随着基础教育课程改革的推进,教师教学的“个性化”逐渐凸显出来。如何根据教师个性需求,有针对性地开展教研培训,从而提高教学质量,严肃地摆在了每一个教育管理者的面前。一、“互助网络”构建之源——基于教研的思考“联片教研”模式,是按学校教研力量的强弱、地理位置的便利统筹划分的小片区教研。这是课改之初,教研员、学校通力合作的一线培训模式,成为了我们初涉课改时“团队研究”的有力支撑。在这个模式下,来源于同伴的支持与协作、研究与切磋,给教师的教学及专业成长 With the advancement of basic education curriculum reform, the “personalization” of teachers’ teaching gradually becomes evident. How to carry out the teaching and research training according to the individual needs of teachers, so as to improve the quality of teaching, is put in front of every education manager seriously. First, “mutual aid network ” source of the building - based on the teaching and research “joint teaching and research ” model is based on the strength of school teaching and research strength, the geographical location of the facilitation of small area teaching and research. This is the beginning of the curricular reform, teaching and research, school co-operation of first-line training mode has become our preliminary curriculum reform “team research ” strong support. In this mode, from the peer support and collaboration, research and learning, teaching and professional development to teachers