基于UAS关系互动中的微型课题研究
发布时间：2018-12-26 16:12
【摘要】："在关系中的互动"是我们与鞍山市铁东区山南小学二期合作的特征写照。二期合作中,研究关系自然深化,推心置腹的生命对话已成为各方的交往常态。基于对微型课题研究主体递进式的推进策略,出现了领头羊带动下的更广泛的参与之网。微型课题研究聚焦于课堂教学问题,这是一种极端样态,也是山南小学教师集体智慧的默契表达。对微型课题采取的管理方式,大学教师实现了从引领到唤醒的转变,山南小学校长则采取了从管理到领导的文化浸润。
[Abstract]:Interaction in the relationship is the characteristic of our cooperation with the second phase of Shannan Primary School in Tiedong District, Anshan City. In the second phase of cooperation, the research relationship naturally deepens and the intimate life dialogue has become the normal communication of all parties. Based on the progressive strategy of micro research subjects, a more extensive participation network led by leaders has emerged. The micro research focuses on classroom teaching, which is an extreme situation and a tacit expression of the collective wisdom of primary school teachers in Shannan. For the micro project, the university teachers have realized the change from leading to arousal, and the principal of Shannan Primary School has adopted the cultural infiltration from management to leadership.
【作者单位】： 东北师范大学教育学部;辽宁省鞍山市山南小学;
【基金】：东北师范大学国家基础教育实验中心与鞍山铁东区教育局“USA区域性学校整体推进的行动研究”合作项目 教育部人文社会科学青年基金项目(12YJC880136) 吉林省教育科学“十二五”规划重点课题(ZZ1105) 中央高校基本科研业务费专项资金资助(12SSXM006)
【分类号】：G451
本文编号：2392371
[Abstract]:Interaction in the relationship is the characteristic of our cooperation with the second phase of Shannan Primary School in Tiedong District, Anshan City. In the second phase of cooperation, the research relationship naturally deepens and the intimate life dialogue has become the normal communication of all parties. Based on the progressive strategy of micro research subjects, a more extensive participation network led by leaders has emerged. The micro research focuses on classroom teaching, which is an extreme situation and a tacit expression of the collective wisdom of primary school teachers in Shannan. For the micro project, the university teachers have realized the change from leading to arousal, and the principal of Shannan Primary School has adopted the cultural infiltration from management to leadership.
【作者单位】： 东北师范大学教育学部;辽宁省鞍山市山南小学;
【基金】：东北师范大学国家基础教育实验中心与鞍山铁东区教育局“USA区域性学校整体推进的行动研究”合作项目 教育部人文社会科学青年基金项目(12YJC880136) 吉林省教育科学“十二五”规划重点课题(ZZ1105) 中央高校基本科研业务费专项资金资助(12SSXM006)
【分类号】：G451
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，本文编号：2392371
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