近日，全國著名語文特級教師余映潮老師應(yīng)“柳詠梅名師工作室”的邀請來南京外國語學(xué)校方山分校做專業(yè)指導(dǎo)和培訓(xùn)。

Recently, Yu Yingchao, a well-known, highly-qualified and talented Chinese teacher, came to NFLSFC to deliver a series of teacher training activities at the invitation of the “Liu Yongmei Distinguished Teacher Working Group”.

早上八點，余映潮老師到達學(xué)校。周世東書記熱情接待并與余老師做了親切交流。

The event began in the morning, with Secretary Zhou Shidong extending a warm welcome to Mr. Yu upon his arrival. The two exchanged a friendly conversation.

八點半，“柳詠梅名師工作室”研訓(xùn)活動在千人劇場拉開帷幕。來自南京市各區(qū)和周邊地區(qū)的三百多名教師參加了此次活動。

At 8:30a.m., the workshop organized by “Liu Yongmei Distinguished Teacher Working Group” began in the lecture hall. More than 300 teachers from Jiangning and other districts of Nanjing attended the event.

上午的研訓(xùn)聚焦課堂教學(xué)。前三節(jié)課是“柳詠梅名師工作室”成員馬瑞紅、胡悅和吳伊芳三位老師的匯報課，最后一節(jié)課是余映潮老師的示范課《赫爾墨斯與雕像者》。

The morning session focused on classroom teaching. The first three lessons were delivered by Ms. Ma, Ms. Hu, and Ms. Wu respectively, members of “Liu Yongmei Distinguished Teacher Working Group”. Mr. Yu then gave a demonstration class on Hermes and the Statuette.

第一節(jié)課是馬瑞紅老師執(zhí)教的八年級閱讀課《昆明的雨》。馬老師從“情味”二字入手，讓學(xué)生在閱讀中“品情味”。三個層次的“情味”，層層遞進，引領(lǐng)學(xué)生走進作者筆下優(yōu)美柔婉的境界，最后得出“活著多好呀！”的感嘆。

Grade 8 Chinese teacher, Ms. Ma delivered the first of the three reading lessons. Her lesson looked at the text Rain in Kunming, leading-in by getting students familiar with the feelings and ideas found in the text. This helped students to really feel the different levels of emotion in the text; beginning with the author’s description of the setting, culminating with an appreciation for the beauty of life itself.

胡悅老師執(zhí)教八年級閱讀課《蘇州園林》。胡老師創(chuàng)意十足，緊扣“鑒賞”二字推進教學(xué)。引導(dǎo)學(xué)生通過三個活動（說美、尋美、賞美）去完成鑒賞蘇州園林的任務(wù)，再以“鑒賞《蘇州園林》”作為課堂活動的主題和目標(biāo)，對課文寫作手法、語言藝術(shù)進行了深入品析，最后以巧妙的四個“講究”收束全課。

Ms. Hu, a Grade 8 Chinese teacher, delivered her lesson on Suzhou Garden. Ms. Hu was creative in her teaching and closely followed the idea of “appreciating literature” to promote educational outcomes. She guided the students in their appreciation of the text in three stages: describing, finding and appreciating the beauty and charm of the text. Ms. Hu then continued the lesson, using the source text as a “stepping-stone” to help students analyze literary and linguistic techniques. The lesson concluded by looking at the word “sophistication”, which had been referred to earlier in the lesson.

第三節(jié)課是由吳伊芳老師帶來的《走一步，再走一步》。這節(jié)課圍繞兩個學(xué)習(xí)任務(wù)展開：復(fù)述故事和欣賞寫法。全課以兩個任務(wù)貫穿始終，板塊清晰、流暢，切實訓(xùn)練學(xué)生細讀文本并批注的能力。在培養(yǎng)學(xué)生閱讀鑒賞能力的同時，又在寫作方法上給予行之有效的指導(dǎo)，真正做到讀寫結(jié)合。

Ms. Wu delivered the third class on Take One Step, Then Another. She focused the teaching on two learning tasks throughout the lesson——retelling stories and appreciating writing. Her lesson was staged well, with clear progression between each stage. This assisted students in developing their close reading and literary analysis skills. The lesson not only helped students to become better readers and more able to appreciate works of literature, but also helped students to see the links between reading and writing skills.

