逐梦不负韶华·实践共促成长 | 苏州美高普高部英语学科组

LWS苏州美高

04-27 08:21发布于江苏

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普高部英语学科组

荣誉称号

南通市学科带头人、南通市优秀班主任、市局三等功获奖者

苏州美高年度优秀教工（2人），全国中学生英语能力竞赛国家优秀教练员

教育教学成果

●发表论文：国家、省级、市级论文二十多篇

●开设省市级公开课：省市级及校级公开课五十多节

●高考成绩：学科带头人陈老师先后带高三年级十六届，每届均分远超市省均分，2023届所带（普通班）班级本一率达98%

指导学生获奖情况

学科带头人陈老师指导学生获国家一、二、三等奖及省级获奖人数超80多人

普高部英语学科教学亮点

The Highlights of English Teaching in the Regular High School Department

以下是苏州美高普高部英语学科教学中结合分层教学、个性化辅导等策略，提升教学效果和学生综合语言能力的尝试：

Here are some attempts made by the English teaching team in the Regular High School Department of LWS Suzhou to enhance teaching effectiveness and students' comprehensive language abilities through strategies such as differentiated instruction and personalized tutoring:

分层教学实践

Implementation of Differentiated Instruction

●动态分层

入学初第一个月运用问卷星开展学习风格普查，以及课堂、作业、测试等方式，将学生分为A（拔尖）、B（中等）、C（基础）三层，期中、期末根据阶段性测评动态，设立「晋升通道」,调整分组（如C→B层， B→A可获奖励）。

案例1：课堂提问：C层回答事实性问题（如Who, When, Where），B层回答Why/How问题，A层做总结性归纳。

案例2：阅读课设计分层任务：C层完成主旨概括，B层分析长难句，A层进行批判性讨论（如“作者观点是否合理？”）。

评价：高一（1）和高一（2）两班的阅读课设计很有特色，同学的情绪高涨、跃跃欲试。

Dynamic Tiered Instruction Practice：In the first month of enrollment, a learning style survey is conducted using Wenjuanxing, as well as through classroom observation, homework, and tests to categorize students into three levels: Level A (advanced), Level B (intermediate), and Level C (foundational). Based on periodic assessments during midterms and finals, a "promotion channel" is established to dynamically adjust groupings (e.g., from Level C to Level B, or from Level B to Level A, with rewards for such promotions). For example, in classroom questioning, Level C students answer factual questions (e.g., Who, When, Where), Level B students answer Why/How questions, and Level A students provide summarizing and synthesizing responses. In reading class, tasks are designed according to levels: Level C students complete main idea summarization, Level B students analyze complex sentences, and Level A students engage in critical discussions (e.g., "Is the author's viewpoint reasonable?"). The reading class design in Class 1 and Class 2 of Grade 10 is highly distinctive, with students showing high enthusiasm and eagerness to participate.

●差异化课堂设计

同一文本，分层任务：

案例：在讲授海明威的“ The Old Man and the Sea”时：

C层：找出描写人物动作的词汇；

B层：分析象征手法；

A层：对比海明威与其他作家风格。

分组策略：异质分组（A带C）与同质分组（A组深化拓展）交替使用。

Differentiated Classroom Design：For the same text, tasks are differentiated according to student levels. For example, when teaching Hemingway's "The Old Man and the Sea":Level C: Identify vocabulary related to character actions.Level B: Analyze the use of symbolism.Level A: Compare Hemingway's writing style with that of other authors.Grouping Strategy: Heterogeneous grouping (with Level A students assisting Level C students) and homogeneous grouping (Level A groups for in-depth exploration and expansion) are alternately employed.

●分层作业与评价

作业设置“基础达标→能力提升→挑战拓展”三级任务，允许学生自选。

实现同质分组内表现优异的获赠“日常行为加分券”，异质分组升级的获赠“免作业券”。

Differentiated Homework and Assessment：Homework assignments are designed with three levels of tasks: "Basic Mastery → Skill Enhancement → Challenge Expansion," allowing students to choose based on their own comfort and ability level. Within homogeneous groups, students who perform exceptionally well are awarded "Daily Behavior Bonus Coupons." In heterogeneous groups, students who show significant improvement are given "Homework Passes" as a reward.

