李松钦

摘  要：园本教研的主旨是生成和提升教师基于规划的行动力，而教师合作学习可以将规划经验与行动经验融合，减缓教师教研压力，切实提升园本教研质量。文章以教师合作学习在园本教研中应用的必要性为切入点，简要阐述了教师合作学习提升园本教研质量的有效策略，并对提升园本教研质量的保障措施进行了进一步论述。

关键词：教师;合作学习;园本教研

【中图分类号】G610      【文献标识码】A       【文章编号】1005-8877（2021）15-0015-02

【Abstract】The main purpose of kindergarten-based teaching and research is to generate and enhance teachers' action based on planning，and teacher cooperative learning can integrate planning experience and action experience，reduce the pressure of teachers' teaching and research，and effectively improve the quality of kindergarten-based teaching and research. Therefore，the article takes the necessity of teacher cooperative learning in kindergarten-based teaching and research as an entry point，briefly expounds effective strategies for teacher cooperative learning to improve the quality of kindergarten-based teaching and research，and carries out guarantee measures for teachers' cooperative learning to improve the quality of kindergarten-based teaching and research. Further discussion.

【Keywords】Teachers;Cooperative learning;Garden-based teaching and research

前言：以往自然发生的园本教研可看作是教师的个体活动，极易陷入“为教研而教研”的不良局面，鉴于受传统教研模式的影响，表现为形式比较单一，处于一种僵化的状态，教师的主体性没有较好地发挥，合作学习的意识比较薄弱等，致使研究成果无法在实际教学工作中得到有效应用。此时，以教师合作学习为切入点，开辟多元化的合作学习园本教研途径，提高教师的专业发展水平，就成为园本教研优化的主要方向。

1.教师合作学习在园本教研中应用的必要性

（1）为园本教研制度构建创新提供借鉴

通过在园本教研中引入教师合作学习模式，可以从多个视角出发，发现园本教研中存在的问题以及策略保障、制度约束缺口。同时通过群体剖析原因，制定出真正促进教师专业发展的园本教研策略。逐步組建互助、平等、对话式学习团队，进一步提高幼儿园教师专业素养及幼儿园保教质量，为园本教研制度的构建、创新提供借鉴。……