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专家引领、自我反思和合作成长是中学教师专业成长的三种基本途径。较前两者而言,合作成长因相关理论基础薄弱且与实践脱节、现行教育质量评价体系的限制、班级授课制和分科教学模式的影响、教师情感认同水平低下及合作能力技巧缺乏等因素的左右,陷入了开展的困境。为此,应从破除个人主义教师文化藩篱、弘扬合作教师文化氛围入手,通过创建合作平台,提供时空条件、物质支持和制度保障,促进中学教师专业合作成长。
Expert guidance, self-reflection and cooperative growth are the three basic ways for secondary school teachers to grow professionally. Compared with the former two, due to the weakness of relevant theoretical basis and the incompatibility with practice, the current situation of cooperative growth is limited by the existing evaluation system of educational quality, the influence of classroom teaching and sub-teaching mode, the low level of teachers’ Or so, into a dilemma. To this end, it is necessary to break the barriers of individualist teachers and promote the cultural atmosphere of cooperative teachers. By creating a cooperation platform to provide time and space conditions, material support and system guarantee, we should promote the professional cooperation and growth of secondary school teachers.