近日，南京外國語學校方山分校語文教研組研討活動在STEM+中心會議室舉行。教研管理中心主任、語文教研組長柳詠梅老師主持會議，全體語文教師參加活動。

Recently, the NFLSFC Chinese Language Teaching and Research Group seminar was held in the STEM+ Center Conference Room. Ms. Liu, director of the Teaching and Research Management Center and head of the Chinese Language Teaching and Research Deparment presided over the meeting. Chinese language teachers from all deparments attended the meeting.

今年我校新入職新引進的語文教師比較多。大家首先做了一個簡單的自我介紹，熱烈的掌聲是對新教師的歡迎更是對美好未來的期待。

This year, many Chinese language teachers newly recruited in our school. Everyone first made a simple self-introduction. The warm applause was a welcome to the new teachers and a expectation for a better future.

柳詠梅老師首先傳達了學校對教研組質(zhì)量評估的基本要求，對其中的相關內(nèi)容做了解釋和補充說明。她希望大家共同努力，在發(fā)展自己、提高自己的同時，把語文組建設成為一個優(yōu)秀的團隊。

Ms. Liu began by conveying the school’s main requirements for the quality assessment of the teaching and research group. and provided further explanation of relevant content. She hopes that everyone will work together to build an excellent Chinese language team while also developing and improving themselves.

接著，柳老師對我校“語文教研組建設15條”逐一做了解讀，并請老師們提出更好的意見和建議。柳老師解說了這15條的核心：注重建設，教研并進。在日常的教學中注重自己的專業(yè)成長和學科組的建設，在教學的同時重視研究，實現(xiàn)教與研的共同進步。

Then, Ms. Liu explained the “15 articles of the Chinese language teaching and research group” of our school individually, and asked the teachers to put forward their opinions and suggestions for improvement. She explained the fundamentals of these 15 articles which are as follows: to focus on construction,  teaching and research. The articles also stipulate that teachers should focus on their own professional growth and that of their subject group in daily teaching. Teachers should also place importance upon research when teaching and make dual progress education and research.

活動的第二個板塊是：分享和交流開學以來的閱讀、寫作與思考。

The second section of the event included sharing reading, writing and thoughts about the first weeks of the school year.

小學部姜天一老師圍繞“語文教研組建設要求”首先發(fā)言。他認為，“教研組建設15條”很注重教師的閱讀和寫作能力，教師能力提升的最終指向是對學生能力的培養(yǎng)。做好教學敘事，就是自己研究自己的過程。教學敘事可以是帶有總結(jié)性質(zhì)的單個或者多個課堂記錄的整合。結(jié)合備課組的具體情況，教學敘事的研究可以三人小組為團隊，保證素材真實，研究更細致，更具體，更有針對性。教師的閱讀要多著眼于“多樣化教學”和“師生關系建設”。

Mr. Jiang of the Primary school gave a speech on the “Building Requirements of the Chinese Language Teaching and Research Group”. He believes that the “15 articles of the Chinese language teaching and research group” place focus on the reading and writing ability of teachers, as a teacher’s own capabilities have great influence  upon their students. Teachers must think deeply about their own teaching in order to conduct proper “teaching narratives”. These teaching narratives can be the integration of single or multiple classroom records with a summary nature. According to individual needs, a “teaching narrative” team be made up of a small group of around three people to ensure that materials are accurate and research is more detailed, more specific and more targeted. Teachers' reading should focus on “diversified teaching” and “teacher-student relationship building.”

小學部王鶯老師結(jié)合自己教漢語拼音的教學實踐，談了自己的理解。教學敘事的素材可來源于教學反思、單元總結(jié)、學生動態(tài)，需具有針對性、普遍性、時效性，敘事的切入點要小而精。在一年級的語文教學中，定期開展“詩詞小達人”“朗讀者”等活動，把中華優(yōu)秀傳統(tǒng)文化的教育落到實處。

Ms. Wang of the elementary school department talked about her understanding of her own teaching practice, drawing upon her experiences of teaching Chinese Pinyin. Teaching narrative material can be made from teaching reflection, summarising units, and student attitudes. It needs to be targeted, universal, and time-sensitive. The starting point of any teaching narrative should be highly focused., During first grade,  activities such as “poetry expert” and “the readers” are regularly carried out to educate students about  Chinese traditional culture.

