時(shí)值三月，本是下?lián)P州的煙花季節(jié)，卻由于疫情困住了每個(gè)人的腳步。疫情困住的是腳步，卻困不住老師們參加培訓(xùn)學(xué)習(xí)的心。3月4日下午6:30分，上海金蘋果雙語(yǔ)學(xué)校國(guó)際部4名劍橋教師接受了由Cambridge University Press推出的關(guān)于劍橋高中年級(jí)對(duì)于生物、化學(xué)和物理的網(wǎng)上教研活動(dòng)。四名教師積極參與，**次的網(wǎng)上培訓(xùn)收獲頗多，感觸良深。

上海金蘋果雙語(yǔ)學(xué)校國(guó)際部

高玉香老師

疫情仍在繼續(xù)，雖然不能出門，但學(xué)習(xí)仍在繼續(xù)，2020年3月4日晚上6:30英國(guó)劍橋出版社組織了“Top teaching tips for Cambridge IGCSE and Cambridge AS&A Level science ”的線上培訓(xùn)。培訓(xùn)從“General teaching and learning approaches”和“English as an additional language learner and science”兩方面進(jìn)行了全面的講解。對(duì)于**組培訓(xùn)，主講人從language-talk，reading and writing和skill兩方面進(jìn)行了分析，其中他提到的兩點(diǎn)讓我印象深刻：1-teachers should ask effective questions to be sure of where students are in their learning, and in order to improve classroom participation.作為老師應(yīng)該提出有效的問題來(lái)確定學(xué)生的學(xué)習(xí)情況，并提高課上的參與度。2-activating learners as owners of their own learning激勵(lì)學(xué)習(xí)者成為自己學(xué)習(xí)的主人。作為老師，如果能做到這兩點(diǎn)，將是一名非常不錯(cuò)的老師了。主講人并對(duì)劍橋課程的教學(xué)技巧給出了一些不錯(cuò)的建議。第二組培訓(xùn)中，主講人講到了英語(yǔ)作為第二語(yǔ)言的學(xué)習(xí)者來(lái)說(shuō)在學(xué)習(xí)科學(xué)時(shí)會(huì)有一些challenges，因?yàn)椴粌H有“content learning”還有“l(fā)anguage learning”,但她也給出了一些建議，比如：考試中閱讀題目時(shí)我們可以通過(guò)“key words”，“technical vocabulary”“gist but not detail”等方法來(lái)應(yīng)對(duì)。最后主講人還對(duì)我們老師提出了一些值得去思考的問題：What teaching techniques best serve additional language learner? How can teacher accurately monitor learners’ English comprehension? ……一個(gè)多小時(shí)的培訓(xùn)，收獲良多!teaching and learning 是個(gè)永恒的話題，我一直在路上....

肖倩老師

The theme and content of this seminar are very practical for front-line teachers.

The seminar discussed the common teaching difficulties of IGCSE and A-level Science (Physics, chemistry, Biology) subjects, such as how to make students understand accurately, how to accumulate vocabulary, and how to adapt to English teaching for non-native English students.

At the same time, for IGCSE stage and A-level stage, the assessments for students are different. The key lies in how to conduct teaching evaluation. IGCSE stage focuses on talking, reading and writing, not only knowing some facts, but also learning to use professional language, mastering the correct language structure to understand how and why. A-level stage should learn to guide students to think up and think through the knowledge points. At the same time, it also gives detailed and practical suggestions for calculation, experiment, group activities and other considerations.

I would like to give the most sincere thanks to our school for providing such a rare opportunity to discuss teaching challenges with colleagues all over the world, and I hope to have more opportunities to participate in such seminars in the future.

丁嵐老師

聽了Dr Mark Winterbottom 關(guān)于Science 教學(xué)方法的分享，得到兩個(gè)最重要的教學(xué)指導(dǎo)思想。一個(gè)是在教學(xué)過(guò)程中要充分發(fā)揮學(xué)生的主觀能動(dòng)性，另一個(gè)則是教師本身要充分起到引導(dǎo)、指導(dǎo)和評(píng)價(jià)的作用。

在學(xué)生多年的學(xué)習(xí)生活中，在他們進(jìn)行學(xué)習(xí)探索的過(guò)程中，會(huì)形成自己對(duì)科學(xué)的探究方法和經(jīng)驗(yàn)，而這些方法和經(jīng)驗(yàn)是否正確，是否適合更高階段的學(xué)習(xí)，需要老師進(jìn)行辨別、取舍和改進(jìn)。在教學(xué)設(shè)計(jì)中，教師應(yīng)該有目的性地設(shè)計(jì)教學(xué)活動(dòng)，讓學(xué)生的探究方法和思想與科學(xué)的探究方法和思想相碰撞，在碰撞中或改進(jìn)或融合，在這個(gè)過(guò)程中教師起到的設(shè)計(jì)、觀察、引導(dǎo)、指導(dǎo)和評(píng)價(jià)的作用非常重要。

