2021年(nian)是(shi)(shi)“十四五”規(gui)劃開局之年(nian)，是(shi)(shi)“雙(shuang)減(jian)”元年(nian)，也是(shi)(shi)這(zhe)一輪(lun)國家(jia)級(ji)優(you)秀教(jiao)(jiao)學(xue)(xue)成(cheng)果推(tui)廣應(ying)用工(gong)作(zuo)扎實(shi)開展的(de)第一年(nian)，全國60個示(shi)范區和73項成(cheng)果持有方積(ji)(ji)極探索(suo)教(jiao)(jiao)學(xue)(xue)成(cheng)果大面積(ji)(ji)轉化(hua)應(ying)用的(de)實(shi)踐路(lu)徑，努(nu)力將優(you)秀教(jiao)(jiao)學(xue)(xue)成(cheng)果轉化(hua)為教(jiao)(jiao)育(yu)生產(chan)力，服務“雙(shuang)減(jian)”工(gong)作(zuo)，建設高(gao)質量基礎教(jiao)(jiao)育(yu)體系。
受(shou)教(jiao)(jiao)育部委托，中(zhong)國教(jiao)(jiao)育學(xue)會(hui)（以(yi)下簡稱“學(xue)會(hui)”）負責基(ji)礎(chu)教(jiao)(jiao)育國家(jia)級優秀教(jiao)(jiao)學(xue)成(cheng)(cheng)(cheng)果(guo)獎評審和(he)推廣(guang)應用(yong)(yong)的(de)組織實施工(gong)作，學(xue)會(hui)成(cheng)(cheng)(cheng)立成(cheng)(cheng)(cheng)果(guo)推廣(guang)部，專職開展成(cheng)(cheng)(cheng)果(guo)推廣(guang)應用(yong)(yong)工(gong)作。成(cheng)(cheng)(cheng)果(guo)獎評審非(fei)常(chang)重要，推廣(guang)應用(yong)(yong)也(ye)必不可少。成(cheng)(cheng)(cheng)果(guo)應用(yong)(yong)轉(zhuan)化是教(jiao)(jiao)科研生(sheng)(sheng)態上不可缺少的(de)一(yi)環，是最(zui)(zui)鮮(xian)活、最(zui)(zui)生(sheng)(sheng)動(dong)的(de)教(jiao)(jiao)育教(jiao)(jiao)學(xue)改革行動(dong)研究。以(yi)往大(da)家(jia)通常(chang)都高度(du)(du)重視成(cheng)(cheng)(cheng)果(guo)獎評審，相對(dui)忽(hu)視成(cheng)(cheng)(cheng)果(guo)推廣(guang)應用(yong)(yong)和(he)轉(zhuan)化。通過一(yi)年的(de)工(gong)作，社會(hui)各界(jie)對(dui)優秀教(jiao)(jiao)學(xue)成(cheng)(cheng)(cheng)果(guo)推廣(guang)應用(yong)(yong)工(gong)作的(de)關注(zhu)度(du)(du)和(he)認可度(du)(du)逐漸提高。
一、在工作理念方面共同發展、同向而行
我們秉持“共(gong)同(tong)體(ti)(ti)”的理(li)念，把管(guan)理(li)方(fang)、組(zu)織方(fang)、推(tui)廣方(fang)和(he)應用(yong)方(fang)看(kan)作學習共(gong)同(tong)體(ti)(ti)和(he)成(cheng)長共(gong)同(tong)體(ti)(ti)，目標(biao)一致、同(tong)向(xiang)而行(xing)，不斷完善(shan)協同(tong)創新機制。
學會協助基(ji)礎教(jiao)育(yu)(yu)(yu)司起草、完善《基(ji)礎教(jiao)育(yu)(yu)(yu)國家(jia)級優秀教(jiao)學成(cheng)(cheng)果推(tui)(tui)(tui)廣(guang)(guang)(guang)(guang)應(ying)用(yong)工(gong)作(zuo)管(guan)理(li)辦法(fa)》和《基(ji)礎教(jiao)育(yu)(yu)(yu)國家(jia)級優秀教(jiao)學成(cheng)(cheng)果推(tui)(tui)(tui)廣(guang)(guang)(guang)(guang)應(ying)用(yong)工(gong)作(zuo)評(ping)估(gu)辦法(fa)》，明確各方責任和使(shi)命。管(guan)理(li)方，即(ji)教(jiao)育(yu)(yu)(yu)部基(ji)礎教(jiao)育(yu)(yu)(yu)司，負(fu)責制定(ding)相關政(zheng)策(ce)，遴選、認定(ding)推(tui)(tui)(tui)廣(guang)(guang)(guang)(guang)應(ying)用(yong)示(shi)范(fan)區(qu)(qu)，組(zu)織評(ping)估(gu)考核，指(zhi)(zhi)導(dao)各方開展工(gong)作(zuo)。組(zu)織方，即(ji)中國教(jiao)育(yu)(yu)(yu)學會，在管(guan)理(li)方具體(ti)指(zhi)(zhi)導(dao)下(xia)，負(fu)責綜合協調、交流溝通、搭建(jian)平臺、專業指(zhi)(zhi)導(dao)、開展宣傳(chuan)、研制報告、提(ti)(ti)供(gong)政(zheng)策(ce)建(jian)議等組(zu)織落實工(gong)作(zuo)。推(tui)(tui)(tui)廣(guang)(guang)(guang)(guang)方，即(ji)成(cheng)(cheng)果持有者，負(fu)責為應(ying)用(yong)方提(ti)(ti)供(gong)培訓(xun)、指(zhi)(zhi)導(dao)、咨詢、研討等專業服(fu)務(wu)，促進成(cheng)(cheng)果在示(shi)范(fan)區(qu)(qu)落地應(ying)用(yong)及成(cheng)(cheng)果的迭代升(sheng)級。應(ying)用(yong)方，即(ji)部里遴選認定(ding)的60個示(shi)范(fan)區(qu)(qu)，負(fu)責制訂并執行推(tui)(tui)(tui)廣(guang)(guang)(guang)(guang)應(ying)用(yong)工(gong)作(zuo)計劃，采取有效措(cuo)施(shi)，探索可行路徑，推(tui)(tui)(tui)進成(cheng)(cheng)果本土化落地應(ying)用(yong)，促進區(qu)(qu)域教(jiao)育(yu)(yu)(yu)質量(liang)、教(jiao)科研和教(jiao)師(shi)隊(dui)伍水(shui)平提(ti)(ti)升(sheng)，發揮(hui)輻射(she)引領(ling)作(zuo)用(yong)。