關于中華優(yōu)秀傳統(tǒng)文化教育，唐藝文老師不僅思考深入細致，而且已經(jīng)有了一定的實踐，如利用漢字教學激發(fā)學習興趣，每日晨讀完成詩詞經(jīng)典吟誦任務，有選擇地開設相關內(nèi)容的選修課，在誦讀經(jīng)典詩詞的過程中，學生的閱讀能力、文學修養(yǎng)和寫作水平逐漸提高。

In order to further promote this aspect of education, Ms. Tang not only thinks deeply and meticulously, but also uses certain practices, such as using Chinese characters to stimulate interest in learning, the daily reading of poetry classics and related extra-curricular classes. By reading classical poetry, students' reading ability, literary accomplishment and writing level can be improved.

吳沁舒老師的發(fā)言重點是教師平時的閱讀。她倡導讀書學習——實踐交流——反思提升的研讀模式。要認真研讀新課標，積極開展多樣化閱讀，定期舉辦組內(nèi)研讀活動。要了解新的教育教學動態(tài)和學科研究重點，及時轉(zhuǎn)變教育觀念，提高教學能力、教育創(chuàng)新能力和科研能力。

Ms. Wu’s speech focused on the teachers’ standard reading. She advocates a study method that inolves reading and learning, practical communication and reflection. It is necessary to carefully study the new curriculum standards, actively carry out diversified reading, and regularly organize group study activities. It is necessary to understand the new educational and teaching dynamics and the focus of discipline research, to change the concept of education in a timely manner, and to improve teaching ability, educational innovation ability and scientific research ability.

小學部老師們提出諸多有效的教師閱讀建議后，中學部的老師們就“學生閱讀與寫作”這一主題交流了他們的想法。

After the primary school teacher put forward a number of effective suggestions with regards to reading, the teachers of the middle school exchanged their ideas on the theme of “students’ reading and writing”.

吳伊芳老師認為在初中階段開展名著整本書閱讀既是對優(yōu)秀文化的傳承，也是提升學生文學修養(yǎng)的重要途徑?？梢栽O計精彩導讀，以導讀激發(fā)學生的閱讀興趣；其次，從讀到說，說后再讀，引導學生閱讀的思考方向，培養(yǎng)學生獨立思考的習慣。還可以利用多媒體輔助閱讀教學，從而讓學生更好地完成名著整本書閱讀。

Ms. Wu believes having middle school student read a a book “cover-to-cover”, not only helps to spread high-brow culture, but is also an important way to improve students' understanding of literature. Teachers can to help students to read for interest by designing a guide: secondly, read from reading to speaking, then read and guide students to read the direction of thinking , and cultivate students' habit of independent thinking. Teachers can also use multimedia-assisted reading to help students better read the entire book.

徐忠欣老師向大家推薦了他最近閱讀的一篇文章以及自己的思考。他認為要更加注重單元整體教學和寫作，讓每一篇文章都服務于學生的寫作，在課堂上增加練筆環(huán)節(jié)。他認為，平時這種片段化的東西多了，靈感和寫作沖動就有了，考場作文的工夫須下在平時的練筆中。

Mr. Xu recommended an article he had recently read and shared his own thoughts. He believed that more attention should be paid to the overall teaching and writing of each  unit, so that each article can help to develop the students’ writing ability, and that and writing exercises should be a part of each class. In his opinion, if there were many fragmented exercises, students would have inspiration and writing impulse and the exercises on writing compositions must be done in the daily practice.

馬瑞紅老師推薦的是一篇關于寫作教學的研究論文。她認為寫作不是什么“高難動作”，而是生活中與人溝通、交流、分享信息的一種方式，也是每個人生存發(fā)展的基本能力。這個觀點就是將寫作定義為個體對生活對世界的表達。教學中要讓學生自身和生活產(chǎn)生連接，通過文字來記錄自己的成長足跡，在寫作中實現(xiàn)自我成長。

Ms. Ma recommended a research paper on teaching writing. She believed that writing was not a “difficult action”, but a way of communicating and sharing information with others. She also believes that writing is a basic necessity for life. This view defines writing as an individual’s expression of their life and the world around them. During teaching, teachers should help students to be connected with their own lives, record their own footprint through words, and achieve self-growth through writing.

張存寬老師就目前我校高一的具體學情，結(jié)合自己在教學中的實踐，提出文言文的閱讀教學要以學生為主體，讓學生在團體合作學習過程中，主動參與到整理文言現(xiàn)象的過程中來，而不是直接灌輸給學生。他認為，可以把《二十四史》作為重點課外閱讀書籍，豐富學生的文言積累，擴展學生多樣化思維。

Combining his own teaching practice and the needs his Grade 10 students, Mr. Zhang proposed that the teaching of reading classical Chinese should be based on students’ needs. He also believes that students should come to understand and categorise the ideas found in classical Chinese texts through by participating in group-work, rather than having these ideas be directly explain to them by the teacher. He believes that Twenty-four History can be used as a key extra-curricular reading book to enrich students’ knowledge of classical Chinese and expand students’ diverse thinking.

