万双网讯  为运用成长型思维教学，关注学生差异，回应学生需求，让每位学生在课堂上都有最大程度的提高，4月2日下午，万科双语学校6-9学段差异化、回应式课堂教学研讨会在二楼实验室召开，杨帆校长、林红英校长助理、郑世英校长助理、吴珂副主任、吴萍副主任、小学英语组长李宏宇、语文组长李晓燕及6-9学段全体教师参与了研讨会。

VBS News Net: To use growth mindset teaching, pay attention to students' differences, and respond to their needs, VBS differentiated and responsive teaching seminar for Years 6 to 9 was held in the second-floor laboratory on April 2. Principal Yang, Assistant Principal Ms. Lin, Assistant Principal Ms. Zheng, Deputy Director Mr. Wu Ke, Deputy Director Ms. Wu Ping, Primary School English Team Leader Ms. Li Hongyu, Chinese Team Leader Ms. Li Xiaoyan, and all teachers of Years 6 to 9 participated in the seminar.

林红英校长助理详细解读了《万科双语学校6-9学段实施差异化、回应式课堂教学工作方案》。她指出，差异化、回应式课堂遵循自主学习、合作交流、深度学习、因材施教等原则，充分发挥学习小组的作用，学生在课堂中充分学习、充分展示、充分质疑、深度拓展。教师要在课堂中培养学生的创造力、批判性思维、交流能力、合作能力等四种关键能力，并且学生在积极、愉悦的状态下自主学习。同时，她对差异化、回应式课堂的基本步骤做了讲解。

Assistant Principal Ms. Lin explained the work plan for implementing differentiated and responsive classes teaching in Years 6 to 9. She pointed out that differentiated and responsive classes should follow independent learning principles and teach students by their aptitude. Students can fully learn, demonstrate, question, and develop in-depth in the classes. Teachers should cultivate students' creativity, critical thinking, communication skills, and cooperation skills in the school, and students should learn independently in a positive and joyful environment. At the same time, she explained the basic steps of a differentiated and responsive class.

语文、数学、英语、物理、化学、生物、地理、历史、道法共九门学科教师代表分别分享了实施差异化、回应式课堂教学的实践与探索。

Teacher representatives of nine subjects, including Chinese, Mathematics, English, Physics, Chemistry, Biology, Geography, History, and Morality and Law, shared the practice and exploration of implementing differentiated and responsive classes teaching.

语文：高鹏博——《土地的誓言》 

Chinese: Gao Pengbo, The Oath of the Land

高鹏博老师强调语文是一门基础性、工具性的学科，其独特性在于自身所具备的思想性和人文性，地方性和区域性，并以《土地的誓言》为例，阐述差异化、回应式课堂的实践应用，采取小组合作、师徒携手的模式，深入探讨“九一八”背景下，东北沦陷的切肤之痛，感受这片土地人民的挚痛热爱为何久久难息。针对不同梯度的问题达成“先学后讲”，真正做到“尊重学生主体性”。

Ms. Gao Pengbo emphasized that Chinese is a fundamental and instrumental subject. Its uniqueness lies in its own ideological, humanistic, local, and regional characteristics. She took The Oath of the Land as an example of differentiated and responsive classes' practical application. With group cooperation and masters-apprentices mode, truly respecting students' subjectivity, she let students deeply feel the pain of the Northeast's fall under the background of the Mukden Incident.

数学：张业辉——《分式的乘除法》 

Mathematics: Mr. Zhang Yehui, Multiplication and Division of Fractions

张业辉老师表示：在差异化、回应式、“因材施教”的课堂打造中，老师要充分关注学生的个体独特性，关注学生与学生之间的基础、理解能力和应用能力的差异，在教学设计上要更加全面，照顾每一个层次的学生，真正实现让每一个学生都可以学有所获。

Mr. Zhang Yehui said that in differentiated and responsive classes, teaching students by their aptitude, teachers should fully pay attention to students' uniqueness, pay attention to differences in the foundation, understanding, and application abilities between students. We must be more comprehensive, take care of students at every level, and truly realize that every student can learn and earn.

英语：于兵——英语泛读课 

English: Yu Bing, English Extensive Reading class

于兵老师指出：“在《可见的学习与思维教学》为蓝本的基础上，结合本校的校本特色，先行试验，总结出“导入-预习/预评估—讨论-展示-巩固/加餐-再展示-小测”课堂模式，且在此基础上，实行“组内异质，组外同质”的分组方式，充分调动小组学习的积极性，让学生在明确各自目标前提下，不断夯实基础，提高英语学习力。

Mr. Yu Bing pointed out that based on the book, Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools, combined with VBS characteristics, we could use the mode of 'Introduction-Preview and Pre-evaluation-Discussion-Display-Consolidation / Extra learning-Demonstration-Quiz.' Then we can fully mobilize students' initiative of group learning so that they can continue to lay a solid foundation and improve their English learning ability.

