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新一轮基础教育课程改革的最终目标是建立一个开放、富有弹性和创新活力的课程体系。对指令性课程范式有所突破的新课程必然要引发师生关系、教研员与教师关系的深刻裂变。教研员的角色身份必须由课程与大纲的诠释者、教学业务的管理主体和指导者转变为课程和教学理论的研究者、教学的参与者、教师的合作者。要适应这样的一种转变,广大教研员必须经历一场深刻的观念和工作行为的重大转变,青年教研员更是不能例外。
The ultimate goal of the new round of basic education curriculum reform is to establish an open, flexible and innovative energy curriculum system. The new curriculum that breaks through the prescriptive curriculum paradigm will inevitably lead to a profound fission in the relationship between teachers and students and the relationship between teachers and teachers. The identity of the teacher and researcher must be changed from the interpreter of the curriculum and the outline, the management subject of the teaching business, and the mentors to the researchers of the curriculum and teaching theory, the participants of the teaching, and the collaborators of the teacher. To adapt to such a change, the majority of teachers and teachers must undergo a profound change in concepts and work behaviors. The young teachers and researchers are no exception.