熊納老師就“從語文課程目標到語文課堂目標”這個話題發(fā)表看法。認為文言文教學還應增加“學習任務群”項目。要培養(yǎng)良好的文言文閱讀習慣和語感，提升思維品質(zhì)。例如，畫出《師說》韓愈的官職曲線圖、理清《論語》十二章的邏輯。

Ms. Xiong shared her opinion on the topic --“from Chinese curriculum objectives to Chinese class objectives”. She thinks that “l(fā)earning-task group” projects should be added to classical Chinese teaching, and that it was necessary for students to develop good reading habits and feel for classical Chinese, alongside improving their thinking skills. For example, teachers could ask the students to draw a diagram of Han Yu’s official position in On Teachers or to clarify the logic of the twelve chapters in The Analects of Confucius.

初中部和高中部的語文老師們，還就初高中語文的銜接教學進行了深入探討，尤其是文言文教學。大家一致認為，要加強文言積累，增加初中文言文知識，熟悉了解文言現(xiàn)象、一詞多義、詞類活用、文言句式，促進初高中文言文銜接教學。

The Chinese teachers of the Junior and Senior high also had an in-depth discussion on linking the teaching of Chinese between middle and high schools, especially for classical Chinese. Everyone agreed on the following points: we should strengthen the accumulation of classical Chinese, increase knowledge of classical Chinese for junior high, become familiarise with the ideas and concepts found in classical Chinese, the polysemy of one word, the flexible use of parts of speech and the classical Chinese sentence pattern to promote the linking of teaching.

教學管理中心張玉主任全程參加會議并做指導。他充分肯定了語文教研組的“建設15條”，認為不論是對教師個人專業(yè)成長還是對教研組的整體建設都很有推動意義。他希望老師們多閱讀多思考多寫作，把閱讀與寫作視作生活常態(tài)，一種良好習慣。同時，既要重視腳下，又要關注遠方。要樹立正確的教師職業(yè)觀，成為符合新時代要求的、充滿生機活力、富有內(nèi)涵的教師。

Zhang Yu, director of the teaching management center, attended the entire meeting and provided guidance. He fully affirmed the “15 suggestions” of the Chinese teaching and research group, and believed that they are very helpful for both teachers’ personal professional growth and the overall development of the teaching and research group. He hoped that teachers could read more, think more, write more, and regard reading and writing as a normal part of life and a good habit. Equally we should not only pay attention to current situation but also to the future. It is necessary to establish a realistic view of teachers’ career and become a teacher full of vigor and vitality in line with the requirements of the new era.

最后，柳老師還就教研組本學期要組織的活動、外出參加的學習、微信公眾號“我在語文”的建設等做了簡要介紹，希望大家積極參加研討和學習活動，積極主動地承擔組內(nèi)工作，按照“建設15條”勤勉努力和有所發(fā)展。

Finally, Ms. Liu also made a brief introduction to the activities to be organized by the teaching and research group this semester. These include participating in study events and creating WeChat posts called “I’m in Chinese”. She also hoped that everyone can actively participate in discussion and learning activities, undertake group work in accordance with the “15 suggestions”, make efforts, and self-develop.

這是本學期學校語文教研組的第一次全體教師研討活動。兩個多小時的交流和分享，讓大家意猶未盡。本次活動內(nèi)容實在、討論熱烈、交流豐富，體現(xiàn)了語文教研組認真負責、積極進取的態(tài)度和牽手同行、團結(jié)協(xié)作的精神?；顒拥玫搅诵ｎI導的充分肯定和熱情鼓勵。全體參會老師都表示，期待教研組以后多多開展類似的研討活動，幫助大家更好地提升業(yè)務素養(yǎng)、提高業(yè)務能力。

This is the first all-teacher seminar of Chinese teaching and research group in our school this semester. More than two hours of communication and sharing left everyone eager to learn more. The substantial content, the heated discussion, and the rich communication reflected not only the responsible and serious attitude of the Chinese teaching and research group, but also their spirit of  unity and cooperation p. The event was fully affirmed and enthusiastically encouraged by the school leaders. All teachers attending the meeting said they hoped that the teaching and research group will organize more similar seminars in the future to help everyone improve themselves.

（文章來源：語文教研組  未經(jīng)授權 禁止轉(zhuǎn)載）