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【双语比翼|德艺同馨】华美外国语学校课程文化展示(五)

06-05 08:20发布于广东

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邓登江总校长提出:一切有目的、有组织的活动都是课程,以“五大文化节”为载体,有机融合各项教育教学活动,创建华美外国语学校PBL课程文化


从真实世界的问题出发,通过组织学习小组,让学生借助信息技术以及多种资源开展探究活动,在一定的时间内解决一系列相互关联的问题,并将研究结果以一定的形式发布,这种学习方式称为项目式学习(Project-Based Learning,简称PBL)。


▲李功良、周湘、胡少明(从左至右)


学期初,全体教师(含行政)陆续参加组内公开课展示。五月,微雨过,叶绿莹然,15-16日,各科组选派代表打磨精品,集中展示11节校级公开课。学校邀请专家担任评委,正高级胡少明副校长,正高级周湘主任,金安集团教学总监李功良校长



第五章

语言学科 项目


首先是初中语文组杨霞老师,带领学生沉浸在《紫藤萝瀑布》的畅快课堂。杨老师为我们呈现出了一个生动而形象的紫藤萝世界。从整体感知到细节剖析,条理清晰,循序渐进,让学生轻松跟上节奏,深入理解文本。



杨老师提出的每一个问题都恰到好处,既能引发学生思考,又能引导学生不断挖掘课文的深层内涵。例如,“作者为何对紫藤萝有着如此细腻的描写?”“从紫藤萝的变化中我们能领悟到什么?”等问题,让学生在课堂上不断碰撞出智慧的火花。



学生活动丰富多彩。同学们积极参与讨论、发言,分享自己对课文的独特见解。小组合作探究时,大家齐心协力,共同探讨问题,展现出了极高的学习热情和团队合作精神。



小学语文组刘俏老师开展了一节沉浸探究式课堂,品读语言的魅力重视朗读训练是我国语文教学的优秀传统,学习文言文最基本的方法是读,最好的方法也是读。重点在读,难点也在读,在朗读上必须有质和量的保证。


学生在读中感知,在读中感悟,熟读成诵,从而丰富语文积累,培养语感,拓展思维。因此,这节课在刘老师的带领下学生书声琅琅,读得如痴如醉。打造语文项目式学习学习的课堂模式。



学生是学习的主人,探究是课堂的主线,刘老师在课堂中充分调动学生学习的主动性和积极性,学生围绕驱动问题通过自主、合作、探究的方式学习课文内容,再借助插图、借助注释、联系上下文等方法理解文意,在读通课文的基础上读懂课文。



初中英语组张红燕老师的《Water Talks》英语课堂,她立足学生核心素养,发挥学科的育人功能。引导学生,发起了一场和“小水滴”的对话。课堂上,张老师充分结合教学素材,联系生活实际,为学生上了一节丰富多彩,印象深刻的英语课。



本节课中,张老师以游戏导入课堂,通过单词PK互动,活跃课堂氛围,充分激发了学生兴趣。并通过创设情境,以拟人的对话形式,通过第一人称视角,带领学生步入“一滴水的旅途”场景。课堂上,学生经过丰富的读前、读中和读后活动,充分锻炼了英语语言的听说读写等综合能力。张老师恰到好处地融合了文本、语音、图片和视频等多方位教学素材,同时通过层层递进的教学活动,不仅有效地训练了学生略读和找读的阅读技巧,更是充分激发了学生理论联系实际,学以致用的知识迁移能力。


除此之外,在课堂上学生们通过所学,深刻地认识到了水资源的重要性,并且制定了日常生活中节约用水的有效策略,这真正体现了学科育人的目标。



小学英语组美丽活泼的王蓓老师带着学生们一起走近地球母亲《The Earth》。王蓓老师首先和学生回顾有关地球的几个颜色部分,接着以招募环保小卫士的情境导入,以闯关的方式推进教学内容,引发孩子的好奇心和好胜心。



Task1: Watch for main idea. 听录音,了解文章大意,对文章整体感知。

Task2:Read for structure. 略读全文,根据三个关键词beautiful, sick, clean,引导学生把文章划分出三个部分。引导学生自主分段,帮助他们理清文章结构。

Task3:Read for details. 分段阅读。


布置小组合作探究式学习任务,预设5分钟探究时间。接下来小组展示汇报环节是本节课的最大亮点。用投影把小组合作的worksheet 展示给班级,陈述自己的探究成果,进行关键词换位的游戏化操练,扫清阅读障碍,增强学习的趣味性,提高学习的积极性。最后,根据板书的关键词引导同学们小结,并预告下一环节学习内容。



四节语言学科项目式学习的展示课,各美其美,美美与共,体现了课程总监周湘主任提出的“结构化认识”“结构化表达”“结构化重塑”“结构化思维”。邓总校长对课程文化展示活动进行了高度评价,指示每学期都要开展,切实提高老师们专业水平。


Total number of words:1033 words

Reading time: 7 minutes


Preface Principal Deng Dengjiang proposed: All purposeful and organized activities are part of the curriculum. Using the "Five Cultural Festivals" as a carrier, various educational activities are organically integrated to create the PBL curriculum culture of Huamei Foreign Language School.


