Total number of words: 475words
"PERCEIVE" TO
EXPLORE MYRIAD SCENES,
"PLAN" TO
SEEK THE ESSENTIAL STRUCTURE.
HUAMEI FOREIGN
LANGUAGE SCHOOL CLASSROOM
CULTURE EXHIBITION ( PART 5 )
President Deng Dengjiang put forward a complete concept of quality, "four more attention" is the quality of the prescriptive, "three more than 80% achieved" is the quantity of the prescriptive. The classroom is the main channel of education and teaching, and this semester will show a series of various aspects of the school's classroom culture. The purpose of this activity is to solve the doubts, difficulties, pain points, and blind spots in daily teaching, "home-cooked food is the most nourishing" and "normal classes are the most educational", focusing on "home-cooked classes", not engaging in showmanship, and taking truth-seeking, pragmatism, implementation, and effectiveness as the main criteria for judgment, and promoting the development of teaching and research activities such as collective lesson preparation, grinding, reflection, and refining of subject groups, in order to achieve the formation of a gorgeous classroom culture.
Water is inherently plain, creating ripples when stirred; stones are inherently without fire, sparking brilliance when agitated. On the morning of November 8th, Teacher Liu Haijun from the Junior High School Mathematics Team taught the lesson on 'Perspective,' igniting sparks of knowledge!"
Teacher Liu Haijun starts with basic shapes from daily life, guiding students to see objects from different perspectives to obtain various views. As the saying goes, "Look at it horizontally, it's like a mountain; look at it from the side, it's like a peak." Students' interest in learning gradually rises.
The main focus of this lesson is drawing the three views of three-dimensional shapes. Teacher Liu, starting from simple to complex, has students draw the three views. Drawing is indeed a strength for the students, and they diligently immerse themselves in the task. Following the methods taught by the teacher, they quickly complete their own work.
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When it was time to showcase the students' work, Teacher Liu encouraged everyone to identify "flaws." This greatly resonated with the students, and they enthusiastically engaged in lively discussions. The classroom was filled with the sounds of discussion and laughter, with a participation rate of 100%. After two rounds, everyone had essentially grasped the rules and methods for drawing the three views.
During the interactive session in the classroom, students actively voiced their opinions and ideas, encouraging active participation from everyone. Regarding the showcased student assignments, there was enthusiastic discussion and real-time corrections, creating a lively and organized atmosphere. In the cheerful ambiance, students enjoyed the pleasure that knowledge brings.
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While math class is often considered dull and tedious, Teacher Liu has transformed it into a joyful ocean through clever design and humorous language. Throughout the class, students actively explored drawing methods, efficiently completing the task based on summarized drawing techniques—maintaining length and perpendicularity, ensuring height alignment, and keeping width equal. The students' divergent thinking and spatial imagination abilities significantly improved through interaction and learning, successfully accomplishing the learning objectives.
The teachers sitting at the back of the classroom are attentively observing the lesson, eagerly taking notes. Many teachers are eager to give it a try, comparing and competing to see who can draw better and more accurately. The teachers are also enjoying this high-quality classroom experience, absorbing the nourishment of knowledge.
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After the class, mathematics teachers from each grade actively engaged in in-depth discussions and exchanges regarding the open class. Each teacher spoke freely, openly discussing the strengths and weaknesses of the two mathematics open classes.
Through these discussions and exchanges, the teachers further enhanced their teaching and research capabilities, reaching a consensus on teaching philosophy and instructional methods for future classes.
