xué)重點(diǎn)研究基地華東師大基礎(chǔ)教育改革與發(fā)展研究所重大項(xiàng)目“基礎(chǔ)教育改革中教育理論與實(shí)踐關(guān)系的中國(guó)特色研究”(課題編號(hào):11JJD880016)研究成果
【分類號(hào)】：G526
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本文編號(hào)：2077906