在促进教师专业发展方面,特别注重教师在认识和理论上的提高,与此相应在教师培训中,比较重视让教师学习理论知识,热衷于请专家作报告,热衷于让教师脱产进修,热衷于教师的学历达标。但这种培训往往不能实现“理论”与教学“实践”的对接,很多教师听了理论,有所感悟,回到课堂,依然故我。在这里,依靠教师的教学过程来进行反思,通过反思备课、课例研讨、教学观摩等方式进行提高,从而实现教师的专业成长。 In terms of promoting the professional development of teachers, special attention has been given to teachers ’awareness and theoretical improvement. Correspondingly, in teacher training, more emphasis has been placed on teachers’ learning of theoretical knowledge. They are keen on asking experts to make reports and are keen on letting teachers take part in production and are keen on Teachers qualifications. However, such training often can not be achieved “theory ” and teaching “practice ” docking, many teachers listened to the theory, some insights, back to the classroom, still so I. Here, teachers rely on the teaching process to conduct reflection, through the preparation of reflections, case studies, teaching and observation methods to improve, so as to achieve the professional growth of teachers.