四方各負(fu)其責，共(gong)同(tong)推(tui)(tui)(tui)進(jin)成果(guo)推(tui)(tui)(tui)廣應(ying)用工作有序高(gao)效(xiao)開展，形成以(yi)優(you)秀教(jiao)學(xue)成果(guo)為內核的(de)共(gong)同(tong)體。比(bi)如(ru)，北(bei)京(jing)市(shi)(shi)教(jiao)育科(ke)學(xue)研(yan)究院吳正(zheng)憲團隊，推(tui)(tui)(tui)動“十、百、千(qian)”工程，形成研(yan)修共(gong)同(tong)體，開展伴隨式研(yan)修，做(zuo)到共(gong)性(xing)和(he)個性(xing)指導相結合；江(jiang)蘇省小學(xue)跨界(jie)(jie)學(xue)習研(yan)究所研(yan)制了跨界(jie)(jie)學(xue)校聯盟申請(qing)規則、聯盟共(gong)同(tong)體發展章程，助推(tui)(tui)(tui)共(gong)創“１＋Ｎ”完整育人(ren)成果(guo)推(tui)(tui)(tui)廣共(gong)同(tong)體———全國(guo)小學(xue)跨界(jie)(jie)學(xue)習聯盟；南京(jing)市(shi)(shi)瑯(lang)琊路小學(xue)進(jin)一步明確(que)各校所承擔(dan)的(de)任(ren)務，擬(ni)定了《“小主人(ren)教(jiao)育”成果(guo)推(tui)(tui)(tui)廣共(gong)同(tong)體創行公(gong)約》。這就是共(gong)同(tong)體理念的(de)典型代(dai)表。
二、在工作舉措方面回應熱點、精準施策
一是深入調(diao)(diao)研(yan)(yan)，了解(jie)現(xian)狀、問(wen)題與(yu)經驗。重(zhong)點(dian)了解(jie)推廣方和(he)(he)應(ying)(ying)用方工(gong)作(zuo)開展(zhan)情(qing)況(kuang)，提煉推廣應(ying)(ying)用過程中(zhong)形(xing)成(cheng)的成(cheng)功經驗，討論(lun)雙方在實際工(gong)作(zuo)中(zhong)的思考與(yu)困(kun)惑，并給出(chu)建(jian)設(she)性意(yi)見。從2021年初開始，學會組(zu)織團隊赴京(jing)、滬(hu)、蘇、浙、黔、晉、閩等15個(ge)省份、30余個(ge)示范(fan)區(qu)(qu)(qu)(qu)及成(cheng)果(guo)(guo)持(chi)有方進行(xing)調(diao)(diao)研(yan)(yan)。鑒(jian)于當(dang)下(xia)疫情(qing)形(xing)勢(shi)，及時轉變(bian)工(gong)作(zuo)思路，開展(zhan)全面電(dian)話(hua)調(diao)(diao)研(yan)(yan)，通過電(dian)話(hua)溝(gou)通，了解(jie)成(cheng)果(guo)(guo)持(chi)有方、示范(fan)區(qu)(qu)(qu)(qu)在工(gong)作(zuo)中(zhong)遇到的問(wen)題、困(kun)難，把幫助(zhu)和(he)(he)支持(chi)雙方解(jie)決問(wen)題作(zuo)為后續工(gong)作(zuo)安排的重(zhong)點(dian)內容。遼寧省大連(lian)市西崗區(qu)(qu)(qu)(qu)聚焦(jiao)區(qu)(qu)(qu)(qu)域成(cheng)果(guo)(guo)本土化(hua)和(he)(he)校本化(hua)的關(guan)鍵(jian)問(wen)題進行(xing)現(xian)狀調(diao)(diao)研(yan)(yan)，以測評報(bao)告為開展(zhan)工(gong)作(zuo)提供數據(ju)化(hua)支撐；天(tian)津市南開區(qu)(qu)(qu)(qu)、河(he)(he)南省濮陽(yang)市、云南省麗江(jiang)市古城區(qu)(qu)(qu)(qu)、青海(hai)省海(hai)東市互助(zhu)土族自治縣(xian)、新疆生產建(jian)設(she)兵團第八(ba)師石河(he)(he)子市等示范(fan)區(qu)(qu)(qu)(qu)，加強多方調(diao)(diao)研(yan)(yan)，精準對接需求。
二是強化(hua)制(zhi)(zhi)度(du)建(jian)設，完善(shan)(shan)工(gong)作(zuo)機制(zhi)(zhi)。協助基(ji)礎教(jiao)(jiao)(jiao)(jiao)育司優(you)(you)化(hua)完善(shan)(shan)《基(ji)礎教(jiao)(jiao)(jiao)(jiao)育國家(jia)級(ji)優(you)(you)秀教(jiao)(jiao)(jiao)(jiao)學(xue)成(cheng)果(guo)(guo)推(tui)(tui)廣(guang)(guang)應用工(gong)作(zuo)管(guan)理辦法》《基(ji)礎教(jiao)(jiao)(jiao)(jiao)育國家(jia)級(ji)優(you)(you)秀教(jiao)(jiao)(jiao)(jiao)學(xue)成(cheng)果(guo)(guo)推(tui)(tui)廣(guang)(guang)應用工(gong)作(zuo)評估辦法》等制(zhi)(zhi)度(du)性文件，加強政策保(bao)障，優(you)(you)化(hua)工(gong)作(zuo)思(si)路。