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守望 ……

守望 ……. 卷入教科研的“智、趣、乐”. 杭州市红缨幼儿园 黄静. 追随：教科研旅途中的幸运儿. 一个成功的开启：敲门. 一段执着的追随：进门. 几次欣喜的破茧：入门. 教科研绝不是一种简单的牵引，不能急功近利，不能求之过切，而需要 “ 滴水穿石 ” 的 守望 。. 守望：共同卷入教科研的“智”、“趣”、“乐”. 触动 —— 来自于一位平凡教师的改变. 守望：共同卷入教科研的“智”、“趣”、“乐”. 期待 —— 每位老师都能能有自己够得着的果实. 期待：每位老师都能有自己够得着的果实. 与自己对话：从“说”起步，从“故事”开始.

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守望 ……

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  1. 守望…… 卷入教科研的“智、趣、乐” 杭州市红缨幼儿园 黄静

  2. 追随：教科研旅途中的幸运儿 一个成功的开启：敲门 一段执着的追随：进门 几次欣喜的破茧：入门

  3. 教科研绝不是一种简单的牵引，不能急功近利，不能求之过切，而需要“滴水穿石”的守望。教科研绝不是一种简单的牵引，不能急功近利，不能求之过切，而需要“滴水穿石”的守望。

  4. 守望：共同卷入教科研的“智”、“趣”、“乐”守望：共同卷入教科研的“智”、“趣”、“乐” 触动——来自于一位平凡教师的改变

  5. 守望：共同卷入教科研的“智”、“趣”、“乐”守望：共同卷入教科研的“智”、“趣”、“乐” 期待——每位老师都能能有自己够得着的果实

  6. 期待：每位老师都能有自己够得着的果实 与自己对话：从“说”起步，从“故事”开始 与幼儿园对话：从“参考选择”到“自主开发” 与专家对话：从“不敢吭声”到“抢着表达”

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