上午的最后一節(jié)課是由余映潮老師執(zhí)教《赫爾墨斯和雕像者》。余老師訓(xùn)練學(xué)生朗讀課文，評說人物。余老師耐心指導(dǎo)學(xué)生，示范朗讀語調(diào)、語氣、語速，課堂氣氛熱烈。余老師請學(xué)生用四字短語評價赫爾墨斯的形象，學(xué)生發(fā)言積極，各抒己見。接著，余老師從段落形式的角度引導(dǎo)學(xué)生體會故事的生動性，了解“概寫一筆、細寫幾筆”這一常見段落形式。結(jié)合具體詞語分析這則寓言的表達技巧這一環(huán)節(jié)掀起了課堂學(xué)習(xí)的高潮。最后，余老師總結(jié)了本篇文章的表達技巧和高超的手法。本節(jié)課在學(xué)生齊聲朗讀“在讀和練中學(xué)語文，懂道理，練能力”中完美收官。

Mr. Yu delivered the final lesson of the morning session, on Hermes and the Statuette. He guided the students patiently in a relaxed manner, helping them to read the text, comment on the characters within the story and demonstrated the correct intonation, tone and speed for reading aloud. To open the lesson, Mr. Yu asked the students to find an appropriate four-character phrase to describe the main character, Hermes. Students were eager to contribute their ideas, and participated actively. Mr. Yu then moved the lesson onto its next stage, helping students to understand the story’s vivid descriptions. He did this by breaking down the text, first looking at “paragraph form”, bringing students’ attention to how paragraphs typically begin with a main-idea or short summary, then follow on to giving more detailed information. Students then analyzed how they can use this writing technique themselves. Mr. Yu concluded the lesson by giving an overview of the skills covered in the lesson, summarizing the lesson in the following sentence: “To learn Chinese, to understand reasoning, and to develop ability when reading and practicing.”

三節(jié)匯報課和一節(jié)余老師的課，風(fēng)格各異，都給在場教師以很大的啟發(fā)。尤其是余老師的課，更是淺文深教的典范，給老師們很大的震撼，令人回味無窮。

Each of the classes during the morning session were different in their own way, but all equally inspiring. Mr. Yu’s class provided a model example of how simple source texts can be used to explore more complex ideas and concepts.

下午13：30精彩繼續(xù)。余映潮老師與八年級五班和六班的學(xué)生共同演繹了嚴(yán)文井先生的哲理散文《永久的生命》，呈現(xiàn)了高效活力的語文課堂境界。

At 1:30 p.m., the workshops continued. Mr. Yu and the students from Class 5 and 6 of Grade 8 performed Permanent Life, a philosophical prose piece. The lesson was both lively and highly effective in terms of learning outcomes.

余老師從知識獲取、能力訓(xùn)練入手，圍繞讀寫訓(xùn)練展開課堂教學(xué)，學(xué)生在課堂上參與熱情高，積累豐富，訓(xùn)練充分。

Mr. Yu’s lesson took knowledge acquisition and developing ability as its focal point, beginning the class with literacy training. Students were highly enthusiastic, learned a great deal and had sufficient opportunity to practice their language skills.

課伊始，趣已生。余老師帶領(lǐng)學(xué)生了解作者和文體后，通過“共寫易錯字”環(huán)節(jié)幫助學(xué)生準(zhǔn)確把握課文中的重點字音字形字意。接著，余老師緊扣讀寫訓(xùn)練，從“寫作思路概括”到“美段讀背”再到“微文創(chuàng)寫”，環(huán)環(huán)相扣、層層遞進，教學(xué)邏輯清晰，教學(xué)任務(wù)明確。最后，余老師通過讓學(xué)生從課文中“積累好詞佳句，進行微文創(chuàng)寫”這一讀寫活動，讓學(xué)生明確“微文寫作”是一種既訓(xùn)練思維又積累語言的好方法。溫文爾雅的余老師注重對全體學(xué)生的能力訓(xùn)練，盡量給予更多學(xué)生以展現(xiàn)與分享的機會，在與學(xué)生的充分對話中訓(xùn)練學(xué)生思維和表達，提升學(xué)生語文綜合能力。這一課，也讓在座聽課的語文同仁們?nèi)玢宕猴L(fēng)。在嚴(yán)文井先生《永久的生命》的學(xué)習(xí)中，我們領(lǐng)略了余老師的風(fēng)采，領(lǐng)會了獨特的創(chuàng)意，見證了永久的精彩。