在成(cheng)果(guo)(guo)持有(you)方中(zhong)，顧明遠先生團(tuan)隊，依托北師大原教(jiao)(jiao)(jiao)(jiao)育家(jia)書院的(de)兼職研(yan)(yan)(yan)(yan)究(jiu)員(yuan)（各地名校(xiao)長、名教(jiao)(jiao)(jiao)(jiao)師），吸收國內有(you)影響力(li)(li)的(de)一(yi)(yi)些(xie)教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)員(yuan)組成(cheng)陣容強大的(de)推(tui)(tui)廣(guang)(guang)團(tuan)隊，并開放(fang)所有(you)網絡資源；上海市教(jiao)(jiao)(jiao)(jiao)委教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)室(shi)王(wang)月芬(fen)團(tuan)隊，以落(luo)實(shi)“雙減”政策為(wei)導(dao)向，基(ji)于23個成(cheng)果(guo)(guo)推(tui)(tui)廣(guang)(guang)應用示(shi)范區(qu)的(de)需求，圍繞專題(ti)培(pei)(pei)訓(xun)、展示(shi)研(yan)(yan)(yan)(yan)討(tao)(tao)、項目(mu)研(yan)(yan)(yan)(yan)究(jiu)等方面有(you)序(xu)地推(tui)(tui)進(jin)(jin)成(cheng)果(guo)(guo)推(tui)(tui)廣(guang)(guang)應用工(gong)作(zuo)。在示(shi)范區(qu)中(zhong)，上海金山區(qu)定期舉行(xing)(xing)行(xing)(xing)政（教(jiao)(jiao)(jiao)(jiao)育局(ju)(ju)(ju)）、業(ye)(ye)務(wu)（教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)室(shi)）、學(xue)校(xiao)聯席(xi)會議，形成(cheng)三方聯席(xi)會議機制(zhi)(zhi)，協調進(jin)(jin)程(cheng)，研(yan)(yan)(yan)(yan)討(tao)(tao)重點工(gong)作(zuo)；北京市海淀區(qu)教(jiao)(jiao)(jiao)(jiao)師進(jin)(jin)修學(xue)校(xiao)羅濱團(tuan)隊秉(bing)持雙線并進(jin)(jin)策略，行(xing)(xing)政推(tui)(tui)動(dong)＋教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)主導(dao)，同向發力(li)(li)，聯動(dong)協作(zuo)，整體推(tui)(tui)進(jin)(jin)；清華大學(xue)附屬(shu)小學(xue)堅持以“價值(zhi)觀引領(ling)、課程(cheng)引領(ling)、公益服務(wu)引領(ling)”為(wei)己任，不(bu)斷落(luo)實(shi)推(tui)(tui)進(jin)(jin)“成(cheng)志教(jiao)(jiao)(jiao)(jiao)育”成(cheng)果(guo)(guo)的(de)推(tui)(tui)廣(guang)(guang)應用；北京市朝陽區(qu)形成(cheng)“課程(cheng)改革(ge)—教(jiao)(jiao)(jiao)(jiao)學(xue)改進(jin)(jin)—質量評價—信息化(hua)支撐”的(de)四元(yuan)研(yan)(yan)(yan)(yan)究(jiu)格局(ju)(ju)(ju)，構(gou)建(jian)“區(qu)域(yu)全(quan)覆蓋＋批次基(ji)地校(xiao)”相(xiang)結(jie)合(he)的(de)工(gong)作(zuo)格局(ju)(ju)(ju)；廣(guang)(guang)西柳州市教(jiao)(jiao)(jiao)(jiao)育局(ju)(ju)(ju)每年專項撥款(kuan)550萬(wan)元(yuan)，用于推(tui)(tui)廣(guang)(guang)五項教(jiao)(jiao)(jiao)(jiao)學(xue)研(yan)(yan)(yan)(yan)究(jiu)成(cheng)果(guo)(guo)；新疆生產建(jian)設兵團(tuan)第一(yi)(yi)師阿拉爾市以優(you)(you)秀教(jiao)(jiao)(jiao)(jiao)學(xue)成(cheng)果(guo)(guo)推(tui)(tui)廣(guang)(guang)應用助推(tui)(tui)教(jiao)(jiao)(jiao)(jiao)師培(pei)(pei)訓(xun)的(de)創新，激(ji)發教(jiao)(jiao)(jiao)(jiao)師專業(ye)(ye)發展的(de)內生動(dong)力(li)(li)；貴州省貴陽市云巖區(qu)建(jian)立教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)員(yuan)下校(xiao)掛職教(jiao)(jiao)(jiao)(jiao)學(xue)副校(xiao)長的(de)制(zhi)(zhi)度(du)，借助成(cheng)果(guo)(guo)應用，外(wai)推(tui)(tui)與內引相(xiang)結(jie)合(he)，提升(sheng)學(xue)校(xiao)校(xiao)本教(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)水平(ping)。
三是(shi)常態(tai)化(hua)開(kai)(kai)展(zhan)(zhan)線(xian)(xian)上(shang)(shang)交(jiao)流(liu)(liu)(liu)(liu)研(yan)(yan)討(tao)活動。我們設(she)立(li)(li)常態(tai)化(hua)線(xian)(xian)上(shang)(shang)交(jiao)流(liu)(liu)(liu)(liu)研(yan)(yan)討(tao)機制(zhi)，定期(qi)組(zu)織(zhi)線(xian)(xian)上(shang)(shang)交(jiao)流(liu)(liu)(liu)(liu)展(zhan)(zhan)示(shi)活動，其(qi)目的(de)(de)是(shi)加(jia)強成(cheng)(cheng)(cheng)果(guo)(guo)(guo)推(tui)廣(guang)應(ying)(ying)(ying)用(yong)各(ge)(ge)主體(ti)之間的(de)(de)學(xue)(xue)(xue)習交(jiao)流(liu)(liu)(liu)(liu)，分(fen)享成(cheng)(cheng)(cheng)果(guo)(guo)(guo)推(tui)廣(guang)應(ying)(ying)(ying)用(yong)的(de)(de)典型(xing)經驗(yan)，交(jiao)流(liu)(liu)(liu)(liu)問題及(ji)(ji)對策，促進(jin)各(ge)(ge)地推(tui)廣(guang)應(ying)(ying)(ying)用(yong)工作的(de)(de)有效開(kai)(kai)展(zhan)(zhan)。