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“深挖课堂管理,打造卓越课堂”——初中高端英语项目开展“课堂管理策略”的主题教研活动

[发表时间]:2019-10-18 [来源]:

10月17日下午,我校初中高端英语项目组举行了主题为“课堂管理策略”的中外教联合教研活动。会议由初中教务副主任张丽君主持。本次活动旨在提高中外教的课堂管理能力,帮助教师梳理教学工作中影响课堂管理的多种因素,引发教师思考如何成为优秀的课堂管理者、如何引导学生高效学习,保证课堂教学活动得以有序顺利进行。

首先,张丽君主任从教师在教学中展现出的教学亮点、改进措施以及学生的良好反馈等多角度对初中三个年级英语国际教育的教学工作逐一进行了总结与评价。其中,许多教师的板书设计整洁美观,内容清晰易懂,成为教学的一大闪光点。

接着由来自新西兰的外籍教师Mr. Blake开始展开“Classroom Management”的主题研讨。从开场热身互动,到课堂管理有关问题的小组探讨,再到集体理论研习、总结反思,整个研讨过程环环相扣,层层深入。中外籍教师不但在本次教研活动中各抒己见、精诚合作、积极学习,而且通过中西方文化的碰撞,对课堂管理有了更新的理解和认识。

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Mr. Blake 首先为大家介绍了课堂管理的10大原则,并组织教师在互动探讨中找出自己目前所采用的课堂管理方法。通过交流,结合日常教学体验,大家一致认为课堂管理中,第十条“forgive”原则是最重要的——forgive应该是师生间双向的,只有师生相互理解与宽容,了解规则背后的道理,才能更好地实现课堂管理,打造高效课堂。

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接下来,通过进一步小组合作交流,问题探索以及研习国外名家的课堂管理理论,大家对课堂管理有了更丰富的认识。诸如:

1. 教师要成为擅长做有计划的“高效能教师”。高效能教师善于管理课堂,组织学生,使学生的潜能得到充分发挥。一些教育学者充分肯定了教师在学生学习过程中的关键作用。S. Paul Wright, Sandra Horn, and William Sanders的研究就表明:影响学生学习的最重要的因素是教师。因此,教师更应在课堂管理方面多下功夫,努力为学生营造积极参与的良好学习氛围。

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2. 教师有必要为学生塑造保持一致和可预测性的课堂学习环境。这样,学生会了解课堂程序,知道每天课堂会发生什么常规,师生间更容易建立起相互信任的关系。教师在为学生提供持久帮助的同时,学生能获得更稳定、有方向、有目标的学习生活,了解怎样做才能取得成功。师生都能获得成功愉快的学习生活。

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3. 教师还应适时鼓励学生的正向行为。好的课堂管理不是偶然的,教师要适时肯定学生在课堂管理中的良好习惯、反复强化。久而久之,良好的表现成为课堂惯例,更多学生会有意识、自觉地遵守,形成课堂程序。良性的课堂程序使学生更加聚焦到如何才能使自己做到更好。对学生而言,是主动的,由内驱动力引领的。为学习争取到了更多的时间。相反,课堂纪律涉及的仅是奖惩,老师关注的只是如何修正学生行为,学生的接受往往是被动的、顺从的,无法生成高效的可控行为。

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最后,本次研讨会的收尾以问题的形式引发思考:课堂管理应该关注的是过程还是结果?教师们纷纷表示,结果固然重要,但教书育人,培养“全人”目标的推进过程也是至关重要的。此次研讨活动为本学期的教学工作打下了良好的基础,在之后的教学工作中初中高端英语项目的所有中外籍教师们将会更加紧密合作,共同探讨如何提升教育教学水平、打造高效课堂。

 

中外教培训后感想

@ Emily Kudos to Adam for an interactive, engaging, and instructive workshop on classroom management. As he mentioned, “Education for the student comes down to what we do,” so how better to practice this than by improving how we guide our classes? Whether it was organizing the top 10 rules of classroom management, expounding on the ins and outs of teacher-student relationships, or encouraging us to reward the good behavior and get students more involved, each part of the workshop was helpful, and it’s clear that Adam practices what he encourages us to do. Additionally, I really appreciated the activities that allowed us to get to know the Chinese teachers better. As we build a harmonious atmosphere between colleagues, it will help us to construct a similar environment in our classes as well. Lastly, the emphasis on “process over outcome” was a good reminder to focus on how the students get there, instead of what they get. Hopefully we can all “bring the fizz” better from now on!

@ Richard Classroom management, as is known to all, plays a vital part in the process of teaching. And the most important factor affecting student learning is the teacher. Successful teachers demonstrate dominating (strict control) and cooperative (close ties) behavioral patterns. They aim to establish control of the classroom while also being helpful, friendly and capable of understanding behaviour, which can develop positive relationships with students and creating active, relevant learning experiences that enable students to demonstrate mastery and success. Moreover, teachers may focus attention on four areas: the pupil’s understanding of self; the pupil’s mastering of emotions; the pupil’s motivation; and social skills. When pupils develop such emotional skill it may lead to perceptions of well-being, self-esteem and the ideal of self-regulation.

@ Monica Thank you Adam for organizing the interesting teaching workshop on classroom management. I really enjoy the discussion between Chinese and foreign teachers, which offers very practical advice on how best to manage multi-level classes. For most teachers, classroom management is a big issue because no two students are completely alike and the needs of students are various. It is a positive classroom environment that will benefit both teachers and students.  

(撰稿:初中高端英语特色项目组朱琳 编辑:王天慈)