師資力量
依托北京師范大學(xué)雄厚的人才資源優(yōu)勢(shì)和教育實(shí)力，通過(guò)精心挑選、重點(diǎn)培養(yǎng)、考核聘任、選拔深造等方式，學(xué)校逐步培養(yǎng)了一支結(jié)構(gòu)合理、素質(zhì)精良的師資隊(duì)伍，匯集了一批名師和中青年骨干教師，保證了高質(zhì)量的教學(xué)。
Taking full advantage of the tremendous human resource and solid educational strength of Beijing Normal University, by the means of selecting, training, examining and hiring, and sending for pursuing further studies, the Asia-Pacific Experimental School has gradually formed a faculty team that sets very high standards, not only academically, but also in terms of behaviour and social skills. A number of renown teachers and backbone teachers are gathered in this team, which ensures the quality of teaching.
教師主要來(lái)自北京師范大學(xué)、東北師范大學(xué)、華東師范大學(xué)、陜西師范大學(xué)等國(guó)家“211”、“985”高校及海外留學(xué)歸國(guó)人員，均具備本科及以上學(xué)歷，其中具有中、高級(jí)職稱的教師占70%，青年教師中碩士、博士研究生比例達(dá)到65%，近年來(lái)培養(yǎng)了市、區(qū)級(jí)學(xué)科帶頭人百余人。富有愛(ài)心、高度負(fù)責(zé)，全身心投入，良好的專業(yè)素養(yǎng)是亞太學(xué)校教師的共同特征。
The teachers of the school are mostly graduates from Chinese universities sponsored by Project 211 and Project 985, such as Beijing Normal University, Northeast Normal University, East China Normal University and Shaanxi Normal University, as well as returned overseas students. All of them have a bachelor’s degree or above and 70% of them are teachers with an intermediate or senior title. 65% of the young teachers are graduates having a Master’s degree or a PhD. In recent years, the school has trained hundreds of municipal and district-level academic leaders. The common features of the teachers of Asia-Pacific School are being loving, highly responsible, devoted and having excellent professional literacy.
本著“科研先行，引領(lǐng)發(fā)展”的理念，經(jīng)過(guò)積極地努力和不斷探索，學(xué)校已經(jīng)形成了獨(dú)具特色的校本教研體系，從管理制度上為教師的專業(yè)化發(fā)展和研究型教師的培養(yǎng)奠定了扎實(shí)的基礎(chǔ)，為學(xué)校整體的教育創(chuàng)新提供了不竭的動(dòng)力。
Following the concept of "Research Leads to Development", and making consistent explorations, the school has gradually formed a unique school-based teaching and research system to strongly support its teachers' developments in professionalisation and research. This system also generates a dynamic force for the school's educational innovations.
1. 實(shí)施教師成長(zhǎng)工程，為教師專業(yè)化發(fā)展搭建平臺(tái) The school launches a project to provide a platform for staff's professional developments
參加課題研究；撰寫(xiě)科研論文（案例、札記或隨筆）；進(jìn)行教學(xué)反思；完成讀書(shū)筆記；承擔(dān)課堂教學(xué)研究。由此形成了以課題為載體，以活動(dòng)為平臺(tái)，以科研帶動(dòng)教研，以教研帶動(dòng)教學(xué)，以教學(xué)帶動(dòng)學(xué)習(xí)進(jìn)步、能力發(fā)展的良好教育教學(xué)氛圍。
To participate in research tasks; To compose research essays (or cases study, or notes, etc.) ;To make self-examination in teaching;To make full book-reports;To give lessons based on his/her research.
With the application of this project, research tasks are regarded as vehicles, and activities as platform. An academic atmosphere that promotes a progress in research and teaching has been formed in this school.
2. 開(kāi)展主題研討活動(dòng) Holding Regular Seminars on Specific Topics
教研以校為本，并在此基礎(chǔ)上開(kāi)展主題研討活動(dòng)，從而形成校本教研的氛圍。每一期主題研討活動(dòng)均具有較強(qiáng)的針對(duì)性，通過(guò)促進(jìn)教師各方面技能的逐步發(fā)展，最終實(shí)現(xiàn)教師專業(yè)化發(fā)展的目標(biāo)。
Based on the school's situation, research is seen as the foundation of regular seminars, and a researching atmosphere is created accordingly. Each seminar has its specific topic, and they lead to the goal of professional development by motivating every teacher to develop his or her professional knowledge and skills.
3. 研究課評(píng)價(jià)改革 Reform in the Evaluation System for Research-based Lessons
強(qiáng)化研究課的評(píng)價(jià)管理工作。每節(jié)研究課后，教研組長(zhǎng)都要綜合本組聽(tīng)課教師的意見(jiàn)對(duì)研究課做出書(shū)面的發(fā)展性評(píng)價(jià)，評(píng)價(jià)項(xiàng)目包括：教學(xué)目標(biāo)設(shè)置的合理性；重點(diǎn)難點(diǎn)突破的有效性；教學(xué)中學(xué)生主體作用與教師主導(dǎo)作用的發(fā)揮；存在的主要問(wèn)題等。
The school implements vigorously management and evaluation of research-based lessons. Whenever such a lesson is over, the leader of the teaching research group is to collect every judge's opinion, and then draft a formal and constructive feed-back from the following aspects: Whether the teaching objectives are reasonable; Whether the difficult points are effectively approached;The good points and the unique features of the teaching; What are the main problems in teaching.
由教研組長(zhǎng)將評(píng)價(jià)性意見(jiàn)及時(shí)反饋給授課教師，并就此進(jìn)行有效的溝通，最后形成歸入教師個(gè)人成長(zhǎng)檔案的書(shū)面文字記錄。這樣，不但記下了每一位教師成長(zhǎng)的足跡，而且使教師養(yǎng)成了有效教學(xué)反思的意識(shí)和習(xí)慣。
The group leader should discuss the feedback with the teacher who gave the lesson. All the feedbacks are kept in an archive. This archive not only records the personal developments of each teacher, but also encourages them to keep reflecting on their own performances.
