12月24日下午，我校語文教研組舉辦了每月一次的研修活動(dòng)。來自南師大的專家團(tuán)隊(duì)和福建安溪縣初中語文教師高級(jí)研修班的同仁蒞臨我校指導(dǎo)交流，并全程參加了活動(dòng)。來賓們合影留念之后，前往科技高中階梯教室參加活動(dòng)。
The NFLSFC Chinese Department held a workshop on December 24th, in the afternoon. Experts from Nanjing Normal University and Junior High School Chinese teachers from Anxi, Fujian Province, visited our school to give guidance and share ideas. After taking a group photo, all teachers went to the Science High School lecture theatre to attend the workshop.
本次活動(dòng)包括研究課、評(píng)課、讀寫交流、專題講座和互動(dòng)交流等內(nèi)容?；顒?dòng)由馬瑞紅和熊納老師主持。
Many activities took place. There were demonstrations of classes, conversations on literacy and feedback sessions. There was also a lot of dialogue about planning lessons and sharing experiences. The event was presided over by Ms. Ma and Ms. Xiong.
馬瑞紅老師首先代表我校語文教研組歡迎所有來賓，并簡(jiǎn)要地向來賓們介紹了我校語文教研組的建設(shè)情況。
Ms. Ma extended a warm welcome to the visitors and briefly introduced our school’s development and progress, on behalf of NFLSFC Chinese Department.
活動(dòng)的第一項(xiàng)內(nèi)容是胡悅老師執(zhí)教李清照的詞《漁家傲》。胡悅老師儀態(tài)大方，語言簡(jiǎn)潔凝練，教學(xué)重點(diǎn)突出，教學(xué)設(shè)計(jì)巧妙。胡老師用一個(gè)重點(diǎn)活動(dòng)——欣賞“驚人句”作為抓手，訓(xùn)練學(xué)生的詩詞理解和品析能力，真正做到將課堂放手給學(xué)生，又在難點(diǎn)處適當(dāng)給予點(diǎn)撥示例或資料助讀，從不同角度對(duì)學(xué)生的回答進(jìn)行總結(jié)和提升。胡老師通過相關(guān)背景的補(bǔ)充，結(jié)合李清照的多部作品，引導(dǎo)學(xué)生多角度全面評(píng)價(jià)作品和作者的創(chuàng)作風(fēng)格，培養(yǎng)學(xué)生的批判性思維習(xí)慣和品質(zhì)。
The workshop began with Ms. Hu giving a demonstration class on “Yu Jia Ao”, written by Li Qingzhao. Ms. Hu demonstrated professional teaching methods with concise language, clear-cut key points, and innovative lesson design. The concept of “amazing sentences” was the focal point of the demonstration. The development of students’ poetry comprehension and ability to analyse text was at the forefront: giving the students appropriate materials to help them read when there were difficult points, and summarizing the students’ answers from different perspectives. By utilizing supplementary works and illustrating Li Qingzhao’s works in detail, Ms. Hu guided students to comprehensively evaluate “Yu Jia Ao” and Li Qingzhao’s personal creative style. This helped the students develop their own creative and analytical abilities, and improved their understanding of China’s great literary history.
精彩的評(píng)課環(huán)節(jié)，各備課組的老師們和來自福建安溪的嘉賓們踴躍發(fā)言，爭(zhēng)相提出自己的看法。
When giving feedback, the attendees were eager to contribute their ideas, and participated actively.
周涵老師形容胡悅老師如同一位優(yōu)秀的導(dǎo)演，教學(xué)過程安排得環(huán)環(huán)相扣，充分激發(fā)她的演員們潛入詞中，品味詞的內(nèi)容和作者復(fù)雜的情緒。孫建軍老師用“禮答從容，思考緊張，語言干凈，結(jié)構(gòu)精要，余味悠長(zhǎng)，拓展得當(dāng)”6組短語來評(píng)價(jià)胡老師的課。陳婉茹老師和熊納老師先后發(fā)表了自己的觀點(diǎn)。她們肯定了胡老師的課如婉約派的詞一樣美好迷人，同時(shí)也給出了新的教學(xué)思路，如可用“一線串珠”法來教學(xué)。
Ms. Zhou described Ms. Hu as an excellent director, who inspired her students to thoroughly understand the Ci poet’s complex emotions and terminology. Mr. Sun evaluated Ms. Hu’s lesson extensively, commenting on how it promoted “comfort in courtesy, thorough planning, accurate language and structure, protracted study and proper expansion of introspection and dialogue”. Ms. Chen and Ms. Xiong also gave considerate and helpful feedback: They said that Ms. Hu’s class was beautiful and charming, and that it inspired them to change how they think about planning lessons, setting lesson objectives and structuring studies of texts.
