東華文澤課堂背后的故事：當(dāng)我們在體驗教育的未來。。。

來源：好上學(xué) ??時間：2024-03-16

Barry老師和Oliver老師來分享他們在線上教學(xué)的經(jīng)歷及對于線上教學(xué)方法的反思。

《課堂背后的故事》是一系列東華文澤學(xué)校教職員分享的故事，他們履行學(xué)校的使命，每天都在各自崗位上默默地貢獻(xiàn)。從他們的角度親述他們的故事，分享給TWIS學(xué)校社區(qū)?？纯次覀兊睦蠋熀蛦T工如何把啟發(fā)和專業(yè)知識帶到課室和學(xué)校里。

這次的故事由Barry老師和Oliver老師，TWIS四年級和五年級的班主任，來分享他們在線上教學(xué)的經(jīng)歷及對于這種新教學(xué)方法的反思。

文章內(nèi)容為清楚起見進(jìn)行了編輯。

Behind the Scenes is a series of stories shared by TWIS faculty and staff who are living the school’s mission and making a difference in their roles every day. They are stories told from their own perspectives and shared with the TWIS community. Take a look at how our faculty and staff members bring inspiration and expertise to their classrooms and the school.

This Behind the Scenes article features Mr. Barry and Mr. Oliver, TWIS Grade 4 and Grade 5 Homeroom Teacher respectively, sharing their experience of delivering learning online and reflecting on this new form of instruction.

This article has been lightly edited for clarity.

當(dāng)知道春節(jié)假期后上課不會如?；謴?fù)時，對于采用線上這種新的教學(xué)形式該如何運(yùn)作，以及是否有效，我們有點擔(dān)心。在線教學(xué)跟日常課堂教學(xué)的體驗實在相差很遠(yuǎn)，但當(dāng)我們越是去嘗試和發(fā)展TWIS的在線教學(xué)方法，學(xué)生的學(xué)習(xí)成果就越出眾。

When we discovered that class would not resume as usual after the Chinese New Year Festival, there was some trepidation as to how the new form of instruction was going to work, and whether or not it would be effective. Online learning is an experience very far removed from the realities of day-to-day classwork, but the more we experiment and develop the TWIS online pedagogy, the more impressive the results from our students are.

在TWIS，我們培養(yǎng)IB學(xué)習(xí)者的素質(zhì)，從敢于冒險到反思，從促進(jìn)良好的溝通技巧到做個胸襟開闊的人。我們成功把這個充滿挑戰(zhàn)的時刻變成一個實踐的機(jī)會，把我們所提倡的付諸實行。俗話說，“人生常有不如意，若我們能逆來順受，化逆境為動力，也能夠逆轉(zhuǎn)乾坤?！边@是我們必須適應(yīng)的時候，而在這過程中需要對新的解決方法持開放態(tài)度。學(xué)生、家長、教師和行政人員在一起面對挑戰(zhàn)及適應(yīng)這前所未有的形勢，迄今為止，從線下搬到線上的轉(zhuǎn)變非常成功。學(xué)生的學(xué)習(xí)習(xí)慣也變得多樣化了。即使沒有老師甚至有時候沒有家長的催促下，同學(xué)們自覺地每天準(zhǔn)時上課。老師們透過使用有助學(xué)生學(xué)習(xí)的新科技，也提升了他們的教學(xué)能力。

At TWIS, we promote the development of the full array of IB Learner attributes, from risk-taking to being reflective, and from promoting good communication skills to being open-minded. We have been able to turn this challenging time into an opportunity to put into practice and live by what we teach. As the saying goes, "When life gives you lemons, make lemonade". This is when we must adapt, and part of this adaptation process is being open-minded to new solutions. Students, parents, teachers, and the administration were all challenged to adapt to this unprecedented situation, and thus far the transition has been very successful. Students have diversified their learning habits. This is shown every day when students turn up to classes on time without teachers and sometimes parents to encourage them to do so. Teachers have broadened their teaching abilities by learning to use new technologies that contribute to student learning.

