校际交流 | 六所PYP学校教学联谊活动举行，北大附属嘉兴实验学校参与其中

　　北大附属嘉兴实验学校、杭州橄榄树学校、绿城育华亲亲学校、合肥新华公学、句容碧桂园学校和长沙县玮思学校六所PYP学校于5月末开展了线上教学展示活动。本次活动根据国家课程新课标要求和IB课程的教育理念展示了三节数学课，三节语文课。老师在观课和评课的过程中收获颇丰。

　　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.

　　我校优秀教师Ms. Flora 代表我们小学部展示了一节数学课——《数学在生活中的应用——钱币的使用》

　　→Swipe for English

　　杨芳，毕业于佛罗里达州立大学，教育心理学硕士，具有教育统计和教育项目评估两个研究生证书。曾在美国纽约州从事教育工作，回国后在北京从事国际学校工作，2021年加入我校，任1～2年级小学双语数学教师。

　　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.

　　教师反思

　　这次六校联动为老师们提供了难得的线上交流机会，非常有幸能够作为双语数学教师代表我校参与课堂展示。

　　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课程的理论基础是建构主义学习理论，也就是学习是在一定的情境下，借助老师的帮助通过学生之间的协作活动而实现的意义建构的过程。建构主义注重给学生提供一个真实的情境。

　　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. 

　　我的这节数学课先通过学生讨论开放日当天的实际购物体验，联系学生的现实生活，让学生了解钱币的使用。之后通过教学活动，让学生模拟销售冰激凌和柠檬水。学生要根据自己的生活经验设计一份价格表，并进行模拟购物。整个过程学生积极参与，讨论热烈，能够通过协作完成价格表的设计，并且设计合理，完成了本节课的教学目标。

　　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.

　　在教研过程中，无论是课程设计，还是其他老师给予的指导，都让我受益颇多。来自各校的老师们倾力打造学生在IB课堂的学习体验，风格各异，细节满满。观课后的交流活动中，大家更是像老朋友一样在网络空间下齐聚一堂，深度挖掘课程的整体设计，积极反思，这为我今后的教学探究提供了方向指引。当我回过头来看我的课时，发现无论设计时多么“完美”，总能找到遗憾。也正是这种遗憾，让我们在逐梦的路上越挫越勇，成为更美好的自己。

　　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.

　　评课

　　之后各校老师对六节课进行了点评，我校教师发展中心副主任，嘉兴市经开区初中数学兼职教研员——王勤老师，进行了评课。

　　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.

　　这几节数学课课都非常关注概念性理解，只有当学生深度理解概念的时候，他们所学的事实和程序才能以一种更加实用的方式，真正迁移到真实的情境中去。

　　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.

　　数学学习的本质是为了让数学成为思维的工具，几位老师非常重视夯实四基，培养四能，发展数学学科核心素养。四基是指数学的基础知识、基本技能、基本思想、基本活动经验；四能是指发现问题的能力，提出问题的能力，分析问题的能力，解决问题的能力。这也是我校数学课堂一直在践行的目标。

　　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.

　　数学课堂注重三教：教体验，教思考，教表达。杨老师的课堂让学生体验钱币的使用，用数学思维去思考，用数学语言进行表达，通过课堂活动落实数学的核心素养。之后也对三位数学老师提出了改进的建议，提出在课堂中融入数学文化和数学历史，更加体现数学学科的本质。

　　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.

　　我校融合课程组组长Ms.Dandy，代表我校进行了评课。从三位老师的课中，我看到了我们作为PYP学校语文课堂的共性，就是我们都会在语文课上紧密结合当前的探究单元，体现了课程的融合性。

　　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.

　　同时在我们的语文课堂上，我们非常重视“语文要素”的落实。“语文要素”是语文素养的各种基本要素，包括必要的语文知识、必需的语文能力、适当的学习策略和学习习惯等。我们的每一节语文课通过落实语文要素以提升学生语文核心素养，凸显语文学科特色。

　　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.

　　在课堂评价上，我们会给学生及时的评价，而且我们在课堂里使用IB十大培养目标的语言对学生进行及时评价，比如：勤于思考，勇于尝试，及时反思等等，这也是体现了我们的育人目标。

　　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，此次教学联谊活动我们相聚在云端。但是，通过教学的交流和互动，我们对PYP融合课程有了更深的理解，也期待未来我校能够和更多PYP学校进行教学交流，为IB社区的发展贡献我们的力量。期待下一次活动！

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　　招收一年级、七年级、十年级新生，其他各年级优秀插班生；每班不超过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.

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