來自福建安溪的老師們積極評(píng)課，肯定了胡老師課堂教學(xué)的多處美點(diǎn)，同時(shí)也提出了詩詞教學(xué)中如何聚焦、如何提高課堂效率、是否需要在日常教學(xué)中融入考試訓(xùn)練等問題，引發(fā)大家進(jìn)一步思考和研究。
Teachers from Anxi, Fujian, also gave considerable feedback. They affirmed the excellence of Ms. Hu’s teaching, debating on how to focus on poetry instruction, class efficiency, and whether it is necessary to integrate examination training during lessons. This contributed to further analysis and research.
讀寫共享是語文教研組每次研修的重要內(nèi)容之一。閱讀專業(yè)期刊，每個(gè)月寫一篇優(yōu)秀論文推薦；養(yǎng)成記錄習(xí)慣，每個(gè)月完成一篇高質(zhì)量的教學(xué)敘事，這是語文教研組每位老師都要完成的讀寫任務(wù)。讀寫分享由熊納老師主持。本次的讀寫分享共有十位老師上臺(tái)發(fā)言。大家把平時(shí)的閱讀與寫作、教學(xué)與科研的思考和收獲匯聚在一起，用集體的研修力量推動(dòng)自己和整個(gè)團(tuán)隊(duì)的專業(yè)成長(zhǎng)。
Sharing ideas for teaching reading and writing is one of most important parts of the Chinese Department’s teaching workshop. All the teachers in the Chinese teaching and research group are given the same task: They read professional journals and write excellent paper recommendations every month, recording and completing creative works to develop their own expertise. We also hosted a sharing activity, presided over by Ms. Xiong. Ten teachers took to the stage to share their ideas, bringing together their thoughts and experiences taken from their daily reading, writing, teaching and research. Our beloved teachers used their collective training power to infuse the development of international education with Chinese characteristics.
經(jīng)品之老師推薦了《共筑體系，親子閱讀的形式與指導(dǎo)策略》一文，結(jié)合自己的教學(xué)體會(huì)，提出親子閱讀，最關(guān)鍵的在于要通過“多種形式，激起家長(zhǎng)參與閱讀的熱情”。丁穎老師介紹了《課堂上究竟發(fā)生了什么》一書，用生動(dòng)的解說進(jìn)一步詮釋了課堂的重要性。“教師一節(jié)課，雖然是一滴水，但對(duì)于生命，每一滴都是重要的?！?/span> “語之有愛，文雅教學(xué)”是王鶯老師分享的話題。她分享了自己語文教學(xué)與學(xué)生相處的幾個(gè)生動(dòng)案例，提出可以通過適當(dāng)?shù)恼Z言夸張、增強(qiáng)儀式感和彎腰傾聽小細(xì)節(jié)來讓語文教學(xué)更有文雅之氣。滕愛玲老師結(jié)合《日月潭》一文的教學(xué)，分享了教學(xué)敘事《在文字中滋養(yǎng)情感》，提出教學(xué)需要尊重學(xué)生自身的讀書體驗(yàn)，豐富學(xué)生的內(nèi)心體驗(yàn)，注重情感的生成。
Mr. Jing recommended the article “Co-construction Systems: Forms and Guiding Strategies for Parent-Child Reading”. He said that the most important part of parent-child reading is to encourage parents to participate in reading in different ways. Ms. Ding introduced the book “What Exactly happened in the Class”. She further explained the importance of the classroom in vivid and expressive detail. She thought that each teacher’s lesson is just like a drop of water: each drop makes up the drink that gives us life. Ms. Wang shared her ideas on the topic of teaching elegantly with words full of love. She also shared some anecdotes about her students, noting that Chinese teaching could be more elegant by using unique language characteristics, historical idioms and methods and focusing on mutual understanding. Ms. Teng spoke on the topic of “Nurturing Emotion with Text” and combined it with her own teaching experience of the text “Sun Moon Lake”. Through this, she noted that students’ own reading experience should be respected when teaching, and their vibrant inner feelings should be explored through the medium of narrative.
如何訓(xùn)練學(xué)生寫作，是很多老師教學(xué)的難題。吳伊芳老師推薦了余映潮老師的《指導(dǎo)學(xué)生動(dòng)筆——談?wù)Z文教師綜合素養(yǎng)的自我訓(xùn)練》一文。吳老師結(jié)合實(shí)例分享了擬寫標(biāo)題、句段仿寫、想象并改寫、借鑒式寫作、賞析性寫作等非常實(shí)用的方法。韓姝雯老師結(jié)合對(duì)胡悅老師課的評(píng)點(diǎn)，分享了《摒棄偽鑒賞，學(xué)會(huì)真理解》一文帶給她的思考，提出要改變“重背誦與鑒賞，輕分析與理解”的“死記硬背和偽鑒賞”現(xiàn)象，古詩詞教學(xué)要引導(dǎo)學(xué)生往真鑒賞的道路上走。
How to develop students’ writing ability is a problem for many teachers. Ms. Wu recommended the article “Guiding Students to Write - Discussions on Self-Training for Chinese Teacher’s Comprehensive Literacy” written by Mr. Yu. Ms. Wu shared some writing methods such as drafting headings, copying paragraphs, imagining narrative, editing, reference writing and appreciative writing by illustrating with real-life examples. Based on the feedback on Ms. Hu’s lesson, Ms. Han shared her understanding of the article “Abandoning False Appreciation and Learning True Understanding”. She noted that teachers should lead the students to appreciate themselves and their abilities, and that teaching analysis methodology was always more essential for students’ futures than teaching mere recitation.