比如：

讓學(xué)生在動(dòng)手做實(shí)驗(yàn)之前，哪怕只是模擬實(shí)驗(yàn)，先讓學(xué)生自行設(shè)計(jì)實(shí)驗(yàn)，收集數(shù)據(jù)，通過(guò)觀察學(xué)生在自行解決問題的過(guò)程中出現(xiàn)的問題，給與及時(shí)、充分的指導(dǎo)，使之逐漸形成解決問題的科學(xué)方法和思想。

在教學(xué)過(guò)程中，分組討論或分組活動(dòng)能充分發(fā)揮學(xué)生學(xué)習(xí)的主觀能動(dòng)性。因?yàn)椴粌H有小組的大目標(biāo)，每個(gè)組員還有自己明確的個(gè)人目標(biāo)。通過(guò)給每個(gè)組員清晰的角色安排、目標(biāo)以及明確的責(zé)任分工，將大大調(diào)動(dòng)小組內(nèi)每個(gè)成員的探究積極性。給學(xué)生充分的時(shí)間思考，深思熟慮后他們會(huì)想出很多元的問題解決方案。

所有的活動(dòng)，教師都應(yīng)該給出積極而有效的反饋。比如：發(fā)現(xiàn)錯(cuò)誤，及時(shí)修正，對(duì)討論有貢獻(xiàn)的學(xué)生要給與表?yè)P(yáng)，對(duì)每一個(gè)結(jié)果給與評(píng)價(jià)，并給出拓展的意見。

對(duì)于教材的處理，教師也不能照本宣科，要真正做到讓學(xué)生“知其然也知其所以然“。在把握了整部教材的內(nèi)容以及考綱的要求之后，教師要去思考教材與考綱背后表達(dá)的基本思想。通過(guò)每節(jié)課的教學(xué)設(shè)計(jì)，在課堂上逐步構(gòu)建出這種基本思想，讓學(xué)生循序漸進(jìn)地最終理解這種思想。

比如，想讓學(xué)生正確理解“透析“，一味地講概念，學(xué)生的理解很片面，很有限。如果從粒子理論講起，過(guò)渡到擴(kuò)散理論，再預(yù)測(cè)在不同的濃度里，擴(kuò)散的方向，微粒是怎么透過(guò)半透膜的就顯而易見了。學(xué)生對(duì)透析的理解就水到渠成了。

讓學(xué)生有效地預(yù)習(xí)教材也是提高學(xué)生有效學(xué)習(xí)的重要途經(jīng)。教師在教學(xué)前可以設(shè)計(jì)學(xué)生預(yù)習(xí)用的導(dǎo)學(xué)案，會(huì)使學(xué)生的預(yù)習(xí)方法更加得當(dāng)，思路更加清晰，預(yù)習(xí)更加有效果。

比如將重點(diǎn)內(nèi)容挖空，讓學(xué)生完成。或者完成圖表的標(biāo)簽。或者讓學(xué)生對(duì)教學(xué)內(nèi)容進(jìn)行分類、匹配、總結(jié)、畫流程圖、制作思維導(dǎo)圖等等。同時(shí)記錄預(yù)習(xí)中產(chǎn)生的問題，并積極分享和質(zhì)疑。

這樣的培訓(xùn)總是讓人想起教育的初心，重視教育的對(duì)象而不是知識(shí)本身。通過(guò)一遍一遍地回爐鍛造，會(huì)讓教學(xué)的目的更加偉大純粹，為讓教學(xué)效果更顯著，教育的意義更長(zhǎng)遠(yuǎn)。

梁芳老師

Top Teaching Tips for Cambridge IGCSE and International AS& A Level Science

The two speakers of the webinar are science pedagogy and ESL experts Dr Mark Winterbottom (Faculty of Education, University of Cambridge) and Sally Burbeary. Thanks so much for their presentation. They share us very useful ideas about science teaching. The speech is mainly about these parts：

The first part is about big ideas

(a) Know what you are teaching

(b) Get students to work out the ideas for themselves

(c) Don’t forget that the Cambridge exam tests more than just facts

The second part is about general teaching and learning approaches

(a)Language is important which we use it to talk, read and write

(b) Assessment for learning

(c)Clarifying, sharing and understanding learning intentions and success criteria

(d)Engineering effective classroom discussions, activities and learning tasks that elicited evidence of learning

(e)Providing feedback that moves learning forward

(f)Activating learners as instruction resources for one another

(g)Activating learners as owners of their own learning

(h)Practical work

(i)Learning through inquiry

The third part is about skills

(a) Handling information and problem solving

(b) Experimental skills and investigations

(c) Mathematical skills

The fourth part is about key challenges

(a) For teachers, challenges are teaching out of your specialism and practical work

(b) For students, challenges are mathematical skills and language

The last part is about suggested approaches

(a) BICS- basic interpersonal communication skills

(b) CALP- cognitive/academic language proficiency

(c) CLIL- content and language integrated learning

Teachers need to encourage creative thinking and problem solving by the way in which you facilitate learning in the class. Students need to think. Students need to think through ideas. Students need to think up ideas. They do all of this best if they think together with others.

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