个性化辅导

Personalized Tutoring

●靶向干预措施

·词汇短板：推荐维克多英语词汇和常用阅读词汇，进行个性化记忆计划，逐周检查。

·写作薄弱：推荐仿写或利用AI智批（如Grammarly， ChatGPT）聚焦语法错误。教师面批则侧重逻辑提升。

·听力障碍：听力强化：提供分速音频（0.8倍速→1.2倍速渐进训练）。推荐「每日英语听力」APP，B层听VOA慢速，A层做TED听写。

·“1+1”辅导机制：每周设立1次「错题诊疗时间」（解决个性问题）+1次学生互助辅导（如A层学生—通过“大神讲坛”，主持语法/应用文写作工作坊）。

Targeted Intervention Measures:

Vocabulary Weakness: Recommend Victor English Vocabulary and commonly used reading vocabulary. Develop a personalized memory plan with weekly checks.Writing Weakness: Suggest imitation writing or using AI-based writing tools (such as Grammarly, ChatGPT) to focus on grammatical errors. Teacher-led face-to-face feedback will focus on improving logical coherence.Listening Barriers: Provide speed-adjusted audio materials (gradual training from 0.8x to 1.2x speed). Recommend the "Daily English Listening" app, with Level B students listening to VOA Slow and Level A students practicing TED transcription."1+1" Tutoring Mechanism: Establish 1 weekly "Error Diagnosis Session" (to address individual issues) + 1 weekly peer tutoring session (e.g., Level A students hosting "Expert Forums" or leading grammar/application writing workshops).

●技术赋能

巧用智慧课堂工具：

·使用智学网监测答题数据，快速定位班级知识盲区。

·由智学网智能题库自动推送个性化错题练习。

·利用AI工具( DeepSeek, ChatGPT, Kimi, 豆包，腾讯元宝等)，制作阅读或读后续写的ppt.或短视频，丰富动作、表情、心理、环境等表达手法。

Technology Empowerment：Skillfully utilizing smart classroom tools: Employing the Zhixue Network to monitor quiz data and swiftly identify knowledge gaps in the class; leveraging the Zhixue Network's intelligent question bank to automatically push personalized error-practice exercises. Utilizing AI tools (such as DeepSeek, ChatGPT, Kimi, Doubao, Tencent Yuanbao, etc.) to create PPTs or short videos for reading or reading-continuation writing, enriching expressions of actions, facial expressions, psychology, environment, and other descriptive techniques.

学科融合项目式学习（PBL）

Interdisciplinary Project-Based Learning (PBL) Case Studies

案例：“用英语讲中国非遗”“用英语讲AI新工具---DeepSeek” 等项目

向历史学科学习，学生分组研究皮影戏、剪纸、灯笼制作等主题，最终用英语制作解说词/视频，融合语言运用与文化传承。

Examples include projects such as "Telling Chinese Intangible Cultural Heritage in English" and "Telling the New AI Tool DeepSeek in English." Drawing inspiration from the subject of history, students are divided into groups to research topics like shadow puppetry, paper-cutting, and lantern making. They ultimately create English-language scripts or videos, integrating language use with cultural heritage transmission.

形成性评价创新

Innovations in Formative Assessment

●多元评价体系

课堂参与度、项目成果展示、同伴互评。

●可视化成长追踪

利用钉钉搭建学生发展数字画像，勾勒学生专业成长轨迹，直观展示听、说、读、写进步情况。

Diversified Assessment System: Incorporating classroom participation, project outcome presentation, and peer evaluation.Visualized Growth Tracking: Utilizing DingTalk to build digital profiles for student development, outlining their academic growth trajectories and intuitively displaying progress in listening, speaking, reading, and writing.

特色延伸活动

Extended Activities with Unique Features

●分层竞赛机制

C层：一词多义大赛；B层：英语短剧表演；A层：模拟联合国。

●原版阅读计划拓展计划

按Lexile（蓝思值）分级推荐读物（如C层《Charlotte's Web》，A层《Animal Farm》）。此外，假期前向学生推荐英语阅读书单。

Tiered Competition Mechanism:Level C: Polysemy Contest (e.g., exploring multiple meanings of a single word).Level B: English Short Play Performance.Level A: Model United Nations.Authentic Reading Plan and Expansion:Reading materials are recommended based on Lexile levels. For example, Level C students are encouraged to read books like Charlotte's Web, while Level A students can tackle more advanced texts such as Animal Farm.In addition, English reading lists are provided to students before holidays to further expand their reading horizons.

普高部英语学科卓越师资

Outstanding Faculty in the Regular High School Department's English Discipline

学科带头人：陈老师

Faculty Advisor English

1984年大学毕业后，一直潜心教书育人，秉持教学相长的理念，不断充实自己。从教40年，其中任班主任近30年，英语学科教研组长20多年，先后带过实习老师150余人。熟悉学科日常教学常规及管理工作,兼顾PGA国际课程教学。工作之余，喜欢运动及音乐。

Since graduating from university in 1984, I have been dedicated to teaching, adhering to the philosophy that teaching and learning enhance each other, and constantly enriching myself. With 40 years of teaching experience, I have served as a class advisor for nearly 30 years and as the English subject research group leader for over 20 years, mentoring more than 150 intern teachers. I am well-versed in the daily teaching routines and management of the subject, and I also teach PGA international courses. In my free time, I enjoy sports and music.