線(xian)(xian)上(shang)(shang)交(jiao)流(liu)(liu)(liu)(liu)研(yan)(yan)討(tao)的(de)(de)形式(shi)是(shi)成(cheng)(cheng)(cheng)果(guo)(guo)(guo)方(fang)＋示(shi)范(fan)(fan)(fan)區(qu)(qu)(qu)＋實驗(yan)校(xiao)(xiao)，以成(cheng)(cheng)(cheng)果(guo)(guo)(guo)方(fang)為主體(ti)，組(zu)織(zhi)其(qi)指導服務的(de)(de)示(shi)范(fan)(fan)(fan)區(qu)(qu)(qu)，以團(tuan)隊(dui)的(de)(de)形式(shi)進(jin)行展(zhan)(zhan)示(shi)交(jiao)流(liu)(liu)(liu)(liu)。整個(ge)團(tuan)隊(dui)圍繞(rao)一個(ge)主題，就某一種(zhong)推(tui)廣(guang)應(ying)(ying)(ying)用(yong)模(mo)式(shi)講深講透，為其(qi)他(ta)示(shi)范(fan)(fan)(fan)區(qu)(qu)(qu)和成(cheng)(cheng)(cheng)果(guo)(guo)(guo)方(fang)開(kai)(kai)展(zhan)(zhan)工作提(ti)供借(jie)鑒和參(can)(can)(can)考，這也體(ti)現了前面(mian)提(ti)到的(de)(de)“共同體(ti)”的(de)(de)理念。上(shang)(shang)海(hai)靜教(jiao)(jiao)院(yuan)附(fu)校(xiao)(xiao)張人利校(xiao)(xiao)長的(de)(de)后(hou)“茶館式(shi)”教(jiao)(jiao)學(xue)(xue)(xue)成(cheng)(cheng)(cheng)果(guo)(guo)(guo)團(tuan)隊(dui)，在線(xian)(xian)下開(kai)(kai)展(zhan)(zhan)參(can)(can)(can)觀考察(cha)、課堂(tang)觀摩、對話交(jiao)流(liu)(liu)(liu)(liu)等(deng)培(pei)訓的(de)(de)同時，自主研(yan)(yan)發后(hou)“茶館式(shi)”教(jiao)(jiao)學(xue)(xue)(xue)成(cheng)(cheng)(cheng)果(guo)(guo)(guo)推(tui)廣(guang)交(jiao)流(liu)(liu)(liu)(liu)平臺(tai)，形成(cheng)(cheng)(cheng)線(xian)(xian)上(shang)(shang)線(xian)(xian)下相(xiang)結合的(de)(de)混合式(shi)教(jiao)(jiao)師培(pei)訓策略；上(shang)(shang)海(hai)市(shi)(shi)洋涇(jing)中學(xue)(xue)(xue)構(gou)建集課堂(tang)教(jiao)(jiao)學(xue)(xue)(xue)診(zhen)斷和資源(yuan)共建共享于(yu)一體(ti)的(de)(de)云端課堂(tang)教(jiao)(jiao)學(xue)(xue)(xue)診(zhen)斷平臺(tai)。廣(guang)東省(sheng)深圳市(shi)(shi)寶安區(qu)(qu)(qu)倪崗團(tuan)隊(dui)、華南(nan)師范(fan)(fan)(fan)大學(xue)(xue)(xue)鄭希付(fu)團(tuan)隊(dui)、上(shang)(shang)海(hai)中學(xue)(xue)(xue)高(gao)中生創新素(su)養培(pei)育(yu)(yu)實踐研(yan)(yan)究團(tuan)隊(dui)、北京師范(fan)(fan)(fan)大學(xue)(xue)(xue)第二附(fu)屬中學(xue)(xue)(xue)相(xiang)紅英團(tuan)隊(dui)、山(shan)東省(sheng)濟南(nan)市(shi)(shi)望岳路小學(xue)(xue)(xue)張立(li)(li)團(tuan)隊(dui)等(deng)許多成(cheng)(cheng)(cheng)果(guo)(guo)(guo)持有方(fang)，以及(ji)(ji)天津(jin)市(shi)(shi)南(nan)開(kai)(kai)區(qu)(qu)(qu)、山(shan)西省(sheng)運城市(shi)(shi)、江西省(sheng)宜(yi)春(chun)市(shi)(shi)上(shang)(shang)高(gao)縣、寧夏回族自治區(qu)(qu)(qu)銀(yin)川市(shi)(shi)興慶區(qu)(qu)(qu)、固原市(shi)(shi)西吉縣、內蒙古鄂爾多斯市(shi)(shi)康巴什區(qu)(qu)(qu)等(deng)多個(ge)示(shi)范(fan)(fan)(fan)區(qu)(qu)(qu)，借(jie)助“互聯網＋教(jiao)(jiao)育(yu)(yu)”建設(she)成(cheng)(cheng)(cheng)果(guo)(guo)(guo)，提(ti)供開(kai)(kai)放式(shi)學(xue)(xue)(xue)習平臺(tai)，開(kai)(kai)放線(xian)(xian)上(shang)(shang)優質資源(yuan)，為參(can)(can)(can)與推(tui)廣(guang)應(ying)(ying)(ying)用(yong)的(de)(de)學(xue)(xue)(xue)校(xiao)(xiao)及(ji)(ji)教(jiao)(jiao)師提(ti)供培(pei)訓服務。
