教育创新的双向对话：“融合·创变”教研实践 A Convergent Approach to Teaching Research

彼一米森林学校在五月特别开展了“融合·创变”主题教研月活动。教师们以长期积累的IB教学实践为基础，创新性地将国内新课标大单元教学与国际教育理念进行深度对话。通过精心设计的跨学科探究单元，教师们将抽象概念转化为贴近学生生活的真实情境，让学习变得更有意义；基于IB评估标准开发的多元化评价工具，帮助学生清晰认知自身成长轨迹；而融合中外教育智慧的教学策略，则让每个孩子都能在最近发展区内获得个性化成长支持，实现“教”与“学”的同频共振。 

当文字在指尖苏醒，语文课堂便成为造物主的神奇沙盘——这里每个汉字都是会呼吸的生命体，每处留白都藏着待破译的文化密码。 

Y1班蔡晶晶老师将《小猴子下山》化作情境演绎课堂，孩子们通过“掰、扛、捧”等动态词语的肢体演绎，在沉浸式体验中触摸语言文字的鲜活魅力。以开放包容之心探寻故事中的文化异同，用全球眼光编织对世界的认知网络，让成长之路在多元文化的交融中绽放别样光彩。 

刘晓宇老师的《棉花姑娘》立足一年级学情，创新运用多元识字策略，巧妙融入分角色朗读、情境表演等趣味环节，将孩子们带入童话情境。课堂打破传统教学边界，把识字教学与阅读、表达深度融合，既夯实学生语文基础，又提升语言表达与表演能力，生动诠释了以学生为中心的教育理念，打造出活力与创意兼具的语文课堂。

周辉艳老师以《肥皂泡》为媒介构建实践课堂，学生在拆解冰心写作密码后，手持吸管蘸取皂液，亲历“轻吹慢提”的文字魔法，让文字的温度在七彩泡泡中升腾。这堂跨学科探究课完美融合了文学审美与科学原理，学生在实验探究中培养“知识渊博”的IB学习者特质，在创意表达中展现"善于交流"的国际素养。 

吴佳老师以任务驱动重构《跳水》教学，通过思维导图梳理文本逻辑链条，引导学生在“谁逼孩子入险境”的思辨交锋中，完成对人性抉择的深度叩问。学生们进一步将课堂中的思考延伸至现实世界，对比不同文化对人性抉择的价值判断，塑造尊重多元、追求公平正义的国际价值观。 

赵斌老师借《采薇》搭建古今对话桥梁，以《诗经》文化为底色，带学生从“杨柳依依”的意象解码入手，感受千年戍边者“雨雪霏霏”的生命咏叹。学生们漫步于不同国家有关战争与和平、离别与重逢的故事长廊，于字里行间触摸人类共通的情感脉搏，共赴一场跨越时空与国界的命运共鸣之约。 

数学的魅力藏在生活与趣味的交织里，老师们创设真实的生活情景，有趣的数学游戏，充满挑战的数学实验，让每一次思考都充满惊喜的发现之旅。

在IB-PYP超学科理念指导下，李老师创新设计《认识人民币》探究课，以“李白穿越”情境串联货币换算、购物实践和图案解码三大活动，生动诠释了“学习即生活”的教育哲学，实现数学能力与学习者素养的协同发展。 

谭艳老师以绘本《帕丁熊寻宝记》为线索贯穿整堂课程，巧妙引导学生沉浸于数独世界，领略这一智力游戏的独特魅力。她通过生动的情境创设，让学生在趣味故事中掌握数独规则，培养逻辑思维。课堂层层递进，从基础解法到策略运用，激发学生挑战欲望，让数学思维在游戏中自然生长。 

王珠玉老师《分数加减法》教学紧扣数学本质，通过整数、小数和分数的对比分析，引导学生发现“计数单位统一”的核心算理。借助直观模型和图标，学生循序渐进掌握异分母分数等复杂运算，实现知识迁移。课堂注重培养从具体到抽象的数学思维，帮助学生在理解算理基础上提升运算能力。

蔡艳老师执教的《圆锥的体积》一课体现了鲜明的概念驱动教学特色。教师通过创设猜想情境，引导学生开展实验，自主建构圆锥与圆柱的体积关系；借助信息技术工具，实现抽象概念的可视化呈现；最后通过真实情境的问题解决任务，培养学生的知识迁移能力和批判性思维。 

