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【笃行见真知|博学润学子】华美外国语学校课程文化展示(六)

06-07 08:36发布于广东

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邓登江总校长提出:一切有目的、有组织的活动都是课程,以“五大文化节”为载体,有机融合各项教育教学活动,创建华美外国语学校PBL课程文化


从真实世界的问题出发,通过组织学习小组,让学生借助信息技术以及多种资源开展探究活动,在一定的时间内解决一系列相互关联的问题,并将研究结果以一定的形式发布,这种学习方式称为项目式学习(Project-Based Learning,简称PBL)。


▲李功良、周湘、胡少明(从左至右)


学期初,全体教师(含行政)陆续参加组内公开课展示。五月,微雨过,叶绿莹然,15-16日,各科组选派代表打磨精品,集中展示11节校级公开课。学校邀请专家担任评委,正高级胡少明副校长,正高级周湘主任,金安集团教学总监李功良校长



第六章

数理学科 项目


张建银老师的《莫比乌斯带》公开课宛如一场令人着迷的科学与数学盛宴,令人赞叹不已!


在课堂组织方面,张老师展现出了卓越的把控能力。整个课堂秩序井然,张老师有条不紊地引导着同学们一步一步深入莫比乌斯带的奇妙世界。每个环节都紧密相连,过渡自然流畅,让同学们始终保持着高度的专注和参与度。



教学活动丰富多样且极具创意。张老师通过生动的演示、有趣的实验以及互动式的探讨,让同学们亲手触摸和感受莫比乌斯带的独特性质。同学们积极动手操作,观察现象,在实践中深刻理解了莫比乌斯带的奥秘,思维的火花在课堂上不断迸发。


从教学效果来看,简直超乎想象。同学们不仅对莫比乌斯带有了清晰而深刻的认识,更是激发了对数学探索的浓厚兴趣。大家在课堂上纷纷感叹数学的神奇,仿佛打开了一扇通往未知领域的大门,这种对知识的渴望和热情让人欣喜。而张老师的教师素养更是令人钦佩至极,她对莫比乌斯带的知识了如指掌,讲解深入浅出,能够用简单易懂的语言让同学们理解复杂的概念。她的热情和激情感染着每一个学生,让整个课堂充满了活力与生机。她的耐心和细心也让同学们在学习过程中感到无比安心,尽情地去探索和发现。



这堂莫比乌斯带公开课,是张老师的精彩演绎,也是同学们的一次难忘学习之旅。相信在张老师的引领下,同学们将在数学的道路上越走越远,不断探索更多的神奇与精彩!




许汝良老师讲了一节《感受可能性》,从天气预报、太阳升起、日期、扑克牌、彩票等生活实例感受事件的可能性大小,区分事件的分类。通过多种实例,学生很快就掌握了事件的分类这个知识点。接下来老师让学生举例,学生们争先恐后,纷纷说出各种例子,比如有个学生举例说:“周末老师会布置作业是确定事件”,引来大家一番讨论,一片笑声。


语文和数学是紧密相连的。许老师列举了很多成语,让学生说出是什么事件。比如:瓮中捉鳖,拔苗助长、守株待兔等等,一下子打开了学生的知识大门,一场成语接龙盛宴在欢笑中让人回味无穷。



把游戏融入数学课堂,是这节课的一大亮点,在游戏中学习,用知识玩转游戏。分组轮流上台,通过学到的知识点击落下的方块,把上面的事件归类。锻炼了学生的反应速度,考查了学生所学的知识点。



何佳怡老师的课独具特色,设计三个探究环节,学生在活动中完成学习任务,效果极佳。


探究一:过自主学习与小组合作,分别熟悉版画以及模型每一个部分结构的名称及功能。每一个小组派代表将散开的模型组装起来。何佳怡老师运用了图片、动画以及模型等数字化资源,改进了教学内容的呈现方式,优化了教学过程,增强了教学的直观性,生动性和丰富性。

探究二:视觉的形成。学生同学手拿小电筒的的演示后,对于光线到达视网膜会经过哪些结构已经有了初步的判断,学生在导学案中补充光进入的路径。同时何佳怡老师抛出问题,如果一个人的眼睛是完好无缺的,但就是看不到任何东西?以此问题引起学生思考,人看到东西需要哪些条件?

探究三:近视及其预防。利用视频,晶状体的变化过程引起学生思考,近视是否与晶状体的变化相关?得到近视眼的成因,再通过小组相互讨论在平时的生活中如何预防近视。


生物课堂寓教于乐,目的主要是促进学生在学习上将被动化为主动,从“要我学”转变成“我要学”的程度,将生物学科的知识融入到生活中点滴中去,逐渐提高学生的学科素养教。



三节数理学科项目式学习的展示课,课程总监周湘主任评价三位老师:巧妙运用教学方法,发挥学生主体地位;逻辑架构整合知识,情境融合运用知识。周总监还以自己设计的课例启发老师们:问题设计结构化,情景设计系列化。


Total number of words:1032 words

Reading time: 7 minutes


Preface Principal Deng Dengjiang proposed: All purposeful and organized activities are part of the curriculum. Using the "Five Cultural Festivals" as a carrier, various educational activities are organically integrated to create the PBL curriculum culture of Huamei Foreign Language School.