吳卉冬老師和張涵老師帶來的都是關(guān)于整本書閱讀教學(xué)的最新研究成果。兩篇文章《整本書閱讀的五種基本策略》和《關(guān)于高中整本書閱讀的思考》都強(qiáng)調(diào)，教師不僅要引領(lǐng)學(xué)生讀完整本書，還要引導(dǎo)他們養(yǎng)成重讀的習(xí)慣，讓學(xué)生在閱讀過程中找到能夠陪伴自己終生的書。王珊珊老師介紹了高中語文備課組針對(duì)學(xué)生不閱讀、閱讀少的情況，著力培養(yǎng)學(xué)生的長(zhǎng)文本閱讀能力，不斷給學(xué)生提供經(jīng)典、新鮮的閱讀素材。他們還通過多種方式的讀寫結(jié)合，多個(gè)有趣話題的探討，激發(fā)學(xué)生的閱讀熱情，效果很明顯。周子孝老師生動(dòng)地講述了她是如何處理“教學(xué)意外”的。上課時(shí)，學(xué)校對(duì)面的大樓失火，周老師“巧用意外作憑借”，就地取材，指導(dǎo)學(xué)生當(dāng)堂寫作，學(xué)生的作文生動(dòng)精彩。
Both Ms.Wu and Ms. Zhang shared the latest research results on teaching students to read. Two articles that they shared, “Five Basic Strategies for Reading a Book” and “Thinking About Reading a Book in High School”, both emphasized that teachers should not only lead students to read, but also help them develop the habit of rereading so that students find books that will accompany them throughout their lives. Ms. Wang introduced an effective teaching method concerning the cultivation of fiction reading by providing students with a variety of materials, both modern and classical. The teachers discussed how to ensure students have enthusiasm for reading, and how physical and electronic media can be used for this purpose. Ms. Zhou vividly described how she coped with “teaching accidents” and how problematic situations can be resolved. During the lesson the building opposite the school caught fire. She made full use of this event to guide students to write about it in the classroom. The students’ writing was lively and exciting, reflecting their experience and their ability to transcribe events into splendid narrative.
不論是優(yōu)秀論文的推薦還是教育敘事的分享，全場(chǎng)老師都聽得津津有味。充實(shí)的內(nèi)容、豐富的形式、生動(dòng)的講述，將原計(jì)劃一個(gè)小時(shí)的分享變成了近一百分鐘的交流。語文組的教師們熱愛學(xué)習(xí)、勤于思考、樂于分享的精神可見一斑。
Teachers were attracted to both the example documents presented and the teaching methods illustrated. Plenty of content, rich concepts for exploration and lively narratives turned the one-hour share originally planned into a nearly one-hundred-minute exchange. The Chinese Department members were motivated and professional in their work.
分享活動(dòng)后，柳詠梅老師給大家?guī)砹藢ｎ}講座《文學(xué)解讀與教學(xué)創(chuàng)意》。
After the sharing activity, Ms. Liu gave a special lecture entitled “Literature Interpretation and Teaching Creativity”.
