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英国课程论专家斯腾豪斯在20世纪60年代中期提出了“教师即研究者”的主张,它揭示了教师的研究始终与教育教学实践活动离不开,在行动中反思,在反思中提升教育教学行动的科学性、有效性,使研究更具实效。这就要求小学数学教师的专业发展需要不断挖掘内在资源,促使教研活动更加科学,有效提高教师的专业能力,激发教师的职业热情和创新精神,最终提高教师专业发展,提升学校品位及教育教学质量。
Stenhouse House, an expert in British curriculum theory, put forward the proposition of “teacher as researcher” in the mid-1960s. It reveals that teachers’ studies are always inseparable from the practice of education and teaching practice, and reflect in action and reflection In enhancing the scientific and effective education and teaching actions to make the study more effective. This requires that the professional development of primary mathematics teachers need to continuously tap internal resources to promote more scientific and effective teaching and research activities, to improve teachers’ professional abilities, to stimulate teachers’ professional enthusiasm and innovative spirit, and ultimately to improve teachers’ professional development, improve the quality of schools and education and teaching quality .