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         <description><![CDATA[<div>从“我”到“我们”，这一路走来有汗水，从未抱怨；有辛苦，却很快乐。“一个人可以走得很快，一群人才能走得更远。”新学期，希望有更多的老师们加入到我们，成为我们。从“我”到“我们”，从“共通体”走向“共同体”，最终成为“共生体”。</div>]]></description>
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         <description><![CDATA[<div>从“我”变成“我们”的分享式教学，让我看到了系统的从低到中高段的语文分享式课堂，老师们无私地为我们展示了他们精心研究的课堂原貌，从流程到语言模版，问题的解决和优化，借鉴意义强。分享式是一种理念，不仅局限于课堂，它可以应用在教育的各个环节，可以促进学生能力的全面发展。</div>]]></description>
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         <description><![CDATA[<div>感动感谢此板块的老师，深耕学科课堂，无私分享教育经。镜璇老师站在六年级毕业的角度回望小学阶段的语文教学，反思的内容让我感到警醒：语文要素的衔接在整个小学六年里的贯穿和进阶，应该进行一个系统的梳理，分清楚不同年级各个学期每个单元所承担的角色和使命，学生应该学到什么方法达成什么样的程度，有这样的地图在心中，孩子的能力才能徐徐进阶。办活动激兴趣爱语文，短期内看似慢，实则可以让孩子在语文这条路上走得更远。张全令老师对作文教学的坚持研究，让学生真正爱上了写作，爱上了文字表达。       —张海楠</div>]]></description>
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         <description><![CDATA[<div>李佳佳老师在教育学生劳动时根据学生的心智特点，思考有效的方法，注重细节的指导，让学生获得发展。刘银银老师让班干部在看见里遇到高光，注重班干部的竞聘仪式，颁发聘书，给每个孩子安排合适的岗位，事事有人做，人人有事做。看得见的职务牌让孩子持证上岗，孩子自己设计，增加责任感。看得见的表彰让班干部增强信心和责任心，及时表扬，每周班会表彰，说感言。         —张海楠</div>]]></description>
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