青春风采绽放讲台 教师智慧共鸣课堂 | 初中部青年教师展示课

本节课以“拍摄短片”为教学情境，安排小组合作解决字词翻译，借助表格梳理故事情节，通过“选角”概括人物形象，最后设计了一系列阅读材料供学生多角度思考。

课程设计从文本出发，呼应单元任务。协和倡导全人发展，语文课程在其中的重要性不言而喻，不仅能带给学生语言知识，更给学生提供了深入思考的空间。

本次活动推动我低头思考——向文本更深处漫溯，寻觅字里行间的宝藏；也让我抬头看路——进一步思考怎样在国际学校因地制宜，开展更适合协和学子的母语教学。

我会带着这次活动的收获不断前行，在协和的土地上继续深耕。

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This lesson used the scenario of "filming a short video" as the teaching context, organizing group work to solve word and phrase translations, utilizing tables to outline the story plot, and summarizing character images through "casting." Finally, a series of reading materials were designed to encourage students to think from multiple perspectives. 

The course design starts from the text, aligning with the unit’s objectives. WUIS advocates for holistic development, and the importance of the Chinese language curriculum in this context is self-evident. 

It not only provides students with language knowledge but also offers them space for deeper reflection. This activity prompted me to lower my head and think—delving deeper into the text to seek the treasures hidden between the lines. It also made me lift my head and look ahead—considering how to adapt and conduct more suitable mother-tongue teaching for WUIS students in an international school setting. 

I will carry the insights gained from this activity forward, continuing to cultivate and grow on the soil of WUIS.

《诫子书》教学环节设计秉持了情境化与任务驱动理念，通过创设历史情境并设置朗读、品析、写作任务引导学生学习。

实施中，情境吸引了学生，朗读环节成效较好，品析时部分学生理解深度不足，写作因时间问题部分学生受限，整体教学目标未全然实现。

改进需优化情境导入，补充品析资料与引导问题，强化小组合作指导，精准规划时间并细化写作指导，以此让教学环节衔接更顺畅、高效，助力学生深入领悟经典并提升综合素养，达成更佳教学效果。

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The teaching design of *Jiezi Shu* (The Instruction to My Son) follows the principles of situational context and task-driven learning. By creating a historical context and setting tasks for reading, analysis, and writing, the lesson guided students through the learning process. 

During implementation, the situation effectively engaged students, and the reading section had good results. However, some students struggled with the depth of understanding during the analysis, and due to time constraints, some students were limited in the writing task. As a result, the overall teaching objectives were not fully achieved. 

To improve, the introduction of the situation should be optimized, additional analysis materials and guiding questions should be provided, group collaboration should be better facilitated, time should be more precisely planned, and writing instructions should be more detailed. These adjustments will help make the lesson flow more smoothly and efficiently, support students in gaining a deeper understanding of the classic text, enhance their overall literacy, and achieve better teaching outcomes.

这节数学课的主题是学习曲线函数图像画图，我是从引导学生自主探索并发现这一出发点进行备课。因此我通过最开始的十分钟引导学生们回忆直线函数图像绘画时的注意事项并借此引发他们的思考：曲线函数图像应该是什么样子的？在学生尝试后，我展示了一些他们的作品，以此让他们能够产生思维的碰撞；在这之后我总结了曲线图像画图的注意事项及方式并让他们进行了更多的练习。

整体而言，课堂上学生思维的展示、评价他人的作品、以及反思自己画图的状况对他们掌握这项数学技能非常有帮助。但是因为时间关系，无法展示每个人的图像，在以后可以让学生分成小组进行互相展示以及点评。

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The theme of this math lesson was learning to graph the curve functions. My lesson planning started with the goal of guiding students to explore and discover on their own. Therefore, I began by having the students recall key points from drawing linear function graphs during the first ten minutes, which sparked their thinking: *What should the graph of a curve function look like?* After students made their attempts, I showcased some of their work to encourage a clash of ideas. Following that, I summarized the key points and methods for graphing curve functions and gave them more opportunities for practice. 