四是(shi)將優秀(xiu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)成果推廣應用工作納入鄉(xiang)村(cun)(cun)振興計劃。充(chong)分利用成果方(fang)和(he)示(shi)范(fan)區(qu)(qu)的(de)專家資源，通(tong)過成果輸(shu)入、培(pei)訓(xun)、教(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)、研(yan)討等(deng)(deng)形式(shi)(shi)，幫扶貧(pin)困地區(qu)(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)育，提(ti)(ti)升成果推廣應用工作的(de)社會效(xiao)益。貴(gui)州師(shi)范(fan)大(da)(da)(da)學(xue)(xue)(xue)原(yuan)副校(xiao)(xiao)(xiao)長呂(lv)傳漢教(jiao)(jiao)(jiao)(jiao)(jiao)授及其團隊(dui)的(de)足跡遍布黔貴(gui)大(da)(da)(da)地，在推廣“中小(xiao)(xiao)(xiao)學(xue)(xue)(xue)數學(xue)(xue)(xue)‘情(qing)境(jing)－問題(ti)’教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)”成果中，拓(tuo)展“情(qing)境(jing)－問題(ti)”教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)人才(cai)培(pei)養模(mo)式(shi)(shi)，為(wei)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)提(ti)(ti)供定制化的(de)課(ke)(ke)題(ti)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)和(he)寫作指導，整體提(ti)(ti)升示(shi)范(fan)區(qu)(qu)的(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)水平和(he)專業素(su)養；重慶(qing)北碚區(qu)(qu)復興小(xiao)(xiao)(xiao)學(xue)(xue)(xue)借助(zhu)西(xi)部農(nong)村(cun)(cun)兒童線描畫(hua)特色校(xiao)(xiao)(xiao)本課(ke)(ke)程成果，致(zhi)力于(yu)提(ti)(ti)升農(nong)村(cun)(cun)地區(qu)(qu)兒童的(de)審(shen)美素(su)養；蘭(lan)州大(da)(da)(da)學(xue)(xue)(xue)“同動同靜復式(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)”成果開(kai)創多種(zhong)研(yan)修模(mo)式(shi)(shi)，逐步形成菜(cai)單(dan)式(shi)(shi)培(pei)訓(xun)的(de)“蘭(lan)大(da)(da)(da)模(mo)式(shi)(shi)”，并通(tong)過駐校(xiao)(xiao)(xiao)陪(pei)伴、云(yun)端課(ke)(ke)堂、虛擬合(he)作、以研(yan)助(zhu)教(jiao)(jiao)(jiao)(jiao)(jiao)等(deng)(deng)途徑，為(wei)提(ti)(ti)升邊(bian)遠小(xiao)(xiao)(xiao)規(gui)模(mo)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)課(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)質量(liang)、為(wei)鄉(xiang)村(cun)(cun)小(xiao)(xiao)(xiao)規(gui)模(mo)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)和(he)學(xue)(xue)(xue)生的(de)發(fa)展找(zhao)到了出路(lu)。
五是結合(he)重點工(gong)(gong)作(zuo)開展(zhan)(zhan)宣傳(chuan)(chuan)(chuan)推(tui)(tui)廣(guang)(guang)。將成(cheng)果(guo)(guo)(guo)推(tui)(tui)廣(guang)(guang)應(ying)(ying)(ying)用(yong)工(gong)(gong)作(zuo)與(yu)建設高(gao)質量教(jiao)(jiao)育(yu)體(ti)系(xi)、“雙減”工(gong)(gong)作(zuo)緊密結合(he)，圍繞成(cheng)果(guo)(guo)(guo)中(zhong)的(de)“作(zuo)業(ye)(ye)改(gai)革(ge)”“教(jiao)(jiao)學質量提升”等(deng)主題，組(zu)織報(bao)刊、官(guan)(guan)網(wang)、視(shi)頻(pin)類官(guan)(guan)媒(mei)(mei)開展(zhan)(zhan)系(xi)列活動。我們(men)(men)與(yu)央媒(mei)(mei)合(he)作(zuo)，策劃顧明遠、吳正(zheng)憲等(deng)人物TED演講(jiang)，以視(shi)頻(pin)形式傳(chuan)(chuan)(chuan)播成(cheng)果(guo)(guo)(guo)推(tui)(tui)廣(guang)(guang)應(ying)(ying)(ying)用(yong)工(gong)(gong)作(zuo)的(de)好聲音；我們(men)(men)與(yu)各紙媒(mei)(mei)合(he)作(zuo)，以“作(zuo)業(ye)(ye)管(guan)理”“課(ke)程改(gai)革(ge)”等(deng)專題、專欄的(de)文章傳(chuan)(chuan)(chuan)播成(cheng)果(guo)(guo)(guo)推(tui)(tui)廣(guang)(guang)應(ying)(ying)(ying)用(yong)工(gong)(gong)作(zuo)的(de)好經(jing)驗；我們(men)(men)開展(zhan)(zhan)線(xian)上線(xian)下多種形式的(de)研討(tao)會、展(zhan)(zhan)示會，以典(dian)型(xing)經(jing)驗交流(liu)的(de)方式講(jiang)好成(cheng)果(guo)(guo)(guo)推(tui)(tui)廣(guang)(guang)應(ying)(ying)(ying)用(yong)的(de)好故事。