柳老師從一位老師的疑惑開始，以《紫藤蘿瀑布》一文學(xué)生的預(yù)習(xí)提問為例，提出語文教師一定要“抽身出來，讀教材”?！拔谋窘庾x能力是語文老師的第一基本功”，必須加強(qiáng)磨礪。文本解讀的最大作用是充分挖掘文本價(jià)值：從學(xué)生角度來講，可以豐富語言積累，培養(yǎng)語文能力；對(duì)于教師來說，可以提高解讀能力，高效使用文本。柳老師結(jié)合多篇課文，用豐富的實(shí)例講述了文本價(jià)值的開發(fā)與運(yùn)用。關(guān)于教學(xué)創(chuàng)意，柳老師提出，創(chuàng)意設(shè)計(jì)的前提是深入的解讀，創(chuàng)意設(shè)計(jì)要有獨(dú)特的角度，要尊重文本的文體特征，最終目的是為學(xué)生的成長(zhǎng)。《社戲》《散步》《孔乙己》《五柳先生傳》《岳陽樓記》等多篇文章的創(chuàng)意設(shè)計(jì)令大家耳目一新。
Ms. Liu began her lecture by answering questions. Taking the students questions about the book “Wisteria Falls” as an example, she illustrated the idea that the Chinese teachers must “get out and read the teaching materials”. She felt that a teacher’s ability to interpret text is a fundamental skill, which must be practised regularly. She also talked about how to use texts to their full potential by analysis: students can enrich their accumulation of vocabulary and cultivate new language skills, and teachers can improve their interpretation ability and understand how to use texts efficiently. Ms. Liu combined some texts with real-life examples to explain how to analyse and use texts properly. With regard to teaching creativity, Ms. Liu said that the premise of creative design is an in-depth interpretation, and that creative design should be from a unique, personal perspective. We should respect the stylistic and historical features of different texts to promote a broad understanding of literature for our students. The creative lessons concerning the texts “Village Opera”, “Walking”, “Kong Yiji”, “Biography of Mr. Tao” and “The Story of Yueyang Tower” made all the teachers feel invigorated and ready to try new methods of teaching.
柳老師的講座是自己多年教學(xué)實(shí)踐和教學(xué)經(jīng)驗(yàn)的總結(jié)，既有提綱挈領(lǐng)的思想引領(lǐng)，又有細(xì)致認(rèn)真的教學(xué)指導(dǎo)，尤其是其鉆研教學(xué)、享受語文的專業(yè)追求和研究精神，給所有的老師以很大的鼓舞與啟發(fā)。
Ms. Liu’s lecture was a summary of her many years of teaching. She explained a lot about her methods: her management and meticulous planning, her activities and professional behaviour, the sheer enjoyment of the professional pursuit of teaching and the investigative legacy of the Chinese spirit. The attendees were hugely inspired.
講座之后，來自福建的老師們紛紛暢談參加交流的收獲。許多老師都認(rèn)為，柳老師講座中呈現(xiàn)的教學(xué)設(shè)計(jì)，反映了教者對(duì)文本的深入鉆研，一些設(shè)計(jì)于細(xì)微之處做文章，令人嘆服。還有老師表示，南外方山分校語文團(tuán)隊(duì)建設(shè)形式豐富，積累扎實(shí)，每位老師通過上交精品教案、閱讀推薦等“作業(yè)”，留下了清晰的成長(zhǎng)痕跡，這種促進(jìn)青年教師快速成長(zhǎng)的良好模式，值得學(xué)習(xí)、借鑒。安溪研修班帶隊(duì)老師最后一位發(fā)言，他首先向柳詠梅老師致敬，柳老師是在“逼”著年輕教師成長(zhǎng)，帶領(lǐng)語文團(tuán)隊(duì)實(shí)現(xiàn)共同成長(zhǎng)。他同時(shí)提出對(duì)安溪教師的期望：團(tuán)隊(duì)構(gòu)建任重道遠(yuǎn)，老教師要有一種情懷、一種擔(dān)當(dāng)，引領(lǐng)年輕教師更好地進(jìn)步。“青藍(lán)”結(jié)對(duì)、攜手成長(zhǎng)，才能走得更快。
After the lecture, teachers from Fujian talked about what they had learned. Many teachers said that the lesson designs presented by Ms. Liu reflected the teacher’s thorough understanding of the texts, rightfully impressing the attendees a great deal. All teachers present said that the varied activities promoting NFLSFC Chinese Department’s early-career teacher development were worth taking part in. Each teacher left clear signs of improvement by submitting excellent lesson plans, incorporating lessons learnt during their stay. The leader of Anxi Team gave a speech, paying tribute to Ms. Liu who was positively influencing young teacher’s development and promoting the Chinese Department’s ideals. He also put forward his expectations for Anxi teachers, saying that team building activities are an essential method of improvement. Our experienced teachers have an obligation to mentor the newer teachers to be the best they can be, for our schools, our students, and China’s future.
活動(dòng)最后，柳老師衷心感謝安溪團(tuán)隊(duì)來我校交流。她希望老師們要多參加研修活動(dòng)，打開新局面，拓展新視野，走出更寬廣的專業(yè)之路；期待南外方山分校語文組和安溪語文團(tuán)隊(duì)今后多加強(qiáng)交流，讓更多的語文人聚集在一起，共同進(jìn)步。
Finally, Ms. Liu gave a closing speech, expressing her heartfelt thanks to the Anxi team for their visit. She hopes that all the teachers attend more workshops in the future, and that all teachers broaden their horizons to support their professional development. She also looks forward to more communication between NFLSFC Chinese Department and Anxi Chinese Team in the future.
（文章來源：語文教研組 未經(jīng)授權(quán) 禁止轉(zhuǎn)載）
