今天GJXX小編搜羅了校際交流 | 六所PYP學(xué)校教學(xué)聯(lián)誼活動舉行，北大附屬嘉興實驗學(xué)校參與其中希望給擇校的家長們提供參考。

　　北大附屬嘉興實驗學(xué)校、杭州橄欖樹學(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)校和長沙縣瑋思學(xué)校六所PYP學(xué)校于5月末開展了線上教學(xué)展示活動。本次活動根據(jù)國家課程新課標(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)語文課。老師在觀課和評課的過程中收獲頗豐。 　　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——錢幣的使用》

　　→Swipe for English 　　楊芳，畢業(yè)于佛羅里達州立大學(xué)，教育心理學(xué)碩士，具有教育統(tǒng)計和教育項目評估兩個研究生證書。曾在美國紐約州從事教育工作，回國后在北京從事國際學(xué)校工作，2021年加入我校，任1～2年級小學(xué)雙語數(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)動為老師們提供了難得的線上交流機會，非常有幸能夠作為雙語數(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學(xué)生之間的協(xié)作活動而實現(xiàn)的意義建構(gòu)的過程。建構(gòu)主義注重給學(xué)生提供一個真實的情境。 　　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)課先通過學(xué)生討論開放日當(dāng)天的實際購物體驗，聯(lián)系學(xué)生的現(xiàn)實生活，讓學(xué)生了解錢幣的使用。之后通過教學(xué)活動，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)驗設(shè)計一份價格表，并進行模擬購物。整個過程學(xué)生積極參與，討論熱烈，能夠通過協(xié)作完成價格表的設(shè)計，并且設(shè)計合理，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. 　　在教研過程中，無論是課程設(shè)計，還是其他老師給予的指導(dǎo)，都讓我受益頗多。來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，風(fēng)格各異，細節(jié)滿滿。觀課后的交流活動中，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，積極反思，這為我今后的教學(xué)探究提供了方向指引。當(dāng)我回過頭來看我的課時，發(fā)現(xiàn)無論設(shè)計時多么“完美”，總能找到遺憾。也正是這種遺憾，讓我們在逐夢的路上越挫越勇，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. 　　評課 　　之后各校老師對六節(jié)課進行了點評，我校教師發(fā)展中心副主任，嘉興市經(jīng)開區(qū)初中數(shù)學(xué)兼職教研員——王勤老師，進行了評課。 　　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候，他們所學(xué)的事實和程序才能以一種更加實用的方式，真正遷移到真實的情境中去。 　　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、基本技能、基本思想、基本活動經(jīng)驗；四能是指發(fā)現(xiàn)問題的能力，提出問題的能力，分析問題的能力，解決問題的能力。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，教思考，教表達。楊老師的課堂讓學(xué)生體驗錢幣的使用，用數(shù)學(xué)思維去思考，用數(shù)學(xué)語言進行表達，通過課堂活動落實數(shù)學(xué)的核心素養(yǎng)。之后也對三位數(shù)學(xué)老師提出了改進的建議，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Ms.Dandy，代表我校進行了評課。從三位老師的課中，我看到了我們作為PYP學(xué)校語文課堂的共性，就是我們都會在語文課上緊密結(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. 　　同時在我們的語文課堂上，我們非常重視“語文要素”的落實?！罢Z文要素”是語文素養(yǎng)的各種基本要素，包括必要的語文知識、必需的語文能力、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)語文課通過落實語文要素以提升學(xué)生語文核心素養(yǎng)，凸顯語文學(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. 　　在課堂評價上，我們會給學(xué)生及時的評價，而且我們在課堂里使用IB十大培養(yǎng)目標(biāo)的語言對學(xué)生進行及時評價，比如：勤于思考，勇于嘗試，及時反思等等，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)誼活動我們相聚在云端。但是，通過教學(xué)的交流和互動，我們對PYP融合課程有了更深的理解，也期待未來我校能夠和更多PYP學(xué)校進行教學(xué)交流，為IB社區(qū)的發(fā)展貢獻我們的力量。期待下一次活動！

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　　同文部招生計劃 　　THE INTERNATIONAL DIVISION 　　招收一年級、七年級、十年級新生，其他各年級優(yōu)秀插班生；每班不超過24人。 　　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. 　　更多浙江地區(qū)國際學(xué)校招生資訊信息，可以到本網(wǎng)站查看！