LWS美高初中语文系 “同课同构”：解锁教学新魅力，共促师生成长

LWS美高初中语文系“同课同构”解锁教学新魅力，共促师生成长

LWS前言

      在科技浪潮与教育革新的双重驱动下，AI 技术正逐步融入课堂，新课标引领的自主性课堂、大单元教学、项目化学习、跨学科学习等新型教学模式也在蓬勃发展。为积极响应这一教育趋势，强化美高初中语文课堂新教法的落地，关注语文教师在新理念下的成长，以及 AI 技术在语文教学中的合理运用，同时打造高效课堂，提升语文教学质量，基于我校初中部语文教学实际学情，从 2025 年 3 月 17 日至 4 月 4 日，历经三周，我校初中语文系包括对外汉语专业在内的 8 位教师，成功开展了一场别开生面的 “同课同构” 展示课活动。Driven by the dual forces of the technological wave and educational innovation, AI technology is gradually being integrated into classrooms. New teaching models such as student-centered classrooms, large unit teaching, project-based learning, and interdisciplinary learning, which are guided by the new curriculum standards, are also developing rapidly. In response to this educational trend, to strengthen the implementation of new teaching methods in the junior high school Chinese classroom at Merit School, to focus on the growth of Chinese teachers under the new concepts, and to make rational use of AI technology in Chinese teaching, as well as to create efficient classrooms and improve the quality of Chinese teaching, based on the actual learning situation of the junior high school Chinese teaching in our school, from March 17 to April 4, 2025, over a period of three weeks, eight teachers from the junior high school Chinese department, including those majoring in teaching Chinese to speakers of other languages, successfully carried out an innovative "co-constructed lesson" display activity.

LWS“同课同构”：创新磨课，探索教学奥秘

      “同课同构” 作为一种独特的磨课方式，简单来说，就是针对同一篇课文，采用相同的教学设计，由不同教师在不同班级进行教学演绎。尽管课文与教学设计一致，但最终呈现的教学效果却常常大相径庭，而这其中的差异，正是本次活动深入研究的核心问题。“Co-constructed lesson” is a unique method of lesson refinement. To put it simply, it involves teaching the same text with the same lesson plan, but different teachers implement it in different classes. Although the text and the lesson plan are the same, the final teaching effects often vary greatly. These differences are precisely the core issues that this activity focuses on.      同样的教案，为何会产生不同的教学效果？是教师个人知识底蕴的差异，还是学生基础的不同？是课堂临场调控出现偏差，还是学习氛围的影响？是教师个人风格与教学设计不契合，还是学生集体学习风格与教学设计不相容？是关键教学环节处理不当，还是课堂预热不足…… 带着这些疑问，课后老师们借助教学录像，精心截取片段，反复回放对比，深入分析原因，积极寻找对策，努力总结出具有规律性的教学经验。Why do the same lesson plans produce different teaching outcomes? Is it due to the differences in teachers" personal knowledge backgrounds, or the varying foundations of students? Is it a deviation in classroom management, or the influence of the learning atmosphere? Is it a mismatch between the teacher"s personal style and the lesson design, or an incompatibility between the students" collective learning style and the teaching plan? Is it improper handling of key teaching segments, or insufficient classroom warm-up... Armed with these questions, after the classes, the teachers used teaching videos to carefully select segments, replayed them repeatedly for comparison, deeply analyzed the reasons, actively sought solutions, and endeavored to summarize teaching experiences with regular patterns.LWS以课为例：风采各异，共绽语文之美

《那个星期天》：情韵在诵读中流淌      万芊和覃日红老师共同展示了六年级课程 —— 史铁生的《那个星期天》。两位老师通过集体备课，携手制作课件，精心设计教学环节与导学案。课堂上，她们巧妙运用以读带学、以读促学的教学方法，在朗朗书声中，将课本中人物细腻的情感剖析得入木三分，让学生深切体会到作者在那个特殊星期天里的期盼与失落。"That Sunday": Emotions Flow Through RecitationWan Qian and Qin Rihong jointly presented a Grade 6 lesson —— "That Sunday" by Shi Tiesheng. The two teachers, through collective lesson planning, collaboratively created teaching materials and meticulously designed the teaching segments and guided learning plans. In the classroom, they skillfully employed teaching methods that use reading to lead and promote learning. Amidst the resonant reading voices, they dissected the delicate emotions of the characters in the text with great depth, allowing students to profoundly experience the author"s anticipation and disappointment on that particular Sunday.

