Preface

In recent years, with classroom teaching reform of basic education step into the “deep water area”, teachers’ professional development has become the most important driving force of the reform. Making teachers pay attention to lesson examples and classroom learning based on textbooks, has become an important direction for research and practice. Many front-line teachers and teaching researchers continue to carry out various forms of pedagogical practice and research, based on practical issues of classroom teaching with the goal of improving classroom teaching ability of teacher and learning effectiveness of students.
  With the continuous expansion of globalization and informatization and the renewal of educational ideas, traditional concept of teachers’ professional development is more and more unsuitable for the current situation. In recent years, paying attention to teachers’ practical knowledge, real classroom teaching issues, carrying out practical research and building a teachers’ community of research have become the main direction of teachers’ professional development.

  What’s more, the development of traditional classroom teaching ability based on personal teaching experience and “Fighting Alone” Model is becoming more and more unsuitable for the rapid development of global informationization. The professional development based on teaching and learning community has gradually become the mainstream of front-line teachers and could promote classroom efficiency.

前 言

近年来，随着基础教育课堂教学改革不断向“深水区”拓展，教师专业发展成为改革最重要的推动力量。而基于校本，引导教师关注课例、关注课堂学习成为重要的研究与实践方向，很多一线教师和教学研究人员从课堂教学实际问题出发，以问题为导向，以提高教师课堂教学能力和学生学习成效为目标，不断开展形式多样的教学教研活动。
      随着全球化和信息化的不断拓展，教育理念的更新，传统的教师发展观越来越不适应教师职业发展的现状。近年来，关注教师实践性知识、真实课堂教学问题、开展行动研究、构建教师研究共同体等成为教师专业发展的主要方向。
       同时，传统教师单纯基于个人教学经验，“单打独斗”式的课堂教学能力发展越来越不适应当前全球网络信息化飞速发展的时代大环境，而以教师教学与学习共同体构建的专业发展模式逐渐成为一线教师专业成长，促进高效课堂的主流。