我国中小学教研组活动的发展历程、存在问题及应对策略  

Development Process, Existing Problems, and Coping Strategies of TeachingResearch Group Activities in Primary and Secondary Schools in China

作　　者：王晓霞[1] WANG Xiaoxia(Institute of Curriculum and Instruction,China National Academy of Educational Sciences,Beijing 100088,China)

机构地区：[1]中国教育科学研究院课程与教学研究所,北京100088

出　　处：《北京教育学院学报》2024年第6期1-5,共5页Journal of Beijing Institute of Education

基　　金：中国教育科学研究院公益金课题“家校共育整本书阅读一体化研究”(GYJ2020040)。

摘　　要：新中国成立以来,我国中小学教研组活动经历了创建与探索期、规范与发展期、变革与创新期三个阶段,取得了一定的成绩。但随着教育的大规模快速发展,当前教研组活动仍存在以下问题:教研组管理行政强化专业弱化,教研组自主性发挥不够,教研组专业学习共同体意识薄弱,教研组活动缺乏生成力和可持续发展力,教研组活动开放性不够等。因应教育高质量发展的时代要求,教研组活动应提升学术领导力、专业支撑力、同伴互助力、学业助推力、教研凝聚力和科技融合力,为我国中小学教研组及教研的高质量发展奠定坚实基础。Over the past 75 years since the founding of the People′s Republic of China,teaching research group activities in primary and secondary schools have gone through three phases of creation and exploration,standardization and development,and transformation and innovation,achieving certain accomplishments.However,along with the rapid and large-scale development of education,there are some problems in current teaching research group activities:with more emphasis on administrative management rather than professional development,insufficient autonomy,weak awareness of professional learning community,lack of generative power and sustainable development,and insufficient openness.In response to the era′s demand for high-quality educational development,teaching research group activities should enhance academic leadership,profession support,peer mutual assistance,academic advancement,cohesion in teaching research,and the integration of science and technology,thereby laying a solid foundation for the high-quality development of teaching research in primary and secondary schools in China.

关 键 词：教研组 教研组活动 教研 教育高质量发展 

分 类 号：G40-03[文化科学—教育学原理]