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鏡湖社區(qū)教育網(wǎng)
夜深臥聽泉水潺
>《我的圖書館》
2010.05.21
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text-indent: 26.9pt;;"}],"childNodes":[{"nodeName":"span","nodeValue":null,"nodeType":"1","display":"inline","nodeAttrs":[{"attrName":"style","attrValue":" LINE-HEIGHT: 150%;"}],"childNodes":[{"nodeName":"text","nodeValue":"名師成為名師之后,高級教師成為高級教師之后,容易產(chǎn)生船到碼頭車到站的感覺,不能排除一部分老師失去了前進(jìn)的動力,而產(chǎn)生職業(yè)倦怠。要設(shè)計好名師發(fā)展的機制。給一定的榮譽,動態(tài)管理機制,激活的機制,給發(fā)展空間,創(chuàng)造發(fā)展機會,幫助他們提供進(jìn)修機會、出書、講學(xué)、出教學(xué)實錄集,創(chuàng)新機制。","nodeType":"3","display":"inline","nodeAttrs":[],"childNodes":[]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]}]},"imageUrls":[],"text":"發(fā)表日期:2008年9月17日??出\n 如何發(fā)揮名師在師資培養(yǎng)中輻射作用名校出名師,名師興名校,古今中外皆然。然而“一枝獨秀不是春”,如何發(fā)揮名師的示范輻射作用,用他們的優(yōu)秀的教學(xué)業(yè)績,扎實的教學(xué)作風(fēng)、過硬的教學(xué)素質(zhì)來感染、影響周邊的人,引領(lǐng)師資隊伍的整體提高,是各校的發(fā)展師資隊伍一個永恒的命題。鏡湖區(qū)要打造素質(zhì)教育引領(lǐng)區(qū),均衡教育發(fā)展區(qū),打造安徽省義務(wù)教育第一強區(qū),離不開一支優(yōu)秀的師資隊伍,通過5515工程、教育新星、骨干教師隊伍已初具規(guī)模。(1)名師輻射作用——展示名師的個人魅力打開鏡湖教育信息網(wǎng),名師工作室專欄,已有12名教師設(shè)壇開講,艾啟雙老師睿智的教學(xué)故事,孔祥明教師評說教育改革的前沿動態(tài),賈勇老師深邃的思考,謝文霞老師詳實的教學(xué)設(shè)計,無一不給我們留下深刻的印象,他們或登高望遠(yuǎn),或博學(xué)多謀,或和盤托出,或點破機謀,展現(xiàn)了極高的專業(yè)素養(yǎng)和個人的風(fēng)采,也使瀏覽者受益匪淺,這一點名師工作室功不可沒。名師發(fā)揮個人魅力,不僅限于網(wǎng)上,應(yīng)該以其個人能力,就該帶動他周圍的人群,影響他們的工作作風(fēng)、精神面貌,幫助他們提高工作水平,這當(dāng)然要有賴于制度的設(shè)計和保障。名師應(yīng)成為導(dǎo)師,每月(或適當(dāng)?shù)闹芷冢┮粋€活動主題,解決教學(xué)中的焦點、難點問題,展開學(xué)習(xí)、交流、研討。項目申報制,每月活動主題,局長基金支持,第三方評估,真正發(fā)揮名師在輻射作用上的主動性,名師不僅是一種稱謂一種榮譽,更應(yīng)是一種責(zé)任。(2)建立集體備齊機制——展現(xiàn)名師的個人活力今年鏡湖區(qū)全區(qū)中小學(xué)中共有117名教師進(jìn)行了校際交流,他們或是到他校支教、或是到他校掛職,從開學(xué)調(diào)研的情況來看,由于參加交流的教師實力強大,受到接受校的歡迎,達(dá)到地交流的初步目的。他們參加到這些學(xué)校的教學(xué)中,給學(xué)校帶來了一股清新之風(fēng),贏得了家長的信任,學(xué)校的的信任,充實了學(xué)校的教學(xué)力量。也有的校長在調(diào)研中表明了這樣的擔(dān)心,明年怎么辦?明年他們走了怎么辦?會不會這支力量隨著支教的老師離開而恢復(fù)到從前?最好是老師走了,好的作風(fēng)留下來了,好的方法留下來了,好的機制建立起來了。如何在短短一年時間內(nèi),讓名師們充分展示個人的活力,使原本平靜的教學(xué)研究充滿活力,開講座,個案診斷,上示范課觀摩,集體研判案例,建立集體備課機制,通過多種方式,各校要充分重視支教名師的作用,給以一定的禮遇和待遇,開發(fā)好名師資源。尤其是集體備課機制的建立,能帶動整個年級組或教研組的備課水準(zhǔn),使備課的整體水平得提升。(3)成立名師講師團——發(fā)揮名師的個人能力為發(fā)揮名師在課堂教學(xué)、教學(xué)科研方面的示范輻射作用,組織成立“名師講師團”開展名師教學(xué)現(xiàn)場觀摩活動,利用全區(qū)教研活動時間,每學(xué)期至少安排一次,名師到各校送上觀摩課,開展課堂教學(xué)研討,剖析課堂案例,使各校老師近距離感受名師風(fēng)采,零距離接受名師指導(dǎo),開展好教學(xué)互動活動,提高教師整體教學(xué)水平。(4)開展師徒結(jié)對活動——名師的個人創(chuàng)造力名師的作用還表現(xiàn)在人才的培養(yǎng)上,名師首先應(yīng)發(fā)揮好在本校人才培養(yǎng)上的重任,各校也很重視這一,教學(xué)智慧、教學(xué)技巧,言傳身教。潛移默化,通過名師對弟子的言傳身教,可以手把手面對面及時的幫助及時指導(dǎo),名師隨堂聽課,剖析課堂教學(xué),優(yōu)化教學(xué)設(shè)計,指出教學(xué)誤區(qū),傳授教學(xué)智慧,徒弟走進(jìn)名師課堂,欣賞教學(xué)風(fēng)采,領(lǐng)略教學(xué)水平,通過名師與徒弟之間交流與切蹉,使得徒弟學(xué)有榜樣,加快了教師的專業(yè)成長的進(jìn)程。對名師來說,課堂教學(xué)智慧得到進(jìn)一步挖掘,案例更加生動豐富。(5)為名師再發(fā)展提供平臺——展示名師的可持續(xù)發(fā)展力名師成為名師之后,高級教師成為高級教師之后,容易產(chǎn)生船到碼頭車到站的感覺,不能排除一部分老師失去了前進(jìn)的動力,而產(chǎn)生職業(yè)倦怠。要設(shè)計好名師發(fā)展的機制。給一定的榮譽,動態(tài)管理機制,激活的機制,給發(fā)展空間,創(chuàng)造發(fā)展機會,幫助他們提供進(jìn)修機會、出書、講學(xué)、出教學(xué)實錄集,創(chuàng)新機制。"}
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