时值三月，本是下扬州的烟花季节，却由于疫情困住了每个人的脚步。疫情困住的是脚步，却困不住老师们参加培训学习的心。3月4日下午6:30分，上海金苹果双语学校国际部4名剑桥教师接受了由Cambridge University Press推出的关于剑桥高中年级对于生物、化学和物理的网上教研活动。四名教师积极参与，次的网上培训收获颇多，感触良深。

上海金苹果双语学校国际部

高玉香老师

疫情仍在继续，虽然不能出门，但学习仍在继续，2020年3月4日晚上6:30英国剑桥出版社组织了“Top teaching tips for Cambridge IGCSE and Cambridge AS&A Level science ”的线上培训。培训从“General teaching and learning approaches”和“English as an additional language learner and science”两方面进行了全面的讲解。对于组培训，主讲人从language-talk，reading and writing和skill两方面进行了分析，其中他提到的两点让我印象深刻：1-teachers should ask effective questions to be sure of where students are in their learning, and in order to improve classroom participation.作为老师应该提出有效的问题来确定学生的学习情况，并提高课上的参与度。2-activating learners as owners of their own learning激励学习者成为自己学习的主人。作为老师，如果能做到这两点，将是一名非常不错的老师了。主讲人并对剑桥课程的教学技巧给出了一些不错的建议。第二组培训中，主讲人讲到了英语作为第二语言的学习者来说在学习科学时会有一些challenges，因为不仅有“content learning”还有“language learning”,但她也给出了一些建议，比如：考试中阅读题目时我们可以通过“key words”，“technical vocabulary”“gist but not detail”等方法来应对。最后主讲人还对我们老师提出了一些值得去思考的问题：What teaching techniques best serve additional language learner? How can teacher accurately monitor learners’ English comprehension? ……一个多小时的培训，收获良多!teaching and learning 是个永恒的话题，我一直在路上....

肖倩老师

The theme and content of this seminar are very practical for front-line teachers.

The seminar discussed the common teaching difficulties of IGCSE and A-level Science (Physics, chemistry, Biology) subjects, such as how to make students understand accurately, how to accumulate vocabulary, and how to adapt to English teaching for non-native English students.

At the same time, for IGCSE stage and A-level stage, the assessments for students are different. The key lies in how to conduct teaching evaluation. IGCSE stage focuses on talking, reading and writing, not only knowing some facts, but also learning to use professional language, mastering the correct language structure to understand how and why. A-level stage should learn to guide students to think up and think through the knowledge points. At the same time, it also gives detailed and practical suggestions for calculation, experiment, group activities and other considerations.

I would like to give the most sincere thanks to our school for providing such a rare opportunity to discuss teaching challenges with colleagues all over the world, and I hope to have more opportunities to participate in such seminars in the future.

丁岚老师

听了Dr Mark Winterbottom 关于Science 教学方法的分享，得到两个最重要的教学指导思想。一个是在教学过程中要充分发挥学生的主观能动性，另一个则是教师本身要充分起到引导、指导和评价的作用。

在学生多年的学习生活中，在他们进行学习探索的过程中，会形成自己对科学的探究方法和经验，而这些方法和经验是否正确，是否适合更高阶段的学习，需要老师进行辨别、取舍和改进。在教学设计中，教师应该有目的性地设计教学活动，让学生的探究方法和思想与科学的探究方法和思想相碰撞，在碰撞中或改进或融合，在这个过程中教师起到的设计、观察、引导、指导和评价的作用非常重要。

比如：

让学生在动手做实验之前，哪怕只是模拟实验，先让学生自行设计实验，收集数据，通过观察学生在自行解决问题的过程中出现的问题，给与及时、充分的指导，使之逐渐形成解决问题的科学方法和思想。

在教学过程中，分组讨论或分组活动能充分发挥学生学习的主观能动性。因为不仅有小组的大目标，每个组员还有自己明确的个人目标。通过给每个组员清晰的角色安排、目标以及明确的责任分工，将大大调动小组内每个成员的探究积极性。给学生充分的时间思考，深思熟虑后他们会想出很多元的问题解决方案。

所有的活动，教师都应该给出积极而有效的反馈。比如：发现错误，及时修正，对讨论有贡献的学生要给与表扬，对每一个结果给与评价，并给出拓展的意见。

对于教材的处理，教师也不能照本宣科，要真正做到让学生“知其然也知其所以然“。在把握了整部教材的内容以及考纲的要求之后，教师要去思考教材与考纲背后表达的基本思想。通过每节课的教学设计，在课堂上逐步构建出这种基本思想，让学生循序渐进地最终理解这种思想。

比如，想让学生正确理解“透析“，一味地讲概念，学生的理解很片面，很有限。如果从粒子理论讲起，过渡到扩散理论，再预测在不同的浓度里，扩散的方向，微粒是怎么透过半透膜的就显而易见了。学生对透析的理解就水到渠成了。

让学生有效地预习教材也是提高学生有效学习的重要途经。教师在教学前可以设计学生预习用的导学案，会使学生的预习方法更加得当，思路更加清晰，预习更加有效果。

比如将重点内容挖空，让学生完成。或者完成图表的标签。或者让学生对教学内容进行分类、匹配、总结、画流程图、制作思维导图等等。同时记录预习中产生的问题，并积极分享和质疑。

这样的培训总是让人想起教育的初心，重视教育的对象而不是知识本身。通过一遍一遍地回炉锻造，会让教学的目的更加伟大纯粹，为让教学效果更显著，教育的意义更长远。

梁芳老师

Top Teaching Tips for Cambridge IGCSE and International AS& A Level Science

The two speakers of the webinar are science pedagogy and ESL experts Dr Mark Winterbottom (Faculty of Education, University of Cambridge) and Sally Burbeary. Thanks so much for their presentation. They share us very useful ideas about science teaching. The speech is mainly about these parts：

The first part is about big ideas

(a) Know what you are teaching

(b) Get students to work out the ideas for themselves

(c) Don’t forget that the Cambridge exam tests more than just facts

The second part is about general teaching and learning approaches

(a)Language is important which we use it to talk, read and write

(b) Assessment for learning

(c)Clarifying, sharing and understanding learning intentions and success criteria

(d)Engineering effective classroom discussions, activities and learning tasks that elicited evidence of learning

(e)Providing feedback that moves learning forward

(f)Activating learners as instruction resources for one another

(g)Activating learners as owners of their own learning

(h)Practical work

(i)Learning through inquiry

The third part is about skills

(a) Handling information and problem solving

(b) Experimental skills and investigations

(c) Mathematical skills

The fourth part is about key challenges

(a) For teachers, challenges are teaching out of your specialism and practical work

(b) For students, challenges are mathematical skills and language

The last part is about suggested approaches

(a) BICS- basic interpersonal communication skills

(b) CALP- cognitive/academic language proficiency

(c) CLIL- content and language integrated learning

Teachers need to encourage creative thinking and problem solving by the way in which you facilitate learning in the class. Students need to think. Students need to think through ideas. Students need to think up ideas. They do all of this best if they think together with others.

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