笔者在十余年的教研管理实践中感觉到,一个真正拥有智慧的教研管理者,不单要具有教研的敏感力,同时还要具有教研的钝感力。当教研人员敏感地发现问题后,特别需要钝感地去处理问题,本着“人本”的情怀,还教师以教研活动的主体地位,将教师们真正推到教研活动的主讲台上,从而尝试更深入地倾听教师的心声、了解实际的诉求、甄别问题的实质、提炼草根的智慧、推动群体的成长。 In more than ten years of teaching and research management practice, I feel that a real teaching and research manager with wisdom should not only have the teaching and researching sensibility, but also have the devious sense of teaching and research. When teachers and researchers find the problems sensitively, they particularly need to deal with problems with a sense of insecurity. In the spirit of “humanism ”, teachers also take the dominant position of teaching and research activities and push teachers to the podium of teaching and research activities. So as to try to listen to teachers’ voices more deeply, understand the actual demands, identify the essence of the problems, refine the wisdom of grassroots and promote the growth of groups.