The lesson began in a fun and engaging fashion. Mr. Yu first introduced the author and style of text, then wrote up some characters, often written incorrectly which could be found in the text. This helped students master the pronunciation, glyphs, and meaning of the key words in the text. Next, Mr. Yu focused on literacy training, starting with “summarizing writing ideas”, “reading and memorizing paragraphs” and finally, “writing essays creatively”. Each stage of the lesson progressed and interlocked neatly, with the links between stages being of sound logic and tasks having a clear goal. Mr. Yu ended the lesson by stressing how students can use key ideas and language from text to be creative when writing essays, developing ones’ thinking skills and to increase vocabulary. Mr. Yu’s gentle teaching style gave adequate opportunity to students of all abilities to improve their skills. Students had ample opportunity to share their ideas, helping to develop their skills of thinking and expression, alongside their all-round language skills. Teachers who observed the lesson appreciated Mr. Yu’s style and unique creativity, also learning about the text itself.

余老師接著就開始了對上午三節(jié)課的點評。余老師的評課包括教程觀察和新的創(chuàng)意兩個方面。三節(jié)課的課堂環(huán)節(jié)設(shè)計、推進過程、各環(huán)節(jié)完成時間、教師的教學(xué)語言等，都被余老師一一記錄。

Mr. Yu then gave feedback on the morning session’s lessons. His assessment included two aspects: class observation and suggestions for improvement. Mr. Yu took notes on planning, delivery, timings and “teacher talk” when observing the classes.

他首先點評的是馬瑞紅老師執(zhí)教的《昆明的雨》。馬老師的教學(xué)扣“情味”二字展開，組織了三次活動，有一定的教學(xué)創(chuàng)意。教學(xué)中要減少提問和碎問，要變提問為對話，提高教師語言的質(zhì)量。胡悅老師執(zhí)教的《蘇州園林》定位“鑒賞”，富有創(chuàng)意，教師組織了“說印象”“賞美感”“品語言”等課中訓(xùn)練活動；教師與學(xué)生對話簡潔流暢；教學(xué)收束表現(xiàn)了教師的優(yōu)美創(chuàng)意。吳伊芳老師執(zhí)教的《走一步，再走一步》，課堂訓(xùn)練點明確，有字詞知識的滲透教育，教師語言質(zhì)量較好，沒有零碎的提問，但要突出自讀課文的學(xué)習(xí)方法；師生對話的語言還需要進一步提升和優(yōu)化。每一節(jié)課點評后，余老師都會提出自己的新設(shè)計方案，并為老師們講解每一種設(shè)計的根據(jù)和意圖，幫助大家更好地理解語文課堂教學(xué)設(shè)計的基本要求和優(yōu)化方案。這些設(shè)計方案充分展現(xiàn)了余老師深厚的教學(xué)功底與獨特的教學(xué)魅力，給老師們很多啟發(fā)。

Mr. Yu first gave feedback to Ms. Ma. He said that the lesson began filled with sentiment and the activities were both organized and creative. He commented that teacher-student questions should be reduced and changed into dialogues to improve how language was used during the lesson. With regards to Ms. Hu’s lesson, Mr. Yu found that the lesson was focused in its goal of teaching students how to appreciate literature and was also creative. Her activities included getting students to talk about how the text made them feel, the beauty of the language and how they understood the language in the text. Student-teacher interactions were concise and smooth, and the lesson concluded creatively. Mr. Yu thought Ms. Wu provided clear guidance, adding that teacher language was concise and well-thought out, which helped students be more focused on the lesson’s content. He suggested that the teacher should bring more focus to self-guided reading and should further work on language used during student-teacher interactions. Following each evaluation, Mr. Yu shared some thoughts about his own lesson plans, explaining their foundations and aims, to help everyone better understand the fundamental requirements of and how to improve planning lessons for Chinese. The lesson plans inspired the other teachers, showing Mr. Yu’s high-level of teaching skills and unique charm as a teacher.

