北大附屬嘉興實(shí)驗(yàn)學(xué)校、杭州橄欖樹(shù)學(xué)校、綠城育華親親學(xué)校、合肥新華公學(xué)、句容碧桂園學(xué)校和長(zhǎng)沙縣瑋思學(xué)校六所PYP學(xué)校于5月末開(kāi)展了線上教學(xué)展示活動(dòng)。本次活動(dòng)根據(jù)國(guó)家課程新課標(biāo)要求和IB課程的教育理念展示了三節(jié)數(shù)學(xué)課，三節(jié)語(yǔ)文課。老師在觀課和評(píng)課的過(guò)程中收獲頗豐。

　　Six PYP schools, including Peking University Experimental School (Jiaxing), Hangzhou Olive Tree International Academy, BFSU, Hangzhou Greentown Yuhua Qinqin School, Hefei Xinhua Academy, Jurong Country Garden School and Changsha WES (Bilingual) Academy held an online teaching demonstration at the end of May. This activity showed three math classes and three Chinese classes according to the requirements of the new national curriculum standard and the educational philosophy of IB courses. Teachers gained a lot in the process of observing and evaluating lessons.

　　我校優(yōu)秀教師Ms. Flora 代表我們小學(xué)部展示了一節(jié)數(shù)學(xué)課——《數(shù)學(xué)在生活中的應(yīng)用——錢(qián)幣的使用》

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　　楊芳，畢業(yè)于佛羅里達(dá)州立大學(xué)，教育心理學(xué)碩士，具有教育統(tǒng)計(jì)和教育項(xiàng)目評(píng)估兩個(gè)研究生證書(shū)。曾在美國(guó)紐約州從事教育工作，回國(guó)后在北京從事國(guó)際學(xué)校工作，2021年加入我校，任1～2年級(jí)小學(xué)雙語(yǔ)數(shù)學(xué)教師。

　　Ms.Flora, graduated from Florida State University with a Master's degree in Educational Psychology and two graduate certificates in Educational Statistics and Educational Program Evaluation. After returning to China, she worked in an international school in Beijing. In 2021, she joined our school as a bilingual math teacher of grade 1-2.

　　教師反思

　　這次六校聯(lián)動(dòng)為老師們提供了難得的線上交流機(jī)會(huì)，非常有幸能夠作為雙語(yǔ)數(shù)學(xué)教師代表我校參與課堂展示。

　　This six-school linkage provided teachers with a rare online communication opportunity, I was very lucky to participate in the demonstration as a bilingual mathematics teacher representing our school. 

　　IB課程的理論基礎(chǔ)是建構(gòu)主義學(xué)習(xí)理論，也就是學(xué)習(xí)是在一定的情境下，借助老師的幫助通過(guò)學(xué)生之間的協(xié)作活動(dòng)而實(shí)現(xiàn)的意義建構(gòu)的過(guò)程。建構(gòu)主義注重給學(xué)生提供一個(gè)真實(shí)的情境。

　　The theoretical basis of IB courses is learning theory of constructivism, that is, learning is a process of meaning construction through interpersonal cooperative activities with the help of teachers in certain situations. Constructivism focuses on providing students with a real situation. 

　　我的這節(jié)數(shù)學(xué)課先通過(guò)學(xué)生討論開(kāi)放日當(dāng)天的實(shí)際購(gòu)物體驗(yàn)，聯(lián)系學(xué)生的現(xiàn)實(shí)生活，讓學(xué)生了解錢(qián)幣的使用。之后通過(guò)教學(xué)活動(dòng)，讓學(xué)生模擬銷售冰激凌和檸檬水。學(xué)生要根據(jù)自己的生活經(jīng)驗(yàn)設(shè)計(jì)一份價(jià)格表，并進(jìn)行模擬購(gòu)物。整個(gè)過(guò)程學(xué)生積極參與，討論熱烈，能夠通過(guò)協(xié)作完成價(jià)格表的設(shè)計(jì)，并且設(shè)計(jì)合理，完成了本節(jié)課的教學(xué)目標(biāo)。

　　In this math class, students first discussed the actual shopping experience on the Open Day, connected with students' real life, and let students understand the use of money. Then, let the students simulate selling ice cream and lemonade through teaching activities. Students should design a price list based on their own life experience and conduct simulated shopping. Students participated actively in the whole process and discussed enthusiastically. Moreover, students were able to complete the design of the price list through collaboration, and the design was reasonable. The teaching objectives of this lesson have been completed.

