名师网络工作室教师研修活动开展现状及完善对策
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摘要
名师网络工作室研修活动是教师职后进修提升的有效方式之一。经调研,浙江省名师网络工作室研修活动已取得突出成效,具有活动设计多样、学习方式融合交汇、网络利用率高、教师受众面广的特点。但同时亦存在优秀师资参与不足、活动组织缺乏规范、活动开展类型单一及活动举办缺乏联合等尚待优化之处。需完善项目顶层设计,加强活动开展支持力度;增强担当引领意识,转变研修活动组织观念;重视理论与实践的融合,提升活动组织学理深度。
The teacher network studio training activity is one of the effective ways to improve the teacher's post-employment training. After investigation,the Zhejiang Master's Network Studio training activities have achieved outstanding results,featuring diverse design activities,convergence of learning methods,high network utilization,and a wide audience. At the same time,however,there are still some areas where the lack of excellent teachers,the lack of regulation of the organization of the activities,the single type of activities,and the lack of cooperation in the organization of the activities. It is necessary to improve the top-level design of the project,strengthen the support of activities,strengthen the leadership,change the organizational concept of training activities,attach importance to the integration of theory and practice,and enhance the depth of the organization of activities.
The teacher network studio training activity is one of the effective ways to improve the teacher's post-employment training. After investigation,the Zhejiang Master's Network Studio training activities have achieved outstanding results,featuring diverse design activities,convergence of learning methods,high network utilization,and a wide audience. At the same time,however,there are still some areas where the lack of excellent teachers,the lack of regulation of the organization of the activities,the single type of activities,and the lack of cooperation in the organization of the activities. It is necessary to improve the top-level design of the project,strengthen the support of activities,strengthen the leadership,change the organizational concept of training activities,attach importance to the integration of theory and practice,and enhance the depth of the organization of activities.
引文
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[2]浙江省教育厅办公室.浙江省教育厅办公室关于组织实施浙江省名师网络工作室项目的通知[EB/OL].http://www.zjedu.gov.cn/news/27085.html.
[3]王鉴,徐立波.教师专业发展的内涵与途径---以实践性知识为核心[J].华中师范大学学报(人文社会科学版),2008(3):125-129.
[5][6]吕萍.教师网上研修社区应用现状分析及改进对策[J].中小学教师培训,2011(10):31-32.
[7]刘志.城乡教师学习机会均衡化的现实样态与路径生成[J].教育导刊,2018(07):37-42.
[8]冯增俊,余雪莲.课程综合化及实践形式[J].教育发展研究,2005(7):20-24.
[9]张华.课程与教学论[M].上海:上海教育出版社,2003.264-278.
[10]王建民,狄增如.“顶层设计”的内涵、逻辑与方法[J].改革,2013(8):139-146.
[11]李凝.当代教师角色的转变趋势[J].教育科学,2001(2):51-52.
[12][13]程良宏.教师专业发展的路径及其超越---基于理论逻辑和实践逻辑的思考[J].教育发展研究,2010(15):112-116.
[14]程良宏.论教师的理论自觉及其养成[J].全球教育展望,2011(10):48-53.