新时期我国基础教育教学研究制度:作用、挑战及展望  

The Teaching Research System of Basic Education in the New Age in China

作　　者：梁威[1] 李小红[1] 卢立涛[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《课程．教材．教法》2016年第2期11-16,73,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学规划办"十二五"规划教育部重点课题"中国特色基础教育教学研究制度创新研究"(DHA110230)

摘　　要：我国基础教育教学研究制度建立60多年来,在我国教育事业发展和教学质量提升中发挥了不可替代的作用。课程改革的深入推进、中小学教师学历的提高和专业发展水平的提升以及多种媒体技术的发展对我国的教研制度提出了新挑战。面对新的形势,我国的教研制度也暴露出诸多问题,具体表现在:教研制度还未引起广泛关注,教研机构的管理不力,教研员专业发展缺乏制度保障,教研实践虽多样化但仍有提升空间。为此,教研部门要深化研究、加强指导、改革实践、提升队伍和协同合作。Having been established for more than 60 years, the teaching research system of basic education in China plays an indispensable role in the development of the education course and the quality improvement of teaching. With the in-depth proceeding of curriculum reform, the educational degree improvement and the enhancement of professional development standards among teachers in secondary and primary schools, as well as the evolution of a variety of multimedia technologies, the teaching research system is faced with all kinds of new challenges, being lack of extensive attention to teaching research system, mismanaging on teaching research organizations, being devoid of institutional guarantee for teaching researchers＇ professional development, having more space for improving teaching research practice＇s diversification. For these purposes, teaching research departments should take measures to deepen researches, strengthen guidance, reform practice, and improve the collaboration of researching teams.

关 键 词：基础教育教学研究制度 教研室 教研员 

分 类 号：G428[文化科学—课程与教学论]