在線上課堂一開始的時候可能不太安心，甚至覺得有點怪怪的，但因為大家在一起努力-分享想法、互相幫助、無私支持-現(xiàn)在線上課堂漸漸成為一種非常有成效的學(xué)習(xí)形式。溝通是當(dāng)中的關(guān)鍵，正如各方付出的耐心也是。無論是老師反思課堂上優(yōu)勢與缺點、家長和學(xué)生給予寶貴的反饋、還是行政部門利用所有信息建立起一個有效的平臺以提供優(yōu)質(zhì)教育，若在整個教育過程的各階段沒有實施反思的策略，我們的線上課堂就不會有什么進(jìn)展。

It may not have been comfortable at the beginning of the virtual school, it might even have felt a little strange, but because everyone worked together-- sharing ideas, helping each other, and being generally supportive-- it is now beginning to become a very productive form of learning. Communication has been key, as has patience from all parties involved. Very little progress could have been made if reflective strategies weren’t implemented throughout all stages of the education process - be it teachers reflecting on the positives and negatives from classes, parents and students giving much-appreciated feedback, and the administration using all of the information to set up a functioning platform capable of delivering high-quality education.

保持各方面平衡是在線課程中重要的一環(huán)。跟以往一樣，我們在身心靈發(fā)展之間保持了平衡—結(jié)合學(xué)術(shù)課，還有體育和藝術(shù)課。

An important aspect of the online school day has been the maintenance of balance. As before, we have kept the balance between developing the body, the mind, and the soul - incorporating academic classes, as well as PE and the arts.

也許我們正在體驗教育的未來，因為我們正邁向一個對便攜設(shè)備、高帶寬互聯(lián)網(wǎng)普及化和多元文化學(xué)習(xí)下帶來越來越多可能性的社會。雖則如此，約翰海蒂在他對教育最重要層面的元數(shù)據(jù)分析中，明確指出與老師的個人互動是年輕人教育中最重要的部分。我們從在線學(xué)習(xí)中獲得的是流動性和信息的即時獲取，但我們失去的是真實的、經(jīng)過時間驗證的、值得信賴的研究、一個發(fā)展中的頭腦和一個受過訓(xùn)練的導(dǎo)師之間的人與人之間的接觸，而這種接觸將把學(xué)生轉(zhuǎn)變成能夠改善世界的那種人。這正是師生間在TWIS建立的交流，也是學(xué)生和老師們在經(jīng)歷了這段在線教學(xué)的時期后渴望回歸的社區(qū)。屆時，大家將帶著新技能，強(qiáng)化的方法，和科技世界為年輕新一代提供的體驗回到校園。

Perhaps we are getting a taste of the future of education as we move towards a society that increasingly embraces the possibilities made available by hand-held portable devices, universal access to high-bandwidth internet, and multicultural learning. Nevertheless, John Hattie, in his meta-data analysis of the most important aspects of education, resoundingly identified the personal interaction with a teacher as being the most important part of a young person's education. What we gain through online learning is mobility and instant access to information, but what we lose is authentic, time-tested, research-credited, person-to-person contact between a developing mind and a mentor trained to transform them into the sort of person who will improve the world. This is what we are creating at TWIS, and this is the community the students and teachers are itching to return to after this transformative period of online teaching, fortified with new skills and approaches, and with a renewed taste of what the world of technology has to offer our brightest young minds.

TWISVirtualSchool

這單元將要結(jié)束了，同學(xué)們在TWIS線上課堂探究了什么?現(xiàn)在就展示給大家看看他們的努力和創(chuàng)造力：

As the unit of learning comes to an end, what students have inquired about at TWIS Virtual School? Let's get a glimpse of their hard work and creativity showcase below:

二年級-單元探究

“世界如何運(yùn)作”

Grade 2 - UOI

"How the World Works?"

二年級學(xué)習(xí)了改變地球表面的過程。作為單元的總結(jié)性評估，他們當(dāng)上小小地質(zhì)學(xué)家進(jìn)行實驗，展示地球表面改變的過程，如地震、滑坡、侵蝕等。

Grade 2 students inquire about the processes of changing the Earth's surface. As a summative assessment, they act as a geologist to perform an experiment to show the processes that change the Earth's surface, such as earthquake, landslide, erosion and etc.