ZIA教师 | 高二英语教研组:不一样的学习模式,一样的执着坚持
Different learning patterns, same persistence
Summary and Reflection of Teaching in Year Two English Group
延期开学一月有余,这对处在升学冲刺阶段的高二年级的老师和学生们来说,无疑是一次巨大的挑战。但挑战总是与机遇并存,这个特殊时期也是一次静心思考、总结沉淀、自主学习的绝佳时刻。即便各种标化考试延期或取消的消息纷纷传来,但高二英语组的老师们仍用自己乐观积极的心态鼓励着高二的学生们,带领学生一起潜心学习。在努力提高自身教育教学水平的同时,引导学生适应新型的自主学习模式;把握时事动态,用自身专业深厚的学科功底以及跨学科教学能力,尽可能的为学生提供专业有效的学习指导,老师们对每一个学生的个性化关注以及及时反馈,更是促进家校共育、引导学生自主发展的重要桥梁。
The postponement of school start time lasting for over one month is undoubtedly a great challenge for teachers and students in year two who are in the stage of the sprint. But challenges always coexist with opportunities, and this special period is also an excellent opportunity for reflection, conclusion, and autonomous learning. Even with the news that the standardized exams have been postponed or cancelled, the teachers of the year two English group still encourage the students and lead the students to study together with their optimistic attitude. While trying to improve their own education and teaching ability, these teachers also guide students to adapt to the new mode of autonomous learning, grasp current affairs trends, and provide students with professional and effective learning guidance with their strong professional knowledge and interdisciplinary teaching ability. Teachers' individualized attention to each student and timely feedback are important bridges to promote home-school education and guide students to develop independently.
自高一升入高二的暑假开始,高二英语组全体教师们便以每日陪伴式的学习指导引领着每一位高二的学生,这种陪伴在这段特殊的岁月里愈发温暖与珍贵,这种日拱一卒的提高更是渗透在学科素养、学科知识以及学习习惯与策略的方方面面之中。
From the beginning of the summer vacation between year one and two, all the teachers of year two English group have led every student with daily companion to provide study guidance. This kind of company has become warmer and more precious in this special period of time, and the sustainable improvement by day has reflected in all aspects of subject accomplishment, subject knowledge and study habits and strategies.
学科融合,着眼当下
疫情之下,段新岩老师希望更多的结合学科特点为孩子们带来紧跟时事的英语学习,而跨学科融合在现阶段英语阅读学习中又是势在必行的。因此她选定了Health作为单元主题,组织学生开展系列深度阅读。在阅读过程中指导学生了解不同国家的传染病史,增强对自然的敬畏意识;从生物、化学、健康地质学等多维学科角度,学习人类针对不同疾病采取的不同举措,力求提高学科素养的同时增强学生的科学探索精神。在这样的学习过程中,学生们的深度阅读能力、 文本分析能力以及相应的知疫防疫知识储备都有所提高,真正做到基于兴趣、基于真实语境的英语跨学科融合教学。
Under the epidemic time, teacher Duan Xinyan hopes to combine the subject characteristic further to bring the students English study to keep up with the current affairs, and the interdisciplinary fusion is imperative in the present study of English reading. Therefore, she selected “Health” as the unit theme to organize students to carry out a series of in-depth reading. In the process of reading, she guides students to explore the history of infectious diseases in different countries and enhance their sense to respect the nature; from the perspective of biology, chemistry, health geology and other multi-dimensional subjects, she encourages students to learn the different measures taken by human beings against different diseases, and strives to improve the accomplishment of one subject while strengthening the spirit of scientific exploration. In such a learning process, students’ abilities of deep reading ability, text analysis ability and the corresponding knowledge that reserve of epidemic prevention and epidemic prevention have been improved, as to truly achieve the interdisciplinary and integrated teaching of English based on personal interest and real context.
