作　　者： ; ; ;

机构地区： 广东教育学院

出　　处： 《广东教育学院学报》 2007年第5期105-109,共5页

摘　　要： 广东省网络教研起步早且模式多样,由于缺乏与省情相适应的有效的实践模式,网络教研推进力度不大,教师主动参与意识不强、信息素养不够、缺乏教研平台建设规范及有效的激励与评价机制.为此,应从理念层、管理层、物理层及应用层四个层次上构建网络教研实践模式,并采用"以校为本、区域协作"的"区校"二级管理机制作为推进策略,从而使全省网络教研能迅速开展起来. Internet-based teaching research of Guangdong Province begins early and has already built diverse modes. However, the driving force is weak. Due to the lack of the effective practice mode which adapts to the situations of Guangdong province, the teachers don＇t really take initiative to contribute, and their information literacy are insufficient. Nor do they have platfom designing standard of teaching research and the impactful prompting and evaluation system. Therefore, the practice mode of teaching research should develop in four respects： the idea layer, the management layer, the physics layer and the application layer, and take the “school-based and region-collaborated” two-level management mechanism as the advancement strategy to promote strongly the development of internet-based teaching research activities in the whole province.

关 键 词： 网络教研 广东省情 校本教研 教研模式 构建

领　　域： [文化科学] [文化科学]