在本次英语开放日中，家长们走进课堂，深度体验了我们基于剑桥英语体系开展的分层教学模式。教研团队巧妙设计分级教学框架：预备级聚焦基础词汇建构，进阶级强化语法应用，卓越级培养文学性学术英语能力。通过差异化任务单、分层互动游戏和个性化反馈机制，让每位学生在语言技能、思维训练和文化理解三个维度获得针对性提升。家长们不仅见证了孩子们在真实语境中的语言运用能力，更感受到剑桥课程体系与核心素养培养的完美融合！ 

McGill老师通过三阶教学设计（感知——操练——应用），引导学生系统掌握/dʒ/音位发音规律。课堂融合多模态互动，在词汇游戏、图文配对等活动中强化音形对应关系，实现趣味性与专业性的平衡，有效提升学生解码能力与词汇记忆效率。 

在Smith老师的英语课堂上，一系列精心设计的趣味互动游戏成为知识传递的高效载体。从“时尚侦探”猜衣游戏到“今日穿搭秀”情景对话，同学们在欢声笑语中深度掌握服饰词汇，精准剖析并描述服装风格，实现学术性与趣味性的完美融合！ 

McGill老师的“空间认知”主题课堂，采用任务驱动式教学法，引导学生系统掌握家居空间词汇。在沉浸式情境活动中，学生自然习得单复数人称代词与空间方位表达，实现了从知识输入到语言输出的完整闭环，充分展现了差异化教学的成效。

Hitchen老师创新设计“运动俱乐部”，通过多元运动项目构建真实语境。在词汇教学中巧妙融合新旧知识，重点引导学生在运动场景中运用现在进行时进行准确描述，并自然融入形容词修饰技巧。课堂延伸至运动偏好讨论，实现语言知识与交际能力的同步提升。 

Hitchen老师打造的“环球文化语法课堂”，将语言学习与文化探索完美融合，让语法教学焕发全新魅力！通过五大洲特色国家的趣味导入，孩子们在探索世界文化的同时，轻松掌握了过去时否定式的语法要点。课堂采用"情景-归纳-应用"三步教学法，学生在描述旅行见闻的互动中，自然而然地内化了语法规则，实现了高效的语言习得。 

Joseph老师的英语天气主题课堂精彩纷呈！课程以趣味单词竞赛导入，迅速激发学习热情。在听力排序、口语接龙等丰富活动中，学生自然习得天气词汇及“be going to”句型。最具挑战性的气象播报环节，学生需根据真实天气数据规划并展示周计划。通过分层任务和个性化指导，每位学生都获得充分发展，最终实现流利使用英语讨论天气的学习目标。

在Joseph老师的课堂，学生们在太空主题沉浸式学习中，通过“星际词汇解码”和“月球生活创想"两大任务，系统掌握"will"未来时态表达。差异化小组辩论与即时测评相结合，实现语言应用与思维拓展的双重目标，打造了IB理念下的高效互动课堂。

在Smith老师的课堂上，学生聚焦未来时态预测学习。借趣味猜字谜游戏巩固职业词汇后，师生展开探讨，围绕长大后的职业规划，以“兽医”“服装设计师”等词拓展词汇库，学生用英语畅想未来生活与职业担当。

Olivia老师将《查理和巧克力工厂》变成了一座文学探索的乐园。学生们将以“小文学侦探”的身份，通过分组合作深入挖掘罗尔德·达尔运用的丰富创作手法：从生动的比喻、拟人到夸张的表达，从富有韵律的头韵到形象传神的拟声词，更有意蕴深远的意象和象征等待他们发现。每个小组将聚焦不同的金奖券得主，在文本细读中分析人物特质与创作手法的精妙结合，比如通过对比贪吃的奥古斯塔斯与河流巧克力的意象关联，或是解读金色门票背后的象征意义。这种沉浸式的文本分析不仅让文学手法变得鲜活可感，更让学生在实践运用中培养敏锐的文学感知力，真正理解伟大作家如何通过文字魔法让故事熠熠生辉。 

In May, CBFS specially launched the "Integration & Innovation" themed teaching and research month activity. Based on their long-term accumulated IB teaching practices, teachers innovatively engaged in - depth dialogues between the large - unit teaching approach of the domestic new curriculum standards and international educational concepts. Through well-designed interdisciplinary inquiry units, teachers transformed abstract concepts into real-life scenarios that were close to students' daily lives, making learning more meaningful. Based on the IB assessment criteria, they developed diversified evaluation tools to help students clearly understand their own growth trajectories. Moreover, the teaching strategies that integrated educational wisdom from both China and abroad provided personalized growth support for each child within their zone of proximal development, achieving a synchronous resonance between "teaching" and "learning".

