论文部分内容阅读
2010年5月,一场文化旋风开始席卷深圳市南山区各中小学。一年多时间里,全区各类学科培训、大小型专题讲座达160多次,专题调研30多次,小课题论证会80多次,专题教学研讨90多次,专题沙龙、论坛研究活动30多场。2011年干脆被定为“南山课堂文化建设年”。课堂再次沸腾了。这一次的沸腾,与10年里的任何一次“沸腾”都不相同。它从理念走到了行为,又从行为走进了教育的细胞。它是课堂改革的“细胞学”研究,引发的是教育内涵的质变。
May 2010, a cultural cyclone began sweeping Nanshan District, Shenzhen primary and secondary schools. More than a year’s time, the region’s various disciplines, large and small class lectures reached more than 160 times, more than 30 special investigations, small issues demonstration more than 80 times, special teaching seminars 90 times, thematic salon, forum research activities 30 More games. 2011 simply as “Nanshan classroom culture construction year.” Class boiling again. This time boiling, and any one of 10 years “boiling ” are not the same. It came from the concept of behavior, but also from the behavior into the cells of education. It is the “cytology ” study of classroom reform, which leads to the qualitative change of educational connotation.