文章针对当前一些学校对基于教育博客的教师教学反思的任务式或量化管理弊端,提出学校对基于教育博客教师反思管理的“七大”转变:变数字式“规定”管理为成长式“追求”管理;变单一式“制度”管理为多元式“目标”管理;变发表式“论文”管理为并蒂莲式“教研”管理;变学究式“课题”管理为“豆腐块式随笔”管理;变被动式“无矢”管理为有效式“问题”管理;变分散式“个体”管理为合作式“群体”管理。从而更好地引领教师队伍走向专业化的发展道路。 According to some task-based or quantified management malpractices in some schools, the paper puts forward the “seven big” transitions based on education blog teacher’s reflective management: changing digital “regulation ” management for growth Change the single “system ” management for the multiple “target ” management; change the form “thesis ” management for the pedicle lotus “teaching and research ” management; change the research style “Subject ” management as “tofu block essay ” management; change passive “no vector ” management as valid “problem ” management; change decentralized “individual ” management as cooperative “group ”management. To better lead the teachers to professional development.