不仅仅是TPO,在托福听力讲座里,大家司空见惯了温室效应、可再生能源、风的角色等环境话题。当我们联系实际生活,可以清晰发现这是地球在一点一滴释放危机的信号——全球变暖正在以难以想象的速度呈现。在托福听说指导课上,彭敏捷老师指导学生提炼总结英语讲座中的知识,结合AP考试的化学概念,尝试用自己的理解和精准的语言,重新定义温室效应,并鼓励学生学以致用,制作小视频,讲解宣传温室效应和解决措施。学生们做听力文本翻译和口语练习后,结成小组团队,将切实可行的解决措施,用英语讲座的方式公益宣传给大家。
Besides TPO, environmental topics such as greenhouse effect, renewable energy and the role of wind are common in lectures of TOEFL listening test. When it comes to real life, obviously, this is the signal that the earth is releasing the crisis bit by bit —— and that global warming is showing at an unimaginable rate. During the tutorial of TOEFL listening and speaking, teacher Peng Minjie guided the students to refine and summarize the knowledge in the English lecture, combined with the chemical concept of the AP test, and try to redefine Greenhouse Effect in their own words, and encouraged the students to use it in practice, for instance, make short videos to explain the principles of Greenhouse Effect and the corresponding solutions. After students completed listening text translation and oral practice, they would form a group team to discuss about practical solutions, then presented in the way of English lectures public welfare publicity to everyone.
创意视频作业:Personal Stake In Global Warming
在德国班的英语学习指导期间,安妮老师不仅结合当下时事政治,调动和激发学生的学习兴趣,更不断探索如何充分鼓励学生们利用线上资源,转劣势为优势,引导与强化学生“深度学习”。例如指导学生学习一篇主题为Brexit的文章前,老师提问“What do you want to know about Brexit? ”学生以学习小组为单位在五分钟内提出尽可能多的问题,借此充分调动学生兴趣与求知欲。为实现深度阅读,安妮老师鼓励学生们挑选3个自己最感兴趣的问题进行广泛阅读,整理成Report,在课上进行小组展示。
During the tutorial of English learning in the German class, teacher Anni not only combines current affairs and politics to arouse and stimulate students' interest in learning, but also constantly explores how to fully encourage students to make use of online resources and turn the inferiority into advantages, so as to guide and strengthen students“” deep learning ". For example, before letting students learn the article with the theme of Brexit, the teacher asked "What do you want to know about Brexit? " . Students in groups ask as many questions as possible within five minutes, thereby fully arousing their interest and curiosity. For in-depth reading, Anni encouraged students to select three of their most interesting questions for reading widely, and organize into Report for group presentations in class.
2
学科素养,策略为先
对于学习SAT科学文章的学生来说,深入解读文本是理解文章的重中之重。在线指导期间,诸虹老师指导学生使用文本批注,通过将阅读过程中的思维活动外显,来培养积极阅读的习惯。她使用PDF文档的批注功能实现文本的批注示例,指导学生在独立阅读时进行批注,有利于监督和把控学习的过程,并理解学生的问题所在。经过一段时间的训练,学生从最初的只能进行单词的注释,到后来文本的深度解读、段落主旨的提炼、写作意图推测以及上下文联系。通过这种方式不仅提升了阅读能力,还培养了思维能力。
For students studying SAT scientific articles, in-depth interpretation of the text is the top priority in understanding the article. During the online guidance period, teacher Zhu Hong instructs students to use text annotations to cultivate the habit of active reading by showing the thinking activities in the reading process. By using the annotation function of the PDF document to implement the annotation example of the text, she instructs the students to annotate when reading independently, which is helpful to supervise and control the learning process and to understand the problems of the students. After a period of training, students who can only carry out word annotation initially, are able to conduct in-depth text interpretation, paragraph gist extraction, writing intention speculation and context. Through this way, students can not only improve the reading ability, but also cultivate the thinking ability.
写作是在语言和思维的共同作用下体现出的一种外在的书面语表达能力,而最根本的则是运用语言表达思想、进行思维的能力。一篇好的托福作文除了语言层面,同时应满足逻辑清楚、思辨充分、论点明确、论据清晰和论证多样等要素。
The most fundamental of writing is the ability to use language to express ideas and thinking. A good TOEFL essay should meet the requirements of clear logic, full speculation, diverse arguments. During the online teaching of epidemic situation, Icy mainly focuses on how to use a variety of argumentation methods, such as example, causal method, contrast method, to improve the logicality of writing, and cultivate students' ability of deep and critical thinking on certain topics.
