现实中,很多教师将自己定位于实践者、执行者的角色上,即按照课程(教材)的设计与教参的谋划,按部就班地去进行操作,把别人的设想外化为现实,让自己的操作达到自动化、熟练化的程度。这很有“工匠”的典型特征。这类“匠”才,并不需要动用自己多少智慧,也不需要亲身去做深入探究,他 In reality, many teachers locate themselves in the role of practitioners and implementers, that is, according to the design of curriculum (teaching materials) and the design of teaching and learning materials, proceed step by step to operate, make the assumption of others into reality, and let their own Operation to achieve automation, proficiency. This is very typical of “craftsman”. Such “Carpenter ” before, do not need to use their own wisdom, do not need to do in-depth exploration, he