When words awaken at the fingertips, the language classroom becomes the Creator's magical sandbox - where every Chinese character is a breathing organism, and every white space hides a cultural code to be deciphered.

In Y1, Ms. Ella transformed "The Little Monkey Goes Down the Mountain" into a contextualised classroom, in which children touched the vivid charm of language and writing through the physical interpretation of dynamic words such as ‘break, carry, hold’ and so on, in an immersive experience. They explored the cultural differences and similarities in the story with an open and tolerant heart, and weaved a network of knowledge about the world with a global perspective, so that the road to growth would blossom in a unique way through the fusion of multiple cultures.

Ms. Vick's lesson on Cotton Girl is tailored to the learning situation of first-grade students. It innovatively employs diverse literacy strategies and cleverly integrates fun elements such as role-reading and situational performances, transporting the children into the fairy-tale context. The classroom breaks through the boundaries of traditional teaching by deeply integrating literacy instruction with reading and expression. This approach not only solidifies students' foundation in Chinese language but also enhances their language expression and performance skills, vividly embodying a student-centered educational philosophy and creating a Chinese language classroom brimming with vitality and creativity.

Ms. Jennifer built a practical classroom with Soap Bubbles as the vehicle. After decoding Bing Xin's writing techniques, students held straws, dipped them into the soapy solution, and personally experienced the literary enchantment of "blowing softly and lifting slowly", enabling the warmth of words to soar within the colorful bubbles. This interdisciplinary inquiry lesson perfectly blended literary aesthetics with scientific principles. Through experimental exploration, students developed the IB learner attribute of being "knowledgeable", and showcased the international literacy of being "good communicators" through creative expression.

Ms. Heather Jia reconstructed the teaching of The Diver through a task - driven approach. She used mind maps to sort out the logical chain of the text and guided students to engage in a heated debate on "who pushed the child into danger", thereby enabling them to conduct an in - depth exploration of human nature's choices. Students further extended their in - class reflections to the real world, comparing the value judgments on human nature's choices across different cultures, and thus shaping international values of respecting diversity and pursuing fairness and justice.

Mr. Jack built a bridge for dialogue between the ancient and the modern by leveraging Caiwei. With the culture of The Book of Songs as the backdrop, he led students to start with decoding the imagery of "willows waving gently" and appreciate the life lament of soldiers guarding the border for thousands of years amidst "sleet and snow falling thickly". Students strolled through the corridors of stories about war and peace, separation and reunion from different countries, feeling the universal pulse of human emotions in the lines of text and embarking on a journey of resonance with shared fates that transcends time, space, and national boundaries.

The charm of mathematics is hidden in the interweaving of life and fun. Teachers create real-life scenarios, interesting mathematical games and challenging mathematical experiments, so that every thought is full of surprises in the journey of discovery.

Guided by the transdisciplinary concept of the IB - PYP , Ms. Yifan innovatively designed an inquiry - based lesson on "Getting to Know RMB". She linked three major activities - currency conversion, shopping practice, and pattern decoding - through a "Li Bai Travels Through Time" scenario. This vividly illustrated the educational philosophy of "learning is living" and achieved the coordinated development of mathematical abilities and learner attributes.

Ms. Rachel took the picture book Paddington Bear's Treasure Hunt as the clue running through the entire lesson. She skillfully guided students to immerse themselves in the world of Sudoku, allowing them to appreciate the unique charm of this intellectual game. Through vivid scenario - building, she enabled students to grasp the rules of Sudoku within the interesting story and cultivate their logical thinking. The lesson progressed step - by - step, from basic solving methods to strategic applications, stimulating students' desire for challenges and letting mathematical thinking naturally flourish during the game.

In Ms. Constance's teaching of "Addition and Subtraction of Fractions," she closely adhered to the essence of mathematics. Through a comparative analysis of integers, decimals, and fractions, she guided students to discover the core algorithm principle of "unifying the counting units." With the aid of intuitive models and icons, students gradually mastered complex operations such as those involving fractions with different denominators, achieving knowledge transfer. The class placed emphasis on cultivating mathematical thinking that progresses from the concrete to the abstract, helping students enhance their computational abilities based on a solid understanding of the algorithm principles.

In Ms. Sally's lesson on "The Volume of a Cone," a distinct feature of concept-driven teaching was evident. The teacher initiated a conjecture scenario to guide students in conducting experiments, enabling them to independently construct the volume relationship between cones and cylinders. With the assistance of information technology tools, she achieved a visual presentation of the abstract concept. Finally, through problem-solving tasks set in real-life situations, she cultivated students' abilities in knowledge transfer and critical thinking.

