观摩教研之道：以研促教，深化Phonics课程的实践与优化 I Phonics Teaching Research

教学观摩绝非简单 “听课”，而是有目的、有重点的专业观察活动。此次Phonics（自然拼读）教学观摩中，我们跳出单纯欣赏国际教师教学风采的层面，聚焦教学策略有效性、幼儿参与度及教学目标达成路径，实现专业审视的升级。

真正的教学观摩应实现从关注“教师教得如何”到关注“幼儿学得如何”的转变。在观摩Jacob老师的创意字母教学时，我们不仅欣赏其设计的冰淇淋模型教具，更重点关注幼儿在与教具互动中是否真正建立字母音形关系。

Martin老师的节奏感教学之所以能吸引1-2岁幼儿全程专注，关键在于他把握住了幼儿注意力发展的特点，通过节奏变化和音效运用，为低龄幼儿提供了恰到好处的认知挑战。

观摩过程中，我们系统记录每位外教的特色教学方式。这种记录不以评判优劣为目的，而是为后续教研积累丰富案例素材，进而提炼适配不同年龄阶段、不同教学内容的有效教学策略。

Jacob老师：课程设计富有创意，以“冰淇淋”图案趣味连接大小写字母，紧密贴合幼儿兴趣；教学生动夸张，氛围积极，确保了每位幼儿的参与度，环节衔接流畅。

Martin老师：精准把握低龄幼儿特点，善用音效吸引注意力；课程结构层层递进，动静结合，课堂节奏把控卓越，实现幼儿高度投入，堪称示范课典范。

Angelo老师：教学以儿童为中心，巧妙融入个人头像等趣味元素激发兴趣；大量歌曲运用使幼儿在愉悦中自然习得，师幼互动高效，幼儿参与积极性高涨。

Chris老师：通过分组游戏实现高效课堂导入，有效调动幼儿积极性并减少消极等待时间；书写环节巧妙引入竞争机制，充分激发幼儿参与热情与挑战意识。

Amy老师：班级管理有序，课堂氛围张弛有度；科学统筹集体与个体活动，促进幼儿充分参与；幼儿CVC单词识记效果良好，注重书写格式的规范示范。

LeAnna老师：活动设计有新意，如用“圆环转动”方式邀请幼儿参与，方式独特，深受幼儿喜爱。

Sam老师：授课充满激情、全情投入；语速得当、吐字清晰，便于幼儿听辨；善于将新知识讲授与游戏深度结合，有效激发幼儿学习兴趣。

观摩后的集体教研是实现活动价值最大化的关键。我们摒弃传统评课中泛泛而谈的表扬式点评，转向深度研讨、问题导向的专业对话，推动教研质量升级。

教研开始时，我们明确强调研讨目的不是评价教师，而是共同探索Phonics教学的最佳实践。这种定位消除了国际教师们的防御心理，鼓励他们开放分享教学思路与实际困惑。

“基于观察，言之有据” 是本次研讨的核心原则。每位参与者发表观点时，均需引用观摩过程中的具体事例，杜绝主观臆断，确保研讨的专业性与客观性。

研讨活动围绕三大核心问题展开：

• 不同年龄阶段幼儿的Phonics学习特点是什么？

• 如何平衡教学的趣味性与实效性？

• 怎样将Phonics技能自然融入幼儿的日常语言体验？

• 通过集中探讨，形成了一系列兼具理论性与实践性的教学共识。

此次Phonics教学观摩研讨活动，是彼一米湘府校区构建自我更新教研文化的生动缩影。我们追求的不仅是一两次成功的教研活动，更是打造内在、持续的专业发展生态。

随着教研文化的深入，国际教师们逐渐从“被动参与”转变为“主动研究和创造”。一位外教在反思中分享：“我不再仅仅满足于完成教学任务，而是开始思考每一个教学决策背后的理论依据，以及如何进一步优化教学实践。”

我们积极倡导“问题即课题”的研究意识，鼓励教师将教学中遇到的真实问题转化为个人或团队的研究课题，通过系统探究寻找科学解决路径，实现教学问题的精准突破。

教研的最终目标是打造一个真正的学习共同体——在这里，教师们相互观摩、彼此启发、共同成长。每位教师既是学习者也是贡献者，既接受帮助也提供支持，形成良性互动的专业发展氛围。

Teaching observation is far from simply "sitting in on a class"; it is a purposeful, focused professional observation activity. In this Phonics teaching observation, we moved beyond merely appreciating the international teachers' teaching style. Instead, we focused on the effectiveness of teaching strategies, the level of children's engagement, and the pathways to achieving teaching goals, thereby elevating our professional scrutiny.