陜(shan)西省寶雞(ji)市在官(guan)(guan)網(wang)、官(guan)(guan)微(wei)、雜(za)志設立專欄，通過(guo)新華網(wang)、陜(shan)西教(jiao)(jiao)育(yu)等(deng)媒(mei)(mei)體(ti)報(bao)道(dao)寶雞(ji)“作(zuo)業(ye)(ye)革(ge)命”；天津市河西區進一步(bu)規范義務教(jiao)(jiao)育(yu)學校教(jiao)(jiao)育(yu)教(jiao)(jiao)學管(guan)理，以學生作(zuo)業(ye)(ye)系(xi)統改(gai)革(ge)為(wei)切入點，全面(mian)提高(gao)教(jiao)(jiao)育(yu)教(jiao)(jiao)學質量；重慶市江津區開辟“因(yin)作(zuo)業(ye)(ye)而同行(xing)”微(wei)信公(gong)眾號(hao)，并(bing)在官(guan)(guan)網(wang)及報(bao)紙雜(za)志上，對成(cheng)果(guo)(guo)(guo)要義進行(xing)深刻解讀和廣(guang)(guang)泛(fan)傳(chuan)(chuan)(chuan)播，及時(shi)宣傳(chuan)(chuan)(chuan)“作(zuo)業(ye)(ye)設計”成(cheng)果(guo)(guo)(guo)推(tui)(tui)廣(guang)(guang)應(ying)(ying)(ying)用(yong)的(de)典(dian)型(xing)做法和成(cheng)功經(jing)驗。
三、在工作成效方面創新路徑、落地見效
一是統一思想認識(shi)，研(yan)究(jiu)—推(tui)廣(guang)(guang)(guang)(guang)—應(ying)(ying)(ying)(ying)用(yong)的(de)(de)(de)(de)科研(yan)生(sheng)(sheng)態(tai)(tai)初(chu)見(jian)端(duan)倪(ni)。在四方(fang)(fang)協(xie)作(zuo)之下(xia)，經過前期的(de)(de)(de)(de)評審會(hui)、啟(qi)動(dong)會(hui)、研(yan)討班及(ji)學會(hui)項目(mu)組的(de)(de)(de)(de)宣講、調(diao)研(yan)溝通，各方(fang)(fang)逐漸統一了思想認識(shi)。成(cheng)果持有(you)(you)方(fang)(fang)將“要我(wo)推(tui)廣(guang)(guang)(guang)(guang)”變為“我(wo)要推(tui)廣(guang)(guang)(guang)(guang)”，示(shi)范區(qu)將“要我(wo)應(ying)(ying)(ying)(ying)用(yong)”變為“我(wo)要應(ying)(ying)(ying)(ying)用(yong)”，產生(sheng)(sheng)了開展(zhan)(zhan)(zhan)工(gong)(gong)作(zuo)的(de)(de)(de)(de)內生(sheng)(sheng)動(dong)力(li)。73項成(cheng)果持有(you)(you)方(fang)(fang)和60個示(shi)范區(qu)制訂(ding)工(gong)(gong)作(zuo)方(fang)(fang)案，組建(jian)專家(jia)團隊(dui)，成(cheng)立(li)(li)領導(dao)小(xiao)組，遵循(xun)“行(xing)(xing)政(zheng)(zheng)推(tui)動(dong)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)引(yin)領、專家(jia)攻(gong)關、問題(ti)導(dao)向、實(shi)踐論證、融(rong)入融(rong)合(he)、本土(tu)創(chuang)新(xin)”的(de)(de)(de)(de)工(gong)(gong)作(zuo)思路，協(xie)同開展(zhan)(zhan)(zhan)工(gong)(gong)作(zuo)。北(bei)京市房(fang)山區(qu)將推(tui)廣(guang)(guang)(guang)(guang)應(ying)(ying)(ying)(ying)用(yong)工(gong)(gong)作(zuo)視(shi)為房(fang)山區(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)發展(zhan)(zhan)(zhan)的(de)(de)(de)(de)“復(fu)興號”，通過行(xing)(xing)政(zheng)(zheng)與業務貫通等方(fang)(fang)式，實(shi)現(xian)成(cheng)果持有(you)(you)方(fang)(fang)和應(ying)(ying)(ying)(ying)用(yong)方(fang)(fang)、區(qu)域(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)與校本教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)間的(de)(de)(de)(de)聯通，達到成(cheng)果推(tui)廣(guang)(guang)(guang)(guang)應(ying)(ying)(ying)(ying)用(yong)工(gong)(gong)作(zuo)與日(ri)常教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學、常態(tai)(tai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)融(rong)通的(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)；福建(jian)省(sheng)泉州(zhou)市南(nan)安(an)市借(jie)(jie)(jie)力(li)、借(jie)(jie)(jie)機(ji)、借(jie)(jie)(jie)智、借(jie)(jie)(jie)勢，達到借(jie)(jie)(jie)“梯”登高，推(tui)“成(cheng)”出(chu)新(xin)，建(jian)設高素質的(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊(dui)伍；江(jiang)蘇省(sheng)南(nan)京市確立(li)(li)“成(cheng)果推(tui)廣(guang)(guang)(guang)(guang)”的(de)(de)(de)(de)重(zhong)要原則——“忠實(shi)取向下(xia)的(de)(de)(de)(de)創(chuang)生(sheng)(sheng)與調(diao)適(shi)”；黑龍江(jiang)雞西市建(jian)立(li)(li)切口小(xiao)、特色鮮明(ming)的(de)(de)(de)(de)“小(xiao)課(ke)題(ti)”引(yin)領工(gong)(gong)作(zuo)機(ji)制；安(an)徽馬鞍山市成(cheng)立(li)(li)課(ke)題(ti)研(yan)究(jiu)團隊(dui)，形成(cheng)實(shi)踐應(ying)(ying)(ying)(ying)用(yong)指導(dao)體系；山東省(sheng)淄博市教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)科學“十四五”規劃2021年度課(ke)題(ti)立(li)(li)項申報中特增設國(guo)家(jia)級優秀教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學成(cheng)果推(tui)廣(guang)(guang)(guang)(guang)專項課(ke)題(ti)；廣(guang)(guang)(guang)(guang)東省(sheng)廣(guang)(guang)(guang)(guang)州(zhou)市教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)院以課(ke)程教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材發展(zhan)(zhan)(zhan)研(yan)究(jiu)所為主(zhu)(zhu)導(dao)，基礎(chu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學研(yan)究(jiu)所和廣(guang)(guang)(guang)(guang)州(zhou)實(shi)驗教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)集團協(xie)同推(tui)進項目(mu)；東莞市創(chuang)新(xin)示(shi)范區(qu)發展(zhan)(zhan)(zhan)路徑，以教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)員主(zhu)(zhu)持的(de)(de)(de)(de)項目(mu)為依托(tuo)，融(rong)合(he)創(chuang)生(sheng)(sheng)，細化(hua)方(fang)(fang)案，保障項目(mu)落地應(ying)(ying)(ying)(ying)用(yong)。總體來看，成(cheng)果持有(you)(you)方(fang)(fang)和示(shi)范區(qu)都已行(xing)(xing)動(dong)起(qi)來，思考(kao)和實(shi)踐探索越(yue)來越(yue)深入，良好的(de)(de)(de)(de)研(yan)究(jiu)—推(tui)廣(guang)(guang)(guang)(guang)—應(ying)(ying)(ying)(ying)用(yong)科研(yan)生(sheng)(sheng)態(tai)(tai)已初(chu)見(jian)端(duan)倪(ni)。
二是注重總結提升，提煉出了(le)可復(fu)制、可借鑒的(de)(de)推(tui)(tui)(tui)廣(guang)(guang)模(mo)(mo)式(shi)(shi)和(he)應用(yong)(yong)模(mo)(mo)式(shi)(shi)。重慶(qing)市(shi)巴(ba)蜀小學(xue)(xue)按照(zhao)深(shen)化即(ji)推(tui)(tui)(tui)廣(guang)(guang)、推(tui)(tui)(tui)廣(guang)(guang)即(ji)研(yan)(yan)究(jiu)、應用(yong)(yong)即(ji)創造三大推(tui)(tui)(tui)廣(guang)(guang)策(ce)略(lve)，形成(cheng)(cheng)(cheng)了(le)“自選式(shi)(shi)課(ke)程(cheng)(cheng)內容、工(gong)作坊式(shi)(shi)課(ke)程(cheng)(cheng)實施、發(fa)展性課(ke)程(cheng)(cheng)評(ping)價”三大推(tui)(tui)(tui)廣(guang)(guang)應用(yong)(yong)課(ke)程(cheng)(cheng)特(te)色；四(si)川省成(cheng)(cheng)(cheng)都市(shi)教育科學(xue)(xue)研(yan)(yan)究(jiu)院羅(luo)清(qing)紅(hong)團隊(dui)(dui)形成(cheng)(cheng)(cheng)了(le)成(cheng)(cheng)(cheng)果推(tui)(tui)(tui)廣(guang)(guang)應用(yong)(yong)的(de)(de)“四(si)步(bu)六環”模(mo)(mo)式(shi)(shi)，通過“學(xue)(xue)習—觀摩—研(yan)(yan)討—實踐—反(fan)思—總結”六環節(jie)，實現(xian)(xian)成(cheng)(cheng)(cheng)果持有方(fang)和(he)應用(yong)(yong)方(fang)的(de)(de)共同(tong)成(cheng)(cheng)(cheng)長；重慶(qing)江北中學(xue)(xue)但(dan)漢國團隊(dui)(dui)在成(cheng)(cheng)(cheng)果轉化中實施融(rong)入課(ke)程(cheng)(cheng)、融(rong)入教學(xue)(xue)、融(rong)入活動(dong)(dong)、融(rong)入文化的(de)(de)“四(si)融(rong)入”路徑(jing)(jing)，實現(xian)(xian)成(cheng)(cheng)(cheng)果嫁接、轉化、落地、生效(xiao)；上海市(shi)芷江中路幼兒(er)園鄭惠萍團隊(dui