赋能课堂，点亮探究——彼一米小学部互动教学与教室环创专项培训 I Interactive Teaching and Classroom Environment Creation

在教室互动教学资源创意实践指南培训中，邹校长以《超越课本：激发课堂活力的互动教学资源》为蓝本，提出一个关键问题：什么样的教学资源，才能真正支撑起以学生为中心的探究式课堂？

传统教具往往停留在“展示”层面，而互动教学资源是连接知识与学生的核心桥梁，将抽象概念转化为可操作、可体验、可创造的沉浸式学习场景，实现提升课堂参与、深化概念理解、适配多元智能、培育核心素养、提供即时反馈五大核心价值。

培训结合分学科实践工具，为课堂创新提供可落地的专业路径：

• 英语与读写：用句子构建口袋图、故事元素转盘、写作工具包，将语法与创作游戏化，降低语言表达门槛，激发创作内驱力。

• 阅读素养：通过故事序列卡片、人物性格匹配、阅读策略转盘，引导学生从浅层信息提取，走向深度理解与逻辑思辨。

• 数学思维：借助分数实体教具、互动数轴、自检闪卡，将抽象数字逻辑可视化，夯实数感，消解学科畏难情绪。

• 科学与社科：依托生命周期卡片、地图符号匹配、事实与观点分类游戏，还原科学探究的本质，守护孩子的探索欲与批判性思维。

每一份资源的设计，都指向一个核心理念：让学生的思维被看见、被操作、被重构。

如果说互动资源是课堂的“加速器”，那么教室环境便是学习的“隐性课程”。优质的教室环境绝非单纯装饰，而是助力成长的第三位教师。

在第二场培训《教室环创的底层逻辑》中，邹校长提出一个核心判断：学科特性，决定环境的形式与功能。摒弃 “重装饰、轻育人” 的误区，让环境与教学逻辑同频共振。

数学环创 ≠ 公式海报

数学墙的核心不是展示标准答案，而是呈现“思维过程”。打造工作墙、数学工具墙、真实数学墙，应展示多种解题策略、学生草稿、思考过程、甚至有价值的错误尝试。数学的价值在于推理，而非唯一正确答案。

科学环创 ≠ 成品知识图

从结果展示转向探究路径还原，设立好奇墙、可视化探究循环墙、词汇阶梯，以学生的真实问题驱动探究，完整呈现 “提问 — 预测 — 实验 — 记录 — 结论” 的科学探究全过程。科学教育不是传递结论，而是还原探究的路径。

这些设计背后，渗透的是国际化教育中广受认同的 “环境作为第三位教师”理念——空间应当是灵活的、可对话的、能够回应学习者需求的。

基于两场培训的深度碰撞，邹校长提炼出彼一米未来环创与资源建设的三条通用法则：

• 学生为主角：墙面上真正有价值的，不是教师购买的印刷品，而是学生的作品、问题、草稿与反思。每一面墙都应是学生自我表达的舞台，而非标准化印刷海报。

• 工具性优先于观赏性：空间是学习工具箱，而非审美展示柜。环创的首要任务是“可用”，而非“好看”。可擦写的白板、可移动的磁贴、可拿取的教具墙——这些“可操作性”才是学习发生的起点。

• 动态迭代更新，拒绝“僵尸墙”：环境必须随教学单元更新，保持“生长感”，拒绝一成不变的 “静态墙面”。一个从不更换的展示板，本质上是对学习过程的静态割裂。

“我们始终坚信，人是环境的产物。但更重要的，是让每一位孩子成为环境的创造者。”

彼一米的教室，拒绝形式化的装饰；彼一米的课堂，拒绝单向的灌输。我们正在做的，是用专业的资源设计支撑探究，用科学的环创逻辑滋养成长，让学习在无形中真正发生。

During the session on creative practice of interactive teaching resources, Principal Zoe, drawing from the guide “Beyond Textbooks: Interactive Teaching Resources to Invigorate the Classroom”, raised a key question: What kind of teaching resources can truly support an inquiry-based, student-centred classroom?

Traditional teaching aids often remain at the “display” level. Interactive teaching resources, however, serve as a core bridge connecting knowledge and students. They turn abstract concepts into touchable, operable, and creative immersive learning experiences, delivering five core values: increased classroom engagement, deepened conceptual understanding, multiple intelligences accommodation, key competency development, and immediate feedback.

The training combined subject‑specific practical tools, providing actionable pathways for classroom innovation:

• English & Literacy: Using sentence building pocket charts, story element spinners, and writing toolkits to gamify grammar and creative writing, reducing barriers to language expression and stimulating intrinsic motivation.

• Reading Literacy: Employing story sequence cards, character trait matching, and comprehension strategy spinners to guide students from shallow information retrieval to deep understanding and critical thinking.

• Mathematical Thinking: Leveraging fraction manipulatives, interactive number lines, and self‑checking flashcards to visualise abstract numerical logic, strengthen number sense, and alleviate subject anxiety.

• Science & Social Studies: Relying on life cycle sequence cards, map symbol matching, and fact/opinion sorting games to restore the essence of scientific inquiry and nurture children’s curiosity and critical thinking.

Every resource design points to a core idea: making students’ thinking visible, operable, and reconstructible.

If interactive resources are the “accelerator” of the classroom, then the classroom environment is the “hidden curriculum” of learning. A highquality classroom environment is not mere decoration; it is the third teacher that supports growth.

In the second training session, “The Core Logic of Classroom Environment Creation”, Principal Zoe put forward a core assertion: Subject characteristics determine the form and function of the environment. We must abandon the myth of “decoration over education” and align the environment with the pedagogical logic of each subject.

Mathematics Environment ≠ Formula Posters

The core of a maths wall is not to display standard answers, but to reveal the thinking process. Create working walls, maths toolkit walls, and real‑life maths walls that showcase multiple problem‑solving strategies, student drafts, thought processes, and even valuable mistakes. The value of maths lies in reasoning, not in a single correct answer.

Science Environment ≠ Pre‑made Facts

Shift from displaying results to restoring the inquiry pathway. Establish wonder walls, visible inquiry cycle walls, and vocabulary ladders. Drive exploration with students’ own questions, and fully present the complete scientific inquiry process: Question → Predict → Investigate → Record → Conclude. Science education is not about delivering conclusions, but about restoring the path of inquiry.

Behind these designs lies the widely recognised international education concept of the “environment as the third teacher” (Reggio Emilia) – space should be flexible, dialogic, and responsive to learners’ needs.

Based on the deep insights from both training sessions, Principal Zoe distilled three universal rules for BeeMee’s future environment creation and resource development:

• Students as the Main Characters: What truly adds value on the walls is not teacher‑purchased prints, but students’ work, questions, drafts, and reflections. Every wall should be a stage for student self‑expression, not a board of standardised posters.

• Functionality over Aesthetics: The space is a learning toolbox, not a decorative display case. The primary task of environment creation is “usability”, not “beauty”. Writable whiteboards, movable magnets, accessible manipulative walls – operability is where learning begins.

• Dynamic Updating – Say No to “Zombie Walls”: The environment must be updated with each teaching unit to maintain a sense of growth. A never‑changing display board is essentially a static break from the learning process.

“We firmly believe that humans are products of the environment. But even more importantly, every child should become a creator of their environment.”

BeeMee’s classrooms reject formalistic decoration; BeeMee’s classrooms reject one‑way indoctrination. What we are doing is supporting inquiry with professional resource design, nourishing growth with scientific environment logic, and letting learning truly happen invisibly.