下午的活動內(nèi)容豐富，安排緊湊。在詳細評點了三位青年教師的授課之后，余老師為參加活動的所有老師又做了一場主題為“理念 基本功 閱讀教學(xué)能力”的講座。

The afternoon’s activities were varied and intensive, with Mr. Yu giving a lecture themed on teaching philosophy, foundational skills and how to teach reading.

余老師從“語文閱讀教學(xué)的基本理念、教材研讀的基本方法、教材處理的基本角度”三個方面，引用大量的教學(xué)案例，讓老師們認(rèn)識到“利用課本資源訓(xùn)練學(xué)生”的重要性。余老師強調(diào)課堂實踐活動是教學(xué)質(zhì)量的保證，應(yīng)特別關(guān)注統(tǒng)編教材的教學(xué)特點。余老師結(jié)合七年級下教材的具體例子，闡釋了教學(xué)設(shè)計的五點基本要求。重點介紹了教材研讀的十二種基本方法——整體反復(fù)、章法賞析、提取組合、選點精讀等。余老師結(jié)合自己多年的研究，向老師們展示了自己做研究的一些具體方法，給老師們以很大啟發(fā)。余老師嫻熟的教學(xué)技藝，對教材的深入解讀，獨特的教學(xué)創(chuàng)意，都是建立在扎實、深厚的閱讀基本功之上的。

短短一個小時的講座干貨滿滿，聽講的老師們認(rèn)真聆聽、奮筆疾書。余老師將自己豐富的經(jīng)驗外化成專業(yè)高效的指導(dǎo)，更以鍥而不舍、精益求精的精神引領(lǐng)著老師們。

Mr. Yu referred to a wide range of actual classroom situations during his lecture, talking about three different bases of teaching Chinese; the concepts of teaching reading, textbook analysis methods and perspectives on processing course materials. This helped to bring teachers’ attention to the importance of developing students’ abilities to use textbooks to their full potential. He emphasized that, to ensure the best possible educational outcomes are met, students must have adequate opportunity to practice skills during class. Mr. Yu added that special attention must be given to the characteristics of each textbook used during teaching. He used the Grade 7 textbook to explain the five basic requirements of lesson design and introduced the twelve basic methods of analyzing textbooks. This includes ensuring that learning points are repeated throughout a course, each chapter is given adequate attention on its own and in combination with other elements of the course and that key texts are read in detail. Drawing upon his own experiences, Mr. Yu gave an inspiring speech about research methods. His skills and innovativeness in classroom teaching and textbook analysis are all based upon having a solid foundation in reading skills. The lecture was highly informative, with attendees diligently listening and taking notes throughout. Mr. Yu shared his experiences as a teacher to provide others with targeted and effective advice, inspiring his audience to persevere in achieving excellence in their field.

講座結(jié)束后，主持人柳詠梅老師不舍地宣布“活動結(jié)束”，在座慕名而來的各位同仁們也久久不肯離去。

The event came to end following the lecture, with both Mr. Yu and the attendees being sad to leave. 

本次活動是“柳詠梅名師工作室”的秋季研訓(xùn)活動。參加活動的除了南京各區(qū)的語文教師，還有從鹽城、宜興等地趕來的外地教師。余映潮老師蒞臨我校指導(dǎo)，是我校語文學(xué)科建設(shè)的大事，也是南京語文同仁們的樂事，更是青年教師專業(yè)成長的幸事。期待余老師再次來我校指導(dǎo)。

This event marked the Autumn 2019 session for the “Liu Yongmei Distinguished Teacher Working Group”. With teachers from all over Jiangsu in attendance, the event was not only helpful for the development of NFLSFC’s Chinese Department, but for Chinese teachers from other school. Moreover, the event was an excellent opportunity for less-experienced teachers. It is hoped Mr. Yu will be able to attend further such events in the future, to help our school and teachers grow and develop. We look forward to having Mr. Yu visit us again!

（文章來源：語文教研組 未經(jīng)授權(quán) 禁止轉(zhuǎn)載）