《驿路梨花》：沃土之上，花蕊别样红      刘祎如和李明玉老师共同打造了《驿路梨花》一课。课堂中，两位教师依据不同学情以及对课文的独特理解，在相同教学设计的基础上，展现出了不同的教学风采。刘祎如老师在引导学生自主探究时，精准地挖掘出文本呈现的 “叙事美、人情美、环境美”；李明玉老师则在引导学生探究文章主旨过程中，成功启发学生创造力，学生们别出心裁地用绘图方式生动诠释了文章蕴含的雷锋精神，使整堂课充满了图文并茂的独特情景。"Pear Blossoms Along the Post Road": On Fertile Soil, the Blossoms Shine RedLiu Yiru and Li Mingyu jointly crafted a lesson on "Pear Blossoms Along the Post Road." In the classroom, based on different student backgrounds and their unique understanding of the text, the two teachers showcased distinct teaching styles while adhering to the same lesson plan. Liu Yiru adeptly guided students in independent exploration, precisely uncovering the "narrative beauty, human sentiment beauty, and environmental beauty" presented in the text. Li Mingyu, on the other hand, successfully inspired students" creativity during the exploration of the article"s main theme. The students innovatively used drawing to vividly interpret the Lei Feng spirit contained in the article, filling the entire class with a unique scenario that combined text and images.

《大自然的语言》：融合创新，课堂焕新彩      李秀荣、徐子渊、王春玲三位老师共同构思了物候学家竺可桢的《大自然的语言》。这堂课巧妙地将项目化学习、跨学科学习与自主性课堂融为一体，并且借助 AI 技术制作课件，让课堂情景精彩纷呈。李秀荣老师引导学生课前收集物候资料，并在课堂分组展示，极大地拓宽了学生知识面；徐子渊老师在教学环节引入和教学难点挖掘上妙招频出，充分激发了学生的探究热情；王春玲老师则在 “学以致用” 环节，引导学生探究大量生活实例，让学生深刻明白各紧密相连，学会运用不同知识解决相应问题，以及用课本知识解决生活难题，同时培养学生留心生活、积累知识的好习惯。"The Language of Nature": Integration and Innovation Bring New Luster to the ClassroomTeachers Li Xiurong, Xu Ziyuan, and Wang Chunling jointly conceptualized the lesson on "The Language of Nature" by the phenologist Zhu Kezhen. This class skillfully integrated project-based learning, interdisciplinary learning, and student-centered teaching, and utilized AI technology to create teaching materials, making the classroom scenarios rich and colorful. Teacher Li Xiurong guided students to collect phenological data before class and present it in groups during the lesson, which greatly broadened the students" knowledge base. Teacher Xu Ziyuan had many ingenious methods in introducing the teaching content and exploring the difficult points, fully stimulating the students" enthusiasm for exploration. Teacher Wang Chunling, in the "applying what you"ve learned" segment, guided students to investigate numerous real-life examples, helping them deeply understand the close connections between different subjects, learn to use knowledge from various disciplines to solve corresponding problems, and apply textbook knowledge to solve real-life challenges. This also cultivated students" good habits of paying attention to life and accumulating knowledge.对外汉语课：分层教学，汉语学习乐无穷      熊玉倩老师的对外汉语课生动有趣。她将汉语水平三个等级的学生置于同一课堂，通过 “诵春天，画春天，说清明” 等与时令契合的分层教学环节，让不同汉语水平的学生在 “听说读写” 各方面都有所收获与提高，成功探索出对外汉语教学的有效路径。Chinese as a Foreign Language Class: Tiered Teaching, Endless Fun in Learning ChineseTeacher Xiong Yuqian"s Chinese as a Foreign Language class is lively and interesting. She places students of three different Chinese proficiency levels in the same classroom and, through tiered teaching segments that match the seasons, such as "Reciting Spring, Drawing Spring, Talking about Qingming," ensures that students of various proficiency levels make progress in listening, speaking, reading, and writing. She has successfully explored an effective path for teaching Chinese as a foreign language.

LWS活动意义：反思促成长，携手向未来

      此次 “同课同构” 展示课活动中，教师们通过互查与自查，清晰地认识到自己教学中的不足之处；学生们在课堂上也暴露出一些问题。而这些，恰恰凸显了本次活动的重要意义。During this "Co-constructed Lesson" display activity, teachers, through mutual inspection and self-examination, clearly recognized the shortcomings in their teaching; students also revealed some issues in the classroom. These aspects precisely highlight the significant importance of this activity.      我校初中语文系年轻教师居多，“同课同构” 这种课堂形式为年轻教师 “克隆” 优质课堂提供了机会，让他们在观察他人与审视自己的过程中取长补短，实现快长。In our school"s junior high school Chinese department, the majority of teachers are young. The "co-constructed lesson" format provides an excellent opportunity for these young teachers to "replicate" high-quality classrooms. It allows them to learn from others" strengths and reflect on their own practices, thereby achieving rapid growth.LWS结语

      展望未来，初中语文系将以此次活动为契机，把 “整合课堂缺欠，制定改进措施，完善课堂质量，统一教学进度，同步提高教学质量” 作为工作目标，持续探索创新，为美高学子带来更优质、高效的语文课堂。Looking to the future, the junior high school Chinese department will take this activity as an opportunity to set the following goals: "Integrate classroom deficiencies, formulate improvement measures, perfect classroom quality, unify teaching progress, and synchronize the improvement of teaching quality." We will continue to explore and innovate to bring more high-quality and efficient Chinese classes to our students.