Overall, the display of students’ thinking, the evaluation of others' work, and the reflection on their own graphs were very helpful for mastering this mathematical skill. However, due to time constraints, I was unable to display everyone’s work. In the future, I could have students work in small groups to present and critique each other's graphs.

本堂课设计的初衷是便于同学们理解二元一次方程组加减消元法的解题方法。

因此增加了天平和方程的关系，从生活联系到数学知识，便于同学们理解知识点。随后引出加减法的一般方法，通过两道讲解例题，一题是用加法，一题用减法，使得同学们对加减法有直观的认识，最后通过练习达到巩固知识点。

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The initial design of this lesson aimed to help students understand the solving method of a system of two linear equations using the addition and subtraction elimination method. 

To facilitate this understanding, I introduced the concept of a balance scale and its relationship to equations, connecting everyday life to mathematical concepts. This made it easier for students to grasp the key points. Next, I introduced the general method of addition and subtraction, followed by two example problems—one solved using addition and the other using subtraction. This allowed students to gain an intuitive understanding of the addition and subtraction methods. Finally, students reinforced the concepts through practice exercises to consolidate their learning.

在本堂展示课中，我以“影评导论”为主题。学习目标包括文本分析、词汇积累和合作，旨在培养学生的沟通能力并促进批判性思维。我根据学生的能力设计了这节课，并将其结构安排得合乎逻辑，确保每个活动自然衔接，最终引导学生在之后的课程中完成项目。

课程内容吸引了学生的兴趣，他们积极参与其中。探究式学习是成功课程的重要组成部分，看到学生在课堂上不断提出自己的问题，让我感到十分欣慰。

一节逻辑性强、朝着明确目标逐步推进的课程自然能激发学生的兴趣，而这节课的所有目标都顺利达成。我非常感激能有机会获得建设性的反馈，并期待在WUIS继续学习和成长。

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For my demo lesson, I chose an introduction to movie reviews. The learning objectives included text analysis, vocabulary building, and collaboration, with the aim of nurturing students’ communicative skills and fostering critical thinking. I tailored the lesson to match my students’ abilities and structured it to flow logically from one activity to the next, leading up to a final project to be completed in the future.

The content engaged the students, and they participated actively. Inquiry-based learning is a critical component of a successful lesson, and it was rewarding to see the students generating their own questions throughout the class.

A lesson that builds logically toward a clear end goal naturally generates interest among students, and all of the objectives for this class were successfully met. I am grateful for the opportunity to receive constructive feedback and look forward to continued learning here at WUIS.

在本次教师展示课中，我通过精心设计的教学流程，将理论知识与学生的生活经验有效结合，取得了显著的教学效果。

本课围绕“自然能源”主题，从教材分析入手，深入浅出地讲解了可再生与非可再生能源的特性。为加深学生对知识的理解，我特别增设了小岛居民区的案例分析，以情境化教学引导学生在真实情境中辨析不同能源的优劣，并理解其对环境与社会的深远影响。

这一教学设计使课堂更加生动，学生的参与度显著提升。在教学过程中，通过小组讨论和案例分析，不仅有效巩固了学生的知识，还提升了他们的英语表达与思辨能力。学生们在交流中使用英语讨论能源对环境的影响，锻炼了语言运用和逻辑思考的能力。通过此次展示课，我也再次认识到了要让教学内容贴近学生生活，循序渐进推进学习，学生的英语学习热情和内在动力自然能得到激发。

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In this demonstration lesson, I achieved significant teaching outcomes by carefully designing the lesson flow to effectively combine theoretical knowledge with students' life experiences. 

The lesson centered on the theme of "Natural Energy," beginning with an analysis of the textbook and providing a clear and accessible explanation of the characteristics of renewable and non-renewable energy sources. To deepen students' understanding, I incorporated a case study of an island community, using situational teaching to guide students in analyzing the advantages and disadvantages of different energy sources in a real-life context, while also helping them understand the far-reaching impact these energy choices have on the environment and society. 

