新课程改革以来,城关学校、实验基地校的教学教研可以说是如火如荼。在这期间,农村的教研似乎也有过“火热”的时刻,然而细细反思,不难发现农村教研活动不管是力度、制度,还是理念、形式都还存在不少误区。农村学校的教学教研活动是农村教师思维碰撞、交流的重要平台,也是探讨教学艺术、提高教学质量、促进专业成长的有效途径。这种参与面最广的大众性教研活动,在农村小学尤为重要。误区一集体备课——过于“表面”1.“有名无实”。可能是农村教师的意识不够吧,总把课改“变脸”了,因此每到集体备课的时间,大家都端杯热茶,夹着报刊,聚在一起,主讲者读一读从参考资料上抄录下来的教材分析和教学建议,然后发给大 Since the new curriculum reform, teaching and research of Chengguan School and Experimental Base School can be said to be in full swing. During this period, rural teaching and research seems to have had a “hot” moment. However, after careful reflection, it is not difficult to find that there are still many mistakes in the form of teaching and research activities in rural areas, no matter whether it is strength, system or philosophy. Teaching and research activities in rural schools is an important platform for rural teachers to think and collide and exchange ideas. It is also an effective way to explore teaching art, improve teaching quality and promote professional growth. This kind of participation is the most popular mass teaching and research activities in rural primary schools is particularly important. Misunderstanding a collective lesson preparation - too “surface ” 1. “nameless ”. It may be rural teachers lack of awareness of it, the total reform “face ”, so every time collective lesson preparation, we all end cup of hot tea, clip newspapers, get together, the speaker read from the reference Data on the textbook analysis and teaching suggestions, and then sent to the big