)(dui)深(shen)化成(cheng)(cheng)(cheng)果研(yan)(yan)用(yong)(yong)，實現(xian)(xian)成(cheng)(cheng)(cheng)果課(ke)程(cheng)(cheng)化和(he)產(chan)品化的(de)(de)兩(liang)次轉化；河北省石(shi)家莊市(shi)從(cong)目(mu)標、任(ren)務、策(ce)略(lve)、保障等各(ge)維(wei)度(du)出發(fa)，確定了(le)“全面啟(qi)動(dong)(dong)—試點先行—融(rong)合(he)創新—總結再(zai)(zai)推(tui)(tui)(tui)廣(guang)(guang)”四(si)階段應用(yong)(yong)路徑(jing)(jing)；黑龍江省齊(qi)齊(qi)哈爾市(shi)昂昂溪區確定第(di)一年(nian)(nian)“移植(zhi)＋調適”、第(di)二年(nian)(nian)“原(yuan)型＋創生”、第(di)三年(nian)(nian)“再(zai)(zai)加工(gong)＋再(zai)(zai)研(yan)(yan)究(jiu)”的(de)(de)應用(yong)(yong)路徑(jing)(jing)；四(si)川省成(cheng)(cheng)(cheng)都市(shi)建立“雙線貫通、三級(ji)聯動(dong)(dong)”的(de)(de)組(zu)織機(ji)構(gou)，為示(shi)范(fan)區建設搭建起“四(si)梁八柱”；四(si)川省南(nan)充(chong)市(shi)采取(qu)“過程(cheng)(cheng)監管(guan)、專項督導、目(mu)標考核”三管(guan)齊(qi)下的(de)(de)評(ping)價督導方(fang)式(shi)(shi)；甘肅省平涼市(shi)靜寧(ning)縣加強過程(cheng)(cheng)性管(guan)理(li)，學(xue)(xue)校(xiao)自查和(he)全區督導并行；新疆維(wei)吾爾自治區哈密市(shi)加強考核評(ping)估，將實驗校(xiao)納入年(nian)(nian)終績效(xiao)考核范(fan)疇，實行滾動(dong)(dong)管(guan)理(li)。
三是堅持成(cheng)果引領，促進(jin)當(dang)地教育(yu)內涵(han)式發展。激發基層創新(xin)活力，將(jiang)成(cheng)果內涵(han)轉(zhuan)化應用到(dao)課堂，提(ti)升教師和(he)(he)學(xue)(xue)(xue)生素養，提(ti)高教育(yu)質量(liang)(liang)。上海中小學(xue)(xue)(xue)生學(xue)(xue)(xue)業(ye)質量(liang)(liang)綜合(he)(he)評價汪茂華團(tuan)隊，系統總結梳(shu)理綠色指(zhi)標的(de)(de)實施經驗(yan)，匯(hui)編了(le)(le)測(ce)評工(gong)(gong)具庫，編寫操作(zuo)手(shou)冊，為項目成(cheng)果的(de)(de)輻(fu)射推廣建(jian)立了(le)(le)良好基礎；上海劉嘉秋“課程(cheng)德育(yu)”團(tuan)隊關注理念傳遞(di)和(he)(he)經驗(yan)分享；江(jiang)蘇省李吉林情境教育(yu)團(tuan)隊強(qiang)化理念引導，以研(yan)(yan)修培(pei)(pei)訓、課程(cheng)建(jian)設(she)、館網改進(jin)、課題研(yan)(yan)究等(deng)途徑(jing)加(jia)大推廣力度；新(xin)疆維吾爾自(zi)治區(qu)阿克蘇市(shi)(shi)通過(guo)匯(hui)報＋互動＋論證答疑解惑，進(jin)行問診(zhen)把脈、培(pei)(pei)優輔困(kun)；貴州(zhou)省畢節市(shi)(shi)金沙(sha)縣嘗試開展后“茶(cha)館式”教學(xue)(xue)(xue)“循環實證”；云南省昆(kun)明市(shi)(shi)安寧市(shi)(shi)利(li)用成(cheng)果轉(zhuan)化賦能(neng)(neng)教師成(cheng)長、課堂提(ti)質、教研(yan)(yan)轉(zhuan)型(xing)(xing)；河南省鄭州(zhou)市(shi)(shi)堅持立德樹人，突(tu)出五育(yu)并舉(ju)，重點培(pei)(pei)育(yu)了(le)(le)一批(pi)五育(yu)并舉(ju)教學(xue)(xue)(xue)成(cheng)果，貢獻了(le)(le)鄭州(zhou)智慧(hui)和(he)(he)方案；湖南省長沙(sha)市(shi)(shi)綜合(he)(he)實踐整(zheng)合(he)(he)模型(xing)(xing)建(jian)構(gou)進(jin)入實施層面，建(jian)構(gou)了(le)(le)實踐育(yu)人課程(cheng)新(xin)體系；汨羅(luo)市(shi)(shi)借助成(cheng)果推廣應用做實做優德育(yu)工(gong)(gong)作(zuo)和(he)(he)團(tuan)隊工(gong)(gong)作(zuo)，研(yan)(yan)究探索德育(yu)工(gong)(gong)作(zuo)的(de)(de)新(xin)思路(lu)、新(xin)方法(fa)；吉林省白城市(shi)(shi)通榆縣通過(guo)成(cheng)果應用，孩子的(de)(de)識字(zi)量(liang)(liang)逐漸增加(jia)，閱讀能(neng)(neng)力日益提(ti)升，學(xue)(xue)(xue)習(xi)自(zi)信心普遍增強(qiang)。
優秀(xiu)教學成果推廣應用是一(yi)(yi)項長期任務，不可(ke)能畢其功(gong)于一(yi)(yi)役。在教育(yu)部基礎(chu)教育(yu)司的(de)指導下，學會將充分聽取各方(fang)意(yi)見(jian)(jian)(jian)和建議，最大限度調動各種資源和力量，努力實(shi)現供給(gei)與需求的(de)適度對(dui)接，確(que)保推廣應用工(gong)作落地落實(shi)、見(jian)(jian)(jian)行見(jian)(jian)(jian)效(xiao)。
來源(yuan): 《中國(guo)(guo)教育學(xue)刊》，作者：楊銀付，中國(guo)(guo)教育學(xue)會秘書長
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