This design made the lesson more engaging and significantly increased student participation. During the lesson, group discussions and case analysis not only helped consolidate students' knowledge but also enhanced their English communication and critical thinking skills. Students discussed the impact of energy on the environment in English, which strengthened both their language use and logical thinking abilities. Through this demonstration lesson, I have once again recognized the importance of making the content relevant to students' lives and gradually advancing the learning process. This approach naturally sparks students' enthusiasm for learning English and motivates them intrinsically.

本课以“地球之肺——雨林”为主题展开，旨在引导学生深入了解雨林生态系统的独特性和重要性。

通过阅读相关资料，学生们全面了解雨林的生物多样性，并以小组为单位展开合作研究，撰写呼吁全球共同保护雨林的演讲稿。在这一过程中，学生们意识到亚马逊雨林在维持地球生态平衡中的关键作用，并通过课堂讨论，反思人类是否能承受破坏“地球之肺”所带来的深远后果。

最后，学生们积极展示研究成果，发表了关于保护雨林的演讲。通过这一教学设计，不仅有效提高了学生的环境保护意识，还增强了他们的团队合作精神和公众演讲能力。

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This lesson is centered around the theme "The Lungs of the Earth – The Rainforest," aiming to guide students in understanding the uniqueness and importance of rainforest ecosystems. 

Through reading relevant materials, students gain a comprehensive understanding of rainforest biodiversity and work in groups to conduct collaborative research, culminating in writing speeches that call for global action to protect the rainforests. Throughout this process, students recognize the crucial role of the Amazon Rainforest in maintaining the Earth's ecological balance, and through classroom discussions, reflect on whether humanity can endure the far-reaching consequences of destroying the "lungs of the Earth." 

Finally, students actively present their research findings and deliver speeches on rainforest conservation. This teaching design not only effectively raises students' awareness of environmental protection but also enhances their teamwork spirit and public speaking skills.

这次用3D模型和演示进行的科学形成性评估是一次有益的经历，为我的学生对科学概念的理解提供了宝贵的见解。

尽管在确保科学准确性和管理项目形式多样性方面遇到了一些挑战，但总体而言，这次经历强化了使用创意性、动手实践的评估方式的重要性，这种方式能够让学生更深入地参与到学习内容中。未来，我计划进一步优化我的教学方法，继续营造一个更具互动性和以学生为中心的学习环境。

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This science formative assessment with 3D models and presentations was a rewarding experience that offered valuable insights into my students' understanding of scientific concepts. 

While there were challenges, especially in terms of ensuring scientific accuracy and managing the variety of project formats, the overall experience reinforced the importance of using creative, hands-on assessments that allow students to engage deeply with the content. Moving forward, I plan to refine my approach to continue fostering a more interactive and student-centered learning environment.

在《AI与音乐创作》课程中，学生通过了解AI在音乐创作中的应用并实际进行创作，激发了他们对音乐创作的兴趣。

学生合作运用AI创作工具进行音乐创作，体验了AI与传统创作的不同。在下次教学中，我将注重理论与实践的结合，针对不同基础的学生提供个性化指导。同时，鼓励学生发挥创造力，增强批判性思维和独立创作能力。

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In the course "AI and Music Creation," students were inspired by learning about the application of AI in music composition and engaging in hands-on creation. By collaborating and using AI tools for music composition, they experienced the differences between AI-driven and traditional creation processes. In future lessons, I will focus on integrating theory and practice, providing personalized guidance for students with different levels of knowledge. At the same time, I will encourage students to tap into their creativity, enhancing their critical thinking and independent composition skills.