　　在教研過(guò)程中，無(wú)論是課程設(shè)計(jì)，還是其他老師給予的指導(dǎo)，都讓我受益頗多。來(lái)自各校的老師們傾力打造學(xué)生在IB課堂的學(xué)習(xí)體驗(yàn)，風(fēng)格各異，細(xì)節(jié)滿滿。觀課后的交流活動(dòng)中，大家更是像老朋友一樣在網(wǎng)絡(luò)空間下齊聚一堂，深度挖掘課程的整體設(shè)計(jì)，積極反思，這為我今后的教學(xué)探究提供了方向指引。當(dāng)我回過(guò)頭來(lái)看我的課時(shí)，發(fā)現(xiàn)無(wú)論設(shè)計(jì)時(shí)多么“完美”，總能找到遺憾。也正是這種遺憾，讓我們?cè)谥饓?mèng)的路上越挫越勇，成為更美好的自己。

　　In the process of teaching and research, I have learned a lot from the design of this class to the guidance from other teachers. Teachers from different schools were dedicated to creating students' learning experience in IB classes with different styles and details. In the communication activities after class, we gathered together online like old friends, deeply explored the overall design of the course, and actively reflected on it, providing direction for the future teaching exploration. When I observed my class, I realized that no matter how "perfect" the design was, there was always something to regret. It is this kind of regret that makes us stronger and stronger on our way to pursue our dreams and become a better version of ourselves.

　　評(píng)課

　　之后各校老師對(duì)六節(jié)課進(jìn)行了點(diǎn)評(píng)，我校教師發(fā)展中心副主任，嘉興市經(jīng)開(kāi)區(qū)初中數(shù)學(xué)兼職教研員——王勤老師，進(jìn)行了評(píng)課。

　　After that, the teachers of each school made comments on the six classes. Ms. Wang Qin, Our school teacher development center deputy director, Jiaxing Jingkai District junior middle school mathematics part-time teaching and research member, made comments on the six classes.

　　這幾節(jié)數(shù)學(xué)課課都非常關(guān)注概念性理解，只有當(dāng)學(xué)生深度理解概念的時(shí)候，他們所學(xué)的事實(shí)和程序才能以一種更加實(shí)用的方式，真正遷移到真實(shí)的情境中去。

　　These math classes all paid great attention to conceptual understanding. Only when students deeply understand concepts can the facts and procedures they have learned be put on a more practical way and truly transferred to the real situation.

　　數(shù)學(xué)學(xué)習(xí)的本質(zhì)是為了讓數(shù)學(xué)成為思維的工具，幾位老師非常重視夯實(shí)四基，培養(yǎng)四能，發(fā)展數(shù)學(xué)學(xué)科核心素養(yǎng)。四基是指數(shù)學(xué)的基礎(chǔ)知識(shí)、基本技能、基本思想、基本活動(dòng)經(jīng)驗(yàn)；四能是指發(fā)現(xiàn)問(wèn)題的能力，提出問(wèn)題的能力，分析問(wèn)題的能力，解決問(wèn)題的能力。這也是我校數(shù)學(xué)課堂一直在踐行的目標(biāo)。

　　The essence of mathematics learning is to make mathematics become a tool for thinking. The teachers attached great importance to consolidating the four bases, cultivating the four abilities and developing the core literacy of mathematics. The four bases are the basic knowledge, basic skills, basic ideas and basic activity experience of exponential science. The four abilities refer to the ability to find problems, to ask questions, to analyze problems, and to solve problems. This is also the goal that our mathematics classroom has been practicing.