Starting from real-world problems, organizing learning groups, and enabling students to conduct exploratory activities using information technology and various resources, students solve a series of interconnected problems within a certain period and publish the research results in a certain format. This learning method is called Project-Based Learning (PBL).


This semester's curriculum and culture exhibition will showcase more of the course outcomes, such as student assignments.




At the beginning of the semester, all teachers (including administrative staff) participated in internal open class demonstrations one after another. In May, with a light rain passing by, leaves became vibrant green. On the 15th and 16th, representatives from each subject group were selected to refine their best works and showcase 11 school-level open classes. The school invited experts to serve as judges: Vice Principal Hu Shaoming, Director Zhou Xiang, both at the senior level, and Mr. Li Gongliang, the Teaching Director of Jin'an Group.



CHAPTER FIVE

LANGUAGE SUBJECT

PROJECT



First, we have Ms. Yang Xia from the middle school Chinese language group, leading students into an engaging classroom immersed in "The Wisteria Waterfall". Ms. Yang presented to us a vivid and imaginative world of wisteria. From overall perception to detailed analysis, her teaching was clear and progressive, allowing students to easily follow the rhythm and deeply understand the text. 



 Every question Ms. Yang raised was just right, sparking student thinking and guiding them to continuously explore the deeper meanings of the text. For example, questions like "Why does the author describe the wisteria so delicately?" or "What insights can we gain from the wisteria's changes?" constantly sparked intellectual sparks in the classroom.



Student activities were diverse and colorful. Students actively participated in discussions, speaking up and sharing their unique insights on the text. During group cooperative inquiries, everyone worked together, discussing problems and showcasing a high level of learning enthusiasm and teamwork spirit.



Ms. Liu Qiao from the primary school Chinese language group conducted an immersive inquiry-based classroom session, exploring the charm of language through reading. Emphasizing reading training is an excellent tradition in Chinese language teaching. The fundamental method to learn classical Chinese is through reading, and the best method is also reading. The focus is on reading; the difficulty also lies in reading. There must be quality and quantity assurance in reading aloud. 



Students perceive and comprehend while reading, reciting fluently, thus enriching their language accumulation, nurturing language sense, and expanding thinking. Therefore, under Ms. Liu's guidance, students immersed themselves in reading aloud, deeply engaged in the text. This class model aims to create a project-based learning environment in Chinese language. 



 Students take the lead in learning, inquiry is the main theme of the class, and Ms. Liu fully mobilizes students' initiative and enthusiasm for learning. Students learn the text content through independent, cooperative, and investigative methods centered around driving questions. They utilize illustrations, annotations, and contextual connections to understand the meaning of the text and read it thoroughly.



Ms. Zhang Hongyan's "Water Talks" English class for junior high school students is rooted in students' core competencies, harnessing the educational function of the subject. She initiated a dialogue with "Little Water Drop" to engage students. In the classroom, Ms. Zhang integrated teaching materials with real-life situations, delivering a rich and memorable English lesson.



During this lesson, Ms. Zhang used games to introduce the class, fostering an interactive atmosphere through word PK activities and sparking students' interest. By creating scenarios and using personified dialogues from a first-person perspective, she led students into the scene of "A Drop of Water's Journey." Through a variety of pre-reading, while-reading, and post-reading activities, students practiced and enhanced their comprehensive English skills in listening, speaking, reading, and writing.Ms. Zhang skillfully integrated text, audio, images, and videos as teaching materials, using progressive teaching activities to effectively train students in skimming and scanning reading techniques. Furthermore, she encouraged students to apply theoretical knowledge practically, fostering their ability to transfer knowledge. 



 In addition to academic learning, students deeply understood the importance of water resources and developed effective strategies for conserving water in daily life, showcasing the educational goals of the subject.



Primary school English teacher, the beautiful and lively Ms. Wang Bei, takes her students closer to Mother Earth with "The Earth." Ms. Wang first reviews several color aspects related to the Earth with her students. She then introduces the scenario of recruiting environmental protectors and uses a game-like approach to advance the teaching content, igniting children's curiosity and competitiveness.



Task 1: Watch for the main idea. Students listen to the audio, understand the main idea of the article, and grasp the overall meaning.

Task 2: Read for structure. Students skim the entire text, dividing it into three parts based on the keywords "beautiful," "sick," and "clean." They independently segment the text, helping them understand the article's structure.

Task 3: Read for details. Students read the segmented text. 



Cooperative group learning tasks are assigned with a preset exploration time of 5 minutes. The highlight of the lesson is the group presentation and reporting segment. Using a projector, the group's collaborative worksheets are displayed to the class. Students present their exploration results, engage in a game-like exercise of keyword substitution, remove reading barriers, enhance learning interest, and increase motivation. Finally, based on the keywords on the board, students summarize the lesson and are introduced to the next learning segment.



The four language subject project-based learning showcase lessons were each beautiful in their own way, showcasing a harmonious blend of beauty. This reflects the concepts of "structured understanding," "structured expression," "structured reshaping," and "structured thinking" proposed by Curriculum Director Zhou Xiang.Principal Deng highly praised the curriculum culture showcase activity and instructed that it should be conducted every semester to effectively enhance the professional level of teachers.






声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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