快乐阅读的推进对教师的专业化发展提出了更高的要求,也提供了更广阔的舞台。几年来,我们以“理解性参与式”校本培训为研究课题,做了如下实践性探索:一、树立“理解性参与式”校本培训的新理念1.生活化的教师观。教师不只是一种社会角色,而且是充满活力的生命个体。每个教师都有自己的生活兴趣、人生追求、社会责任。我们不能仅仅局限于理解教师的社会角色,简单地以社会名义对教师发号施令,必须得理解教师的 The promotion of happy reading puts forward higher requirements for the professional development of teachers and also provides a broader stage. In the past few years, we have made “practical and participatory” school-based training as the research topic and have made the following practical explorations: I. Establishing a new concept of “participatory” and “school-based training” 1. The concept of living teachers. Teachers are not just social roles, but also dynamic individuals. Each teacher has their own interests in life, the pursuit of life, social responsibility. We can not just confine ourselves to understanding the social role of teachers. Instead of simply giving orders to teachers in the name of society, we must understand the teacher’s