True teaching observation should shift the focus from "how well the teacher teaches" to "how well the children learn." While observing Teacher Jacob's creative letter instruction, we not only appreciated the ice cream model teaching aids he designed but, more importantly, focused on whether the children were genuinely establishing letter-sound relationships through their interaction with the aids.

The reason Teacher Martin's rhythmic teaching could captivate the 1-2 year olds throughout was his precise grasp of the characteristics of young children's attention development. By varying rhythms and using sound effects, he provided just the right level of cognitive challenge for the toddlers.

During the observation, we systematically recorded each international teacher's unique teaching methods. The purpose of this recording was not to judge which was better or worse, but to accumulate rich case material for subsequent teaching research, ultimately extracting effective teaching strategies suitable for different age groups and teaching content.

Teacher Jacob: The lesson design was creative, using "ice cream" patterns totally connect uppercase and lowercase letters, closely aligning with children's interests. His teaching was lively and expressive, the atmosphere positive, ensuring every child's participation, with smooth transitions between activities.

Teacher Martin: He accurately grasped the characteristics of young toddlers, skillfully using sound effects to attract attention. The lesson structure was progressive, balancing active and quiet activities. His classroom rhythm control was excellent, resulting in a high level of child engagement, making it a model lesson.

Teacher Angelo: His teaching was child-centered, cleverly incorporating fun elements like his own portrait to stimulate interest. The extensive use of songs allowed children to learn naturally in a joyful atmosphere. Teacher-student interaction was efficient, and children participated with high enthusiasm.

Teacher Chris: He effectively engaged the class through group games, successfully mobilizing children's initiative and reducing idle waiting time. During the writing segment, he cleverly introduced a competitive element, fully stimulating the children's enthusiasm and willingness to take on challenges.

Teacher Amy: Classroom management was orderly, and the atmosphere was well-paced, balancing tension and relaxation. She skillfully coordinated whole-group and individual activities, promoting full participation. The children showed good results in recognizing CVC words, and attention was paid to demonstrating standard writing formats.

Teacher LeAnna: Activity designs were innovative, such as using a "spinning ring" method to invite children to participate. The method was unique and well-loved by the children.

Teacher Sam: His teaching was full of passion and total engagement. His pace of speech was appropriate and his enunciation clear, making it easy for children to discern sounds. He was adept at deeply integrating new knowledge instruction with games, effectively sparking children's learning interest.

The collective teaching research session following the observation was key to maximizing the value of the activity. We moved away from generalized, praise-focused comments common in traditional lesson evaluation towards in-depth discussion and problem-oriented professional dialogue, thereby enhancing the quality of our teaching research.

At the start of the research session, we clearly emphasized that the purpose was not to evaluate the teachers, but to collectively explore best practices in Phonics instruction. This positioning alleviated the international teachers' defensive attitudes and encouraged them to openly share their teaching rationale and practical challenges.

"Grounding observations in evidence" was a core principle of this discussion. When expressing their views, each participant needed to cite specific instances from the observation process, avoiding subjective assumptions and ensuring the professionalism and objectivity of the discussion.

The research activity revolved around three core questions:

• What are the characteristics of Phonics learning for children of different age stages?

• How to balance the fun and effectiveness of teaching?

• How to naturally integrate Phonics skills into children's daily language experiences?

Through focused discussion, a series of teaching consensuses with both theoretical and practical value were formed.

This Phonics teaching observation and seminar activity is a vivid example of the Xiangfu Campus's effort to build a self-renewing culture of teaching research. We aim not just for one or two successful research activities, but to create an intrinsic, sustainable ecosystem for professional development.

As the culture of teaching research deepens, the international teachers are gradually transitioning from "passive participation" to "active research and creation." One international teacher shared in their reflection: "I am no longer satisfied with just completing teaching tasks; I have started to think about the theoretical basis behind each teaching decision and how to further optimize my teaching practice."

We actively promote a "problems as research topics" mindset, encouraging teachers to transform real challenges encountered in teaching into individual or team research projects. Through systematic inquiry, they seek scientific solutions, achieving precise breakthroughs in teaching problems.

The ultimate goal of teaching research is to build a genuine learning community – a place where teachers observe each other, inspire one another, and grow together. Every teacher is both a learner and a contributor, both receiving support and providing it, forming a positively interactive atmosphere for professional development.