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注重建设,教研并进 ——南京外国语学校方山分校语文教研组研讨活动侧记

发布者: zoujie | 2019-9-29 08:47| 查看: 552

近日,南京外国语学校方山分校语文教研组研讨活动在STEM+中心会议室举行。教研管理中心主任、语文教研组长柳咏梅老师主持会议,全体语文教师参加活动。Recently, the NFLSFC Chinese Language Teaching and Research ...


Recently, the NFLSFC Chinese Language Teaching and Research Group seminar was held in the STEM+ Center Conference Room. Ms. Liu, director of the Teaching and Research Management Center and head of the Chinese Language Teaching and Research Deparment presided over the meeting. Chinese language teachers from all deparments attended the meeting.


This year, many Chinese language teachers newly recruited in our school. Everyone first made a simple self-introduction. The warm applause was a welcome to the new teachers and a expectation for a better future.


Ms. Liu began by conveying the school’s main requirements for the quality assessment of the teaching and research group. and provided further explanation of relevant content. She hopes that everyone will work together to build an excellent Chinese language team while also developing and improving themselves.


Then, Ms. Liu explained the “15 articles of the Chinese language teaching and research group” of our school individually, and asked the teachers to put forward their opinions and suggestions for improvement. She explained the fundamentals of these 15 articles which are as follows: to focus on construction,  teaching and research. The articles also stipulate that teachers should focus on their own professional growth and that of their subject group in daily teaching. Teachers should also place importance upon research when teaching and make dual progress education and research.


The second section of the event included sharing reading, writing and thoughts about the first weeks of the school year.


Mr. Jiang of the Primary school gave a speech on the “Building Requirements of the Chinese Language Teaching and Research Group”. He believes that the “15 articles of the Chinese language teaching and research group” place focus on the reading and writing ability of teachers, as a teacher’s own capabilities have great influence  upon their students. Teachers must think deeply about their own teaching in order to conduct proper “teaching narratives”. These teaching narratives can be the integration of single or multiple classroom records with a summary nature. According to individual needs, a “teaching narrative” team be made up of a small group of around three people to ensure that materials are accurate and research is more detailed, more specific and more targeted. Teachers' reading should focus on “diversified teaching” and “teacher-student relationship building.”


Ms. Wang of the elementary school department talked about her understanding of her own teaching practice, drawing upon her experiences of teaching Chinese Pinyin. Teaching narrative material can be made from teaching reflection, summarising units, and student attitudes. It needs to be targeted, universal, and time-sensitive. The starting point of any teaching narrative should be highly focused., During first grade,  activities such as “poetry expert” and “the readers” are regularly carried out to educate students about  Chinese traditional culture.


In order to further promote this aspect of education, Ms. Tang not only thinks deeply and meticulously, but also uses certain practices, such as using Chinese characters to stimulate interest in learning, the daily reading of poetry classics and related extra-curricular classes. By reading classical poetry, students' reading ability, literary accomplishment and writing level can be improved.


Ms. Wu’s speech focused on the teachers’ standard reading. She advocates a study method that inolves reading and learning, practical communication and reflection. It is necessary to carefully study the new curriculum standards, actively carry out diversified reading, and regularly organize group study activities. It is necessary to understand the new educational and teaching dynamics and the focus of discipline research, to change the concept of education in a timely manner, and to improve teaching ability, educational innovation ability and scientific research ability.


After the primary school teacher put forward a number of effective suggestions with regards to reading, the teachers of the middle school exchanged their ideas on the theme of “students’ reading and writing”.


Ms. Wu believes having middle school student read a a book “cover-to-cover”, not only helps to spread high-brow culture, but is also an important way to improve students' understanding of literature. Teachers can to help students to read for interest by designing a guide: secondly, read from reading to speaking, then read and guide students to read the direction of thinking , and cultivate students' habit of independent thinking. Teachers can also use multimedia-assisted reading to help students better read the entire book.


Mr. Xu recommended an article he had recently read and shared his own thoughts. He believed that more attention should be paid to the overall teaching and writing of each  unit, so that each article can help to develop the students’ writing ability, and that and writing exercises should be a part of each class. In his opinion, if there were many fragmented exercises, students would have inspiration and writing impulse and the exercises on writing compositions must be done in the daily practice.


Ms. Ma recommended a research paper on teaching writing. She believed that writing was not a “difficult action”, but a way of communicating and sharing information with others. She also believes that writing is a basic necessity for life. This view defines writing as an individual’s expression of their life and the world around them. During teaching, teachers should help students to be connected with their own lives, record their own footprint through words, and achieve self-growth through writing.


Combining his own teaching practice and the needs his Grade 10 students, Mr. Zhang proposed that the teaching of reading classical Chinese should be based on students’ needs. He also believes that students should come to understand and categorise the ideas found in classical Chinese texts through by participating in group-work, rather than having these ideas be directly explain to them by the teacher. He believes that Twenty-four History can be used as a key extra-curricular reading book to enrich students’ knowledge of classical Chinese and expand students’ diverse thinking.


Ms. Xiong shared her opinion on the topic --“from Chinese curriculum objectives to Chinese class objectives”. She thinks that “learning-task group” projects should be added to classical Chinese teaching, and that it was necessary for students to develop good reading habits and feel for classical Chinese, alongside improving their thinking skills. For example, teachers could ask the students to draw a diagram of Han Yu’s official position in On Teachers or to clarify the logic of the twelve chapters in The Analects of Confucius.


The Chinese teachers of the Junior and Senior high also had an in-depth discussion on linking the teaching of Chinese between middle and high schools, especially for classical Chinese. Everyone agreed on the following points: we should strengthen the accumulation of classical Chinese, increase knowledge of classical Chinese for junior high, become familiarise with the ideas and concepts found in classical Chinese, the polysemy of one word, the flexible use of parts of speech and the classical Chinese sentence pattern to promote the linking of teaching.



Zhang Yu, director of the teaching management center, attended the entire meeting and provided guidance. He fully affirmed the “15 suggestions” of the Chinese teaching and research group, and believed that they are very helpful for both teachers’ personal professional growth and the overall development of the teaching and research group. He hoped that teachers could read more, think more, write more, and regard reading and writing as a normal part of life and a good habit. Equally we should not only pay attention to current situation but also to the future. It is necessary to establish a realistic view of teachers’ career and become a teacher full of vigor and vitality in line with the requirements of the new era.


Finally, Ms. Liu also made a brief introduction to the activities to be organized by the teaching and research group this semester. These include participating in study events and creating WeChat posts called “I’m in Chinese”. She also hoped that everyone can actively participate in discussion and learning activities, undertake group work in accordance with the “15 suggestions”, make efforts, and self-develop.


This is the first all-teacher seminar of Chinese teaching and research group in our school this semester. More than two hours of communication and sharing left everyone eager to learn more. The substantial content, the heated discussion, and the rich communication reflected not only the responsible and serious attitude of the Chinese teaching and research group, but also their spirit of  unity and cooperation p. The event was fully affirmed and enthusiastically encouraged by the school leaders. All teachers attending the meeting said they hoped that the teaching and research group will organize more similar seminars in the future to help everyone improve themselves.


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