一、问题的提出一位骨干教师要成为优秀教师乃至成为卓越教师,一定需要经历专业的二次成长。在专业二次成长的过程中,教师除了要参加高端培训以获得高层次专家的理论和实践指导外,更重要的还应是自觉地对个人的教学实践进行自省和反思,追求内涵式发展。其中的路径之一就是教师梳理个人多年来在教学实践中累积的经验和感悟,形成个人对教学有特色的理性认识,即提炼个人的教学思想,并把教学思想具体化和学科化, First, the question put forward A key teacher to become outstanding teachers and even become outstanding teachers, we must experience the second professional growth. In the process of secondary professional growth, teachers should not only attend high-level training in order to obtain theoretical and practical guidance from high-level experts, but more importantly, they should conscientiously conduct introspection and reflection on individual teaching practice and pursue the connotative development. One of the ways is that the teacher combs the accumulated experience and sentiment accumulated in the teaching practice for many years by individual teachers, and forms individual’s rational understanding of teaching with special features, that is, refines personal teaching thoughts and embodies and disciplines teaching ideas,