During this English Open Class, parents were invited into our classrooms to experience firsthand our differentiated teaching model based on the Cambridge English framework. Our teaching research team has skillfully designed a multi-level instructional framework: the preparatory level focuses on building foundational vocabulary, the intermediate level strengthens grammar application, and the advanced level develops academic English proficiency. Through differentiated worksheets, tiered interactive games, and personalized feedback mechanisms, each student receives targeted support across three key dimensions: language skills, cognitive training, and cultural understanding. Parents not only witnessed their children's language abilities in authentic contexts but also observed the seamless integration between the Cambridge curriculum and the cultivation of core competencies, where language learning and holistic development go hand in hand.

Through a three-stage teaching design (perception - practice - application), Mr. McGill guides students to systematically master the /dʒ/ phonemic pattern. The classroom integrates multimodal interaction, reinforcing phonological correspondences in vocabulary games, graphic matching and other activities, achieving a balance between fun and professionalism, and effectively improving students' decoding ability and vocabulary memorisation efficiency.

In Mr. Smith's English classroom, a series of carefully designed interactive games became an efficient vehicle for knowledge transfer. From the "Fashion Detective" guessing game to the "Today's Wear Show" situational dialogue, students mastered the vocabulary of clothing and accurately analysed and described the style of clothing in laughter, achieving the perfect fusion of academics and fun!

In Mr. McGill's "Spatial Awareness" themed classroom, a task-driven approach was adopted to guide students to systematically master spatial vocabulary in the home. In the immersive activities, students naturally acquire singular and plural personal pronouns and spatial orientation expressions, realising a complete closed loop from knowledge input to language output, fully demonstrating the effectiveness of differentiated teaching.

Mr. Hitchen's innovative design of "Sports Club" builds a real context through multiple sports. In his vocabulary teaching, he cleverly integrates new and old knowledge, focusing on guiding students to use the present tense to accurately describe sports scenes, and naturally integrating adjective modification skills. The class extends to the discussion of sports preferences, achieving the simultaneous enhancement of language knowledge and communicative competence.

Mr. Hitchen's "Global Culture Grammar Class" is a perfect blend of language learning and cultural exploration that brings a whole new charm to grammar teaching! Through the interesting introduction of countries from five continents, children can easily master the key points of past tense negation while exploring the world's cultures. In the classroom, the three-step teaching method of ‘Situation - Generalisation - Application’ is used, so that students can internalise the grammar rules naturally while describing what they have seen and experienced on their travels, thus achieving efficient language acquisition.

Mr. Joseph's English weather themed class was brilliant! The lesson starts with a fun word competition, which quickly sparks enthusiasm for learning. Students learn weather vocabulary and "be going to" sentence patterns through a variety of activities such as listening sequencing and speaking solitaire. The most challenging part of the programme is the weather report, where students have to plan and present a weekly plan based on real weather data. Through the hierarchical tasks and personalised instruction, each student develops to the fullest and eventually achieves the learning goal of discussing the weather fluently in English.

In Mr. Joseph's classroom, students systematically master the future tense of "will" through the two tasks of "Interstellar Vocabulary Decoding" and  ‘Lunar Life Creation ‘ in the space-themed immersion learning. The combination of differentiated group debates and instant assessment achieved the dual goals of language application and mind expansion, creating an efficient and interactive classroom under the IB concept.

In Mr. Smith's class, students focus on future tense prediction. After consolidating vocabulary through a fun charades game, students and teachers discussed the vocabulary base of words such as "vet" and "fashion designer" to expand their vocabulary around their career plans when they grow up, and students used English to think about their future lives and careers.

Ms. Olivia has turned Charlie and the Chocolate Factory into a playground for literary exploration. Working in groups as "literary detectives", students will explore the richness of Roald Dahl's creative techniques, from vivid metaphors and similes to hyperbole, from rhythmic alliteration to evocative onomatopoeia, and from far-reaching imagery and symbolism. Each group will focus on a different Golden Ticket winner and analyse the subtle combination of character traits and creative techniques in a close reading of the text, for example, by comparing the imagery of Augustus the Glutton and the river chocolate, or by interpreting the symbolism behind the golden ticket. This kind of immersive textual analysis not only makes literary devices vivid and palpable, but also allows students to develop a keen sense of literary perception through practical application, and to truly understand how great writers make stories shine through the magic of words.