我始终奉行“亲其师、信其道”的理念，不断探索“最贴近学生”的英语教学法，竭力打造高效课堂，最大限度地激发孩子的英语学习兴趣、发挥学生的主体作用和老师的主导作用。根据课标和高考要求，让学生在轻松的情境下学习，结合适量的各类体裁的阅读与写作训练，并及时进行自我教学反思，及时抓实学生悟错、纠错。精讲多练，深入浅出，促进学生听说读写综合能力的提高。有教无类，尊重学生个性发展，坚持“一个不能少”。崇尚团队合作，因为一个人可以走得很远，但一群人可以走得更远。

I always uphold the philosophy of "loving the teacher, trusting their way," constantly exploring the most student-centered English teaching methods, and striving to create efficient classrooms. My goal is to maximize students' interest in learning English, emphasizing their active role and the teacher's guiding role. Following the curriculum standards and college entrance examination requirements, I ensure that students learn in a relaxed environment, incorporating a balanced amount of reading and writing exercises in various genres, and conducting timely self-reflections on teaching. I focus on intensive teaching and extensive practice, simplifying complex concepts to enhance students' comprehensive abilities in listening, speaking, reading, and writing. I believe in inclusive education, respecting students' individual development, and adhering to the principle that "not one student should be left behind." I value teamwork, as one person can go far, but a group can go further.

David

英语教师

English teacher

我教英语已经20多年了。在中国工作之前，我于2001-2014年在韩国任教。2015年至2022年在中国，然后来到苏州。在韩国，我教过从幼儿园到成人的所有级别的课程（大学生除外）。在中国，我教过一些小学学生，但大部分是中学生。

I have been teaching English for over 20 years. Prior to working in China, I taught in South Korea from 2001-2014. And in China from 2015-2022 before coming to Suzhou. In Korea I taught all levels from kindergarten to adults (with the exception of college students). And in China I have taught some elementary school but mostly middle/high school students.

Randall

人工智能/机器人教师
STEAM/Robotics teacher

自从大学毕业并投身于技术领域以来，过去几年我一直在中国磨练自己的教学技能，重点是信息和通信技术以及与计算机科学相关的课题。我始终保持着学习的动力，不断提高自己的知识水平，了解新技术的发展趋势，并将这些知识运用到课堂教学中。我的教学方法旨在激发学生对科学和技术的兴趣，激励他们探索这些领域，培养他们的学习热情。

Since university and my career in the field of technology, I have spent the last several years honing my teaching skills in China, focusing on ICT and computer science related topics. I stay motivated to improve my knowledge and to keep abreast to new technology trends and to use that knowledge in my classroom. My teaching approach aims to pique students' interests in science and technology, inspiring them to explore these fields and cultivate a passion for learning.

张宇晴

英语教师
English teacher

我一直在教学中观察不同学生对于不同知识的掌握，因为我知道每一位学生都是独一无二的，因此我会对不同学生进行不同的指导。此外，在教学过程中我注重让学生成为学习的主体，强调学生自主学习能力的培养，如今高考英语不仅考察语言知识，更是对考察学生综合素养，实际应用能力和文化自信的全面考察，也因此在课堂中我更加注重引导学生自己运用语言知识来解决问题。同时，为了把同学们送入理想的大学，应试技巧的讲授必不可少，但我会注意结合学生兴趣和实用性，帮助同学们了解如何把考试和实践相结合。

I have been observing the mastery of different knowledge by different students in my teaching, because I know that each student is unique, so I will provide different guidance to different students. In addition, in the teaching process, I pay attention to making students the main body of learning, emphasizing the cultivation of students' self-learning ability. Nowadays, the college English exam not only tests language knowledge, but also comprehensively assesses students' comprehensive literacy, practical application ability, and cultural confidence. Therefore, in the classroom, I pay more attention to guiding students to use language knowledge to solve problems on their own..At the same time, in order to send students to their ideal universities, teaching exam taking skills is essential. However, I will pay attention to combining student interests and practicality to help students understand how to combine exams with practice.

余军

英语教师
English teacher

个人而言，我比较推崇开放式的课堂，学生的批判性思维和活跃的课堂氛围是我所追求且还在不断尝试的目标。教会我的学生专业的学科知识仅仅是其中的一个层面，从更多的角度去引导学生从单一学科的领悟到所有学科共通之处的探索是我的终极目标。我偏向于带给学生更加具有参与感的课堂和更有启发性的内容。

Unequivocally, an atmosphere brimmed with open-minded discussion and engaging topic is what I pursue. Not only special knowledge counts, but guiding my students to do more exploration matters as well. I prefer to bring a sense of engagement and inspiration rather than cram for exam.