在线指导期间,朱冰兵老师指导学生如何运用多种论证方法,如例证、因果法、对比法等,提高写作的逻辑性,培养对某一话题的深度思考和充分思辨的能力。
During the online teaching, teacher Icy mainly focuses on how to use a variety of argumentation methods, such as example, causal method, contrast method, to improve the logicality of writing, and cultivate students' ability of deep and critical thinking on certain topics.
除了在传统课堂上讲授的小说的三个基本要素——角色、情节和环境之外,黎慧老师还引入了一个新的视角来分析SAT阅读部分的小说。为培养学生较高的识字能力,激励他们从不同的角度阅读小说。在教学中通过以上的策略,提高了学生对小说的理解,展示了学生自己的能力。
Aside from three basic elements of the fiction--character, plot and environment--taught in conventional class, Doris introduced a new perspective to analyze the fictions in SAT Reading Section, attempting to increase students’ literacy ability and inspiring them to read fictions from a distinct perspective. With the above strategies, students can enhance their understanding of fictions, demonstrate outstanding performance in test and also cultivate their literature accomplishment.
3
学习习惯,反馈巩固
特殊时期激发了师生对线上口语教学模式的探究和启发。袁曾增老师充分利用了网络平台的优势实现有效的学习指导,她要求学生在规定时间内,在石墨文档上整理语料,通过文档实时编辑的功能,老师及时对学生的口语内容提出建议和修改意见。个性化辅导后,她再进行共性分析,整体点评学生普遍存在的问题,无形中加大了口语学习的覆盖面,实现各个层级的学生受益。而且每次自主任务完成后,她会给每一个学生进行全面的点评反馈,包括语音语调、语法、思想内容、内在逻辑等方面,从而有效指导学生后期进行有针对性的练习,并能见证每天的进步,提高学习的兴趣和自信。
Online oral teaching mode is inspired by teachers and students during the special period. Teacher Yuan Zengzeng made full use of the advantages of the network platform to achieve effective learning guidance. She asked students to organize the corpus on Shimo within the prescribed time. Through the function of real-time editing of Shimo files, the teacher put forward suggestions on the students' oral content in time. After individualized tutoring, she carries on the general analysis to add comments on the student's common problem as a whole, virtually increases the effects of oral English studying, increase achievements made by student even with different levels. And after completing each autonomous task, she will give each student a comprehensive review and feedback, including pronunciation and intonation, grammar, ideological content, internal logic and so on, so as to effectively guide the students to carry out targeted exercises in the later stage, and achieve the progress by day and improve their interest and self-confidence in learning.
写作是网上练习最具挑战性的技能之一。因为老师不知道他们的学生在幕后做什么,他们也不能了解学生的真实学习情况。因此,Peace老师要带领学生理解目标语言和结构,然后才能带着学生们完成一项英语任务。她用提示和反馈等方式让学生保持他们的进步。循序渐进的学习不会压倒学生,相反,有了这一点,就能真正的帮助学生。另一些学习能力较强的学生,当他们学会了这些知识时,Peace 老师会给他们一个额外的目标任务,让他们保持参与学习的状态。总之,她可以在各个层次上实现帮助学生取得进步。
Writing is one of the most challenging skills to practice online. Because teachers don’t know what their students are doing behind the scenes, they have to think both as a stronger student, weaker student and as a teacher. Therefore, teacher Peace makes the students understand the target language and structure without physical monitoring before they get a task to write about. And she uses constant language drilling, prompting and delaying feedback which are essential to students to keep them aware of their progress. Taking it step by step does not overwhelm students. Instead, with this, Peace can help some students really get benefit and score highly; others (stronger ones) work quickly. As to those who get distracted, Peace will give an extra target assignment for them to keep them engaged. In doing so, she can realize students’ great stride in various levels.
特殊时期,不一样的学习模式,却是一样的执着与坚持。高二英语组全体教师们将带领高二的学生们继续学习,探索,磨炼。力求在每一刻彼此的坚守中,不断激发学生的学习热情,培养学生自主学习的能力,实现高二年级英语教与学的良性建构和发展。
During such a special period, teachers and students may have different learning model, but with the same persistence and insistence. All the teachers of the English Group of year two will lead the students continue to study, explore and develop. We are striving to constantly stimulate students' enthusiasm for learning, cultivate students' ability to learn independently, so as to realize the benign construction and development of English teaching and learning in year two.