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教研活动是幼儿园日常工作的重要组成部分,多年的教研工作使我们逐渐认识到,“务实”是教研工作的真正始基,而这需要分层,更需要新的教研形式作支撑。幼儿园教研工作的卓有成效,是宏观的园本课程、中观的教研活动的具体开展和微观的教师的热情参与等三个系统密切协调、相互作用的结果。三者形成合力,建立起动态的平衡,才能保证教研工作的顺利进行。一、园本教研分层1.宏观务实:园本课程的本土性从宏观角度来说,追求务实的教研之风在园本课程的选择上应立足本园实际。园本课程的设计和实施是一所幼儿园教研工作的重中之重。园本课程从何而来,如何实施?这是一个相当重要的问题。时下各
Teaching and research activities are an important part of the daily work of kindergarten. Years of teaching and research work has gradually led us to realize that “pragmatism ” is the true beginning of teaching and research work, and this needs to be stratified and even supported by new forms of teaching and research. Kindergarten teaching and research work is fruitful, is the macro-based curriculum, teaching and research activities in the specific conduct and micro-enthusiastic participation of teachers such as the three systems closely coordinated and the result of interaction. The three formed a concerted effort to establish a dynamic balance in order to ensure the smooth progress of teaching and research work. First, the teaching and research stratification 1. Macro-pragmatic: the native course of the course From a macro point of view, the pursuit of pragmatic teaching and research style in the choice of this course should be based on the actual park. The design and implementation of this course is a top priority of teaching and research in kindergarten. Where does this course come from and how to implement it? This is a very important issue. Nowadays each