Starting from real-world problems, organizing learning groups, and enabling students to conduct exploratory activities using information technology and various resources, students solve a series of interconnected problems within a certain period and publish the research results in a certain format. This learning method is called Project-Based Learning (PBL).


This semester's curriculum and culture exhibition will showcase more of the course outcomes, such as student assignments.




At the beginning of the semester, all teachers (including administrative staff) participated in internal open class demonstrations one after another. In May, with a light rain passing by, leaves became vibrant green. On the 15th and 16th, representatives from each subject group were selected to refine their best works and showcase 11 school-level open classes. The school invited experts to serve as judges: Vice Principal Hu Shaoming, Director Zhou Xiang, both at the senior level, and Mr. Li Gongliang, the Teaching Director of Jin'an Group.



CHAPTER SIX

MATHEMATICAL AND SCIENTIFIC PROJECT



Teacher Zhang Jianyin's open class on the "Möbius Strip" was like a fascinating feast of science and mathematics, truly commendable! 


In terms of classroom organization, Teacher Zhang demonstrated outstanding control. The entire classroom was orderly, and Teacher Zhang guided the students step by step into the wonderful world of the Möbius Strip. Each segment was closely connected with natural and smooth transitions, keeping the students highly focused and engaged throughout. 



The teaching activities were diverse and highly creative. Through lively demonstrations, interesting experiments, and interactive discussions, Teacher Zhang allowed the students to touch and feel the unique properties of the Möbius Strip firsthand. The students actively engaged in hands-on activities, observed phenomena, and deeply understood the mysteries of the Möbius Strip through practice, with sparks of thinking constantly bursting in the classroom.


From the perspective of teaching effectiveness, it was beyond imagination. The students not only gained a clear and profound understanding of the Möbius Strip but also ignited a strong interest in exploring mathematics. Everyone in the classroom marveled at the wonders of mathematics, as if a door to the unknown had been opened, fueling a desire and enthusiasm for knowledge that was delightful to see. Teacher Zhang's professionalism was admirable; she had a thorough understanding of the Möbius Strip, explained it in simple terms, making complex concepts understandable to the students. Her passion and enthusiasm infected every student, making the classroom vibrant and lively. Her patience and attention to detail also made the students feel extremely at ease during the learning process, allowing them to explore and discover freely. 



This Möbius Strip open class was a brilliant performance by Teacher Zhang and a memorable learning journey for the students. I believe that under Teacher Zhang's guidance, the students will continue to explore the wonders and excitement of mathematics, going further and further on the path of mathematics exploration!




Teacher Xu Ruliang gave a lesson on "Feeling Possibilities," using examples from daily life such as weather forecasts, sunrise, dates, playing cards, and lottery tickets to illustrate the magnitude of events' possibilities and distinguish between event categories. Through various examples, students quickly grasped the concept of event classification. Next, the teacher asked students to give examples, and they eagerly shared various examples. For instance, one student said, "The teacher assigning homework on weekends is a certain event," sparking a lively discussion and laughter. 


Chinese and mathematics are closely related. Teacher Xu listed many idioms and asked students to identify the events they represent. For example: "Catching turtles in a jar," "Pulling up seedlings to help them grow," "Waiting by a tree stump for rabbits," and so on. This opened the students' knowledge gate and led to a lively game of idiom chain, leaving a lasting impression amidst laughter.



The incorporation of games into the mathematics classroom was a major highlight of this lesson. Learning through games, students used their knowledge to play games. They took turns in groups to come to the front of the class and categorize falling blocks based on the events they represent, testing their reaction speed and examining their understanding of the concepts learned.



Teacher He Jiayi's class is distinctive, featuring three inquiry sessions where students complete learning tasks through activities with outstanding results. 



Inquiry One: Through self-learning and group cooperation, students become familiar with the names and functions of each part of the prints and models. Representatives from each group assemble the scattered models. Teacher He Jiayi used digital resources such as pictures, animations, and models to improve the presentation of teaching content, optimize the teaching process, enhance teaching intuitiveness, vividness, and richness. 


Inquiry Two: Formation of vision. After demonstrating with small flashlights, students have a preliminary understanding of the structures through which light reaches the retina, supplementing the light's path in the guided case. At the same time, Teacher He Jiayi posed a question: What if a person's eyes are intact but they cannot see anything? This question stimulates student thinking about the conditions necessary for seeing things.


Inquiry Three: Myopia and its prevention. Using videos, the process of lens changes prompts student thinking about the relationship between myopia and lens changes. They identify the causes of myopia and discuss how to prevent myopia in daily life through group discussions.



 The biology classroom combines education with entertainment, primarily aiming to promote students' transformation from passive to active learning, shifting from "I have to study" to "I want to study," integrating biological knowledge into everyday life to gradually improve students' subject literacy.



Three teachers were evaluated by Director Zhou Xiang, the curriculum supervisor, during the presentation class of the third session of the math and science project-based learning. They were praised for their skillful use of teaching methods, empowering students' role as active participants, and for integrating knowledge into logical frameworks while blending contextual situations with the knowledge. Director Zhou also inspired the teachers with his own lesson design: structuring problem designs in a structured manner and serializing scenario designs.





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