力迈国际教师研讨 | 课堂因文化融合而生动，解锁文化响应式教学新密码

2026-04-02 09:07发布于北京

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·教研笔记·

- Together We Grow -

为进一步夯实教师教学素养，打造专业、优质、创新的国际师资团队，助力每一位学生的全面发展，我校第二学期国际教师专业发展（PD）系列培训正式拉开帷幕。

培训聚焦文化响应式教学，为全体K-12教师搭建了一座连接理论思考与课堂实践的专业桥梁，也为本学期系列研修奠定了开放、多元、深度的基调。

To further strengthen teachers’ instructional competence and build a professional, high-quality, and innovative international faculty team that supports the holistic development of every student, our school has officially launched the second semester’s International Faculty Professional Development (PD) Series.

This training series focuses on culturally responsive teaching, establishing a professional bridge for all K-12 teachers that connects theoretical inquiry with classroom practice. It also sets an open, diverse, and in-depth tone for this semester’s professional learning community.

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规划与路径

Pathway to Growth

资深培训师Ms. Michele围绕学校PD核心闭环——参与、学习、实践、反思，系统呈现了本学期18周培训的整体架构。

从课程设计、社会情感学习，到AI融合教学、项目式学习，每一个主题的选择无一例外回应着国际教育的前沿趋势与课堂真实需求。

优质教学源于安全且支持性的学习环境，外教团队对文化身份与隐性偏见的审视，正是教育公平的起点。

Senior Trainer Ms. Michele systematically presented the 18-week training structure for this semester, centered around the school’s PD core loop: Engage, Learn, Practice, Reflect.

From curriculum design and social-emotional learning to AI-integrated instruction and project-based learning, every chosen theme consistently responds to the forefront trends of international education and the real needs of the classroom.

Quality teaching stems from a safe and supportive learning environment. The international teaching team’s examination of cultural identity and implicit bias marks the very starting point of educational equity.

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培训中反复强调一个核心理念：优质的教学，源于安全且支持性的学习环境。文化身份与隐性偏见的深度探讨，让教师们重新审视课堂中每一个细节所承载的教育温度与公平。

Training Focus: Great teaching starts with a safe, supportive environment. Deep dives into cultural identity and implicit bias help teachers see how every classroom detail shapes warmth and fairness.

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文化与课堂

Culture Meets Classroom

Ms. Carmen老师的分享将文化响应式教学带入了真实的课堂场景。当学生的文化背景与生活经历融入教学全过程，学习便成为一场与自我、与世界对话的旅程，她结合一线教学实际，分享了可复用的实操策略：

Ms. Carmen’s sharing brought culturally responsive teaching into real classroom settings. When students’ cultural backgrounds and life experiences are integrated throughout the teaching process, learning becomes a journey of dialogue with both oneself and the world. Drawing on her hands-on teaching experience, she shared practical, replicable strategies.

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走进学生文化世界：通过学生调研、文化分享活动，了解学生家庭传统与学习风格；

教学内容本土化：将中国生活案例、历史文化融入数学、社科、语言艺术等学科；

构建包容课堂环境：展示多元文化素材，庆祝不同文化传统；

鼓励学生表达：通过小组讨论、辩论、项目式学习，培养批判性思维与沟通能力；

建立反思机制：定期审视教学案例的文化包容性，让教育公平落到实处。

Entering the Students' Cultural World: Understand students' family traditions and learning styles through student surveys and cultural sharing activities.

Localizing Teaching Content: Integrate Chinese life cases, history, and culture into subjects such as mathematics, social studies, and language arts.

Building an Inclusive Classroom Environment: Present multicultural materials and celebrate diverse cultural traditions.

Encouraging Student Expression: Foster critical thinking and communication skills through group discussions, debates, and project-based learning.

Establishing a Reflective Mechanism: Regularly examine teaching cases for cultural inclusiveness to ensure educational equity is put into practice.

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LIMAI

互动研讨环节，教师们分别围绕：

“课堂中的文化差异”

“文化差异带来的教学挑战”

“助力学生融入课堂的有效策略”

三大核心问题展开热烈研讨。教师们结合自身教学实践，分享课堂真实案例、交流落地方法，最终每位教师都确定了新学期打造文化响应式课堂的一项具体落地行动。

培训的思考与收获，真正转化为新学期教学实践的清晰计划，实现了“学有所思、思有所悟、悟有所行”的培训目标。

During the interactive discussion session, teachers engaged in a lively discussion centered around three key questions:
“Cultural Differences in the Classroom,”
“Teaching Challenges Arising from Cultural Differences,”
and “Effective Strategies to Help Students Integrate into the Classroom.”

Drawing on their own teaching practices, teachers shared real classroom cases and exchanged practical approaches. In the end, each teacher identified a concrete action to implement in the new semester to build a culturally responsive classroom.

The insights and takeaways from the training were truly transformed into clear plans for teaching practice in the new semester, fulfilling the training goal of “thinking to gain insights, gaining insights to reflect, and reflecting to take action.”

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