　　數(shù)學(xué)課堂注重三教：教體驗(yàn)，教思考，教表達(dá)。楊老師的課堂讓學(xué)生體驗(yàn)錢(qián)幣的使用，用數(shù)學(xué)思維去思考，用數(shù)學(xué)語(yǔ)言進(jìn)行表達(dá)，通過(guò)課堂活動(dòng)落實(shí)數(shù)學(xué)的核心素養(yǎng)。之后也對(duì)三位數(shù)學(xué)老師提出了改進(jìn)的建議，提出在課堂中融入數(shù)學(xué)文化和數(shù)學(xué)歷史，更加體現(xiàn)數(shù)學(xué)學(xué)科的本質(zhì)。

　　Mathematics classroom pays attention to three main abilities: teaching experience, mathematical logical thinking, mathematical linguistic expression. Ms.Flora's class allowed students to experience the use of money, think with mathematical logical thinking, express with mathematical language, and implement the core quality of mathematics through classroom activities. After that, she also put forward some suggestions for the improvement of the three mathematics teachers, and proposed to integrate mathematical culture and mathematical history into the classroom, so as to better reflect the essence of mathematics discipline.

　　我校融合課程組組長(zhǎng)Ms.Dandy，代表我校進(jìn)行了評(píng)課。從三位老師的課中，我看到了我們作為PYP學(xué)校語(yǔ)文課堂的共性，就是我們都會(huì)在語(yǔ)文課上緊密結(jié)合當(dāng)前的探究單元，體現(xiàn)了課程的融合性。

　　Ms. Dandy, the leader of integrated curriculum group of our school, evaluated the lessons on behalf of our school. From the three teachers' classes, I saw the commonality of our Chinese classes as PYP schools, that is, we all closely combine the current inquiry units in the Chinese classes, reflecting the integration of the curriculum.

　　同時(shí)在我們的語(yǔ)文課堂上，我們非常重視“語(yǔ)文要素”的落實(shí)。“語(yǔ)文要素”是語(yǔ)文素養(yǎng)的各種基本要素，包括必要的語(yǔ)文知識(shí)、必需的語(yǔ)文能力、適當(dāng)?shù)膶W(xué)習(xí)策略和學(xué)習(xí)習(xí)慣等。我們的每一節(jié)語(yǔ)文課通過(guò)落實(shí)語(yǔ)文要素以提升學(xué)生語(yǔ)文核心素養(yǎng)，凸顯語(yǔ)文學(xué)科特色。

　　At the same time, in our Chinese class, we attach great importance to the implementation of "Language elements". "Language elements" are the basic elements of Chinese literacy, including necessary language knowledge, necessary language ability, appropriate learning strategies and learning habits. Each of our Chinese classes enhances students' Chinese core literacy and highlights the characteristics of Chinese subject through the implementation of Chinese elements.

　　在課堂評(píng)價(jià)上，我們會(huì)給學(xué)生及時(shí)的評(píng)價(jià)，而且我們?cè)谡n堂里使用IB十大培養(yǎng)目標(biāo)的語(yǔ)言對(duì)學(xué)生進(jìn)行及時(shí)評(píng)價(jià)，比如：勤于思考，勇于嘗試，及時(shí)反思等等，這也是體現(xiàn)了我們的育人目標(biāo)。

　　In class evaluation, we will give students timely evaluation, and we use the language of IB learner profiles to evaluate students in class, such as: thinkers, risk-takers and reflective, etc, which also reflects our educational goals.

　　由于疫情，此次教學(xué)聯(lián)誼活動(dòng)我們相聚在云端。但是，通過(guò)教學(xué)的交流和互動(dòng)，我們對(duì)PYP融合課程有了更深的理解，也期待未來(lái)我校能夠和更多PYP學(xué)校進(jìn)行教學(xué)交流，為IB社區(qū)的發(fā)展貢獻(xiàn)我們的力量。期待下一次活動(dòng)！

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　　We accept new students in grades 1, 7 and 10，and outstanding transfer students from grade 1 to grade 12, with no more than 24 students per class.

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