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
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》
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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THE INTERNATIONAL DIVISION
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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