本次两位青年教师分别选择了《诫子书》和《狼》两篇文言文作为教学内容，课堂教学不约而同都设置了恰切的情境，以任务群驱动学生的自主学习，较好地落实了新课标提出的提升语文素养的要求。

两位老师的课堂，不同程度地关照到了文言文的“文言”“文章”“文学”“文化”的特点，既有词汇、语法等知识的学习，又有功用、载道、言志的熏陶，更有炼字、章法等文学浸染，修身养性等中国文化也有涉及。两位老师虽初出茅庐，但良好的教学基本功和素养，让我们有理由相信，未来可期。

                          ——田芳

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In this lesson, the two young teachers each selected "The Letter to My Son" and "The Wolf* as the teaching content. Both lessons, coincidentally, set up appropriate contexts and used task-based groups to drive students' independent learning, effectively addressing the new curriculum standards that emphasize improving language literacy. 

The two teachers' classes, to varying extents, considered the distinctive features of classical Chinese literature, including its "language," "writing," "literature," and "culture." They incorporated learning of vocabulary and grammar, as well as the cultivation of moral values and ideals, alongside the appreciation of literary techniques such as word choice and structure. The lessons also touched on aspects of Chinese culture, such as self-cultivation and moral development. Despite being early in their careers, both teachers demonstrated strong teaching fundamentals and a solid foundation, which gives us reason to believe that their futures are promising.

二位年轻数学教师，都能设置合理的问题情景，引导学生观察，思考，探究，师生共同总结，得出数学结论和方法。

课堂上教师能关注关心每一位学生，给予及时的指导和帮助。学生积极参与教学活动，课堂气氛活跃，学习效果好。

——姚敬东

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Both young mathematics teachers were able to set up reasonable problem scenarios, guiding students to observe, think, and explore, with both teachers and students summarizing together to reach mathematical conclusions and methods. In the classroom, the teachers paid attention to every student, offering timely guidance and assistance. Students actively participated in the learning activities, creating a lively classroom atmosphere and achieving good learning outcomes.

这三节课值得关注的是它们明确的教学目标和精心设计的教学环节。

Iris 的课堂通过精心挑选的教学材料和系统化的活动设计，激发学生进行高层次的思维探索。Ariel 的课堂则高度实现了教学目标，活动组织得当，学生的展示也非常充分，而教师的及时反馈和指导为课堂提供了有力支持。Aled 的课堂高效且充满活力，教学内容紧密结合讲授、实践、提问和学生展示，教师巧妙地引导学生逐步接近目标。

总体而言，这三节课呈现了一种教学设计的平衡性，既能够充分调动学生的参与热情，又有效促进了深度学习的实现。

——杨海春

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The three lessons are noteworthy for their clear objectives and effective designs. 

Iris’s class features carefully selected materials and systematically designed activities that encourage high-level thinking. Ariel’s lesson successfully achieves its objectives, with well-conducted activities and strong student demonstrations, supported by timely teacher guidance. Aled’s lesson is efficient, high-quality, and highly participative, blending lectures with practice, questioning, and student presentations, with the teacher skillfully guiding students toward their goals. 

Together, these lessons reflect a well-balanced approach that fosters student engagement and promotes deep learning.

此次青年教师展示课活动不仅为青年教师们提供了一个展示自我、交流提升的平台，更促进了他们在教学实践中的不断成长。

通过专家点评和教学反思，青年教师们获得了宝贵的指导和启示。未来，无锡市协和双语学校初中部的教师们将继续秉持创新与进取的精神，共同为学生们创造更加优质的教育环境，让青春在讲台上闪耀，让智慧在课堂中升华。

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The Young Teachers' Demonstration Class event not only provided a platform for young teachers to showcase themselves and engage in professional exchange, but also fostered their continuous growth in teaching practice. 

Through expert feedback and reflective teaching, the young teachers gained valuable guidance and insights. Looking ahead, the teachers of the middle school department will continue to uphold the spirit of innovation and progress, working together to create an even better educational environment for students. They will strive to make youth shine on the teaching stage and elevate wisdom in the classroom.