历史：赵勇——《香港和澳门回归祖国》 

History: Ms. Zhao Yong, The Return of Hong Kong and Macau to the Motherland

赵勇老师在本次发言中谈到：要切实落实历史学科核心素养的要求，结合历史学科的特点与内容，展现历史学科的特色授课模式。历史是一门背景性极强的学科，这对于刚步入初中，第一次系统学习历史学科的孩子而言，是一个不小的挑战。历史老师要在大背景统筹之下，根据学生现阶段的学习能力设置特色课程。通过课内的短时高效背诵夯实基础，并通过相应程度的加餐实现不同层次学生的提高。并以港澳回归为例，生动地展示了孩子们在新型课堂模式之下，对于港澳的问题由来及其回归意义自我阐释，伴随着《七子之歌》，孩子们更加明白“家国情怀”的意义所在。

 Ms. Zhao Yong said, 'it is necessary to effectively implement subject's core literacy requirements and combine its characteristics and content. It is a big challenge for children who have just entered junior high school to study history systematically for the first time. The history teacher should set up unique courses based on the students' current learning ability and consolidate their foundation through short-term and efficient recitation in class.' Taking Hong Kong and Macao's return as an example, it vividly demonstrated the children's explanation of Hong Kong and Macao's return under the new class model. With The Macau Song, the children have a better understanding of patriotism.

道德与法治：杨亚琪——《依法行使权利》 

Morality and Law: Yang Yaqi, Exercising Rights According to Law

杨亚琪老师结合学科特色增加了——“时政播报”环节，提高学生热情的同时，自然导入新课，让学生在社会实例中加深对“合法权利”的认知，掌握本课的重要知识点，让知识真正的“活起来”。

Ms. Yang Yaqi added the News Broadcasting part based on the subject's characteristics. While raising students' passion, she naturally started new courses to deepen their understanding of legal rights so that students could learn key knowledge of this course.

物理：曹琛康——《浮力》 

Physics: Mr. Cao Chenkang, Buoyancy

物理原理可能是枯燥的，但曹琛康老师的“循环式”环环相扣课堂却是十分有趣的。故事导入极大提高了学生入课的趣味性，降低了与物理学科的隔阂感；乒乓球演示实验让学生们由被动到主动，自发探究“浮力”成因；小组合作让学生们在高涨的学习氛围中解锁“浮力”奥秘。

Physics principles may be boring, but Mr. Cao Chenkang's interlocking class is interesting. The introduction greatly enhances the interest of students and reduces their isolation with physics. The table tennis demonstration experiment allows students to explore the causes of buoyancy. Group cooperation enabled students to unlock the mystery of buoyancy.

化学：郭华军——《空气和氧气》 

Chemistry: Guo Huajun, Air and Oxygen

郭华军老师表示：“一个班级中，学生的学习能力和程度是参差不齐的，但是这并不影响差异化、回应式课堂的实施，而要真正落这一教学模式重点在于让学生‘有活干’，不论是哪一个程度的学生，都必须有相应程度的习题与之匹配，因此老师在上课前一定要做好充分的准备，积极响应学生的差异化诉求。“

Mr. Guo Huajun said that students' learning abilities and levels were uneven in a class, but this did not affect differentiated and responsive classes. This teaching model focused on letting students of every level have the corresponding exercises to do. The teacher must be fully prepared before class and actively respond to the students' differentiated demands.

生物：陈佳敏——《流动的组织——血液》 

Biology: Chen Jiamin, Flowing Tissue-Blood

陈佳敏老师指出在构建差异化、回应式课堂中，要注意差异中的平衡性，绝不能顾此而失彼。因此在以《流动的组织——血液》这一课为例时，陈老师从基础的血液分层图入手，由易而难，层层推进，小组合作，互帮互带，认识与自身息息相关的组织——血液。

Ms. Chen Jiamin pointed out that we must pay attention to balancing differences in constructing a differentiated and responsive class. Therefore, in the lesson of Flowing Tissue-Blood, Ms. Chen started with the basic blood stratification diagram, from easy to complex, which helped students understanding blood.

地理：雷水莲——《台湾地理环境与经济发展》 

Geography: Lei Shuilian, The Geographical Environment and Economic Development of Taiwan Province

雷水莲老师以“台湾凤梨”导入新课，激发学生的学习兴趣。通过小组合作解决问题，并且进行知识迁移，由“台湾凤梨”事件对台湾经济的影响来分析台湾的各个产业，通过“台积电”的介绍加深学生对台湾工业的认识。在最后的知识巩固和能力提升部分分层次进行，对学生的差异进行回应。

Ms. Lei Shuilian introduced a new class with Taiwan Pineapple to stimulate students' interest in learning. She used the Taiwan Pineapple incident's impact on Taiwan's economy to analyze various industries in Taiwan. The introduction of TSMC deepens students' understanding of Taiwan's industry.

各学科组随后分组进行了讨论，并对实施中的基本步骤进行了完善。

The subject groups then discussed and improved the basic steps in the implementation.

杨帆校长对本次活动进行了总结，赞扬老师们的实践与探索很有意义，达成了1.0版目标。她指出：“ ‘差异化、回应式’ 是并列关系，回应并不只是对学生提问的简单回答，而是对于学生差异化的深层解读。相信所有的孩子付出努力、坚持不懈、受到激励都能成功，这是思维模式的核心思想。这一思想的核心在于——教育的本质是关注人，让孩子都跟上，有卓越的发展，进而让所有因学校而产生直接关联的人（师生、家长）建立成长型思维模式。教师要做好理论与方法的充分准备，通过全面调动学生内驱力、高水平教育教学、家校良好合作全面提高学生学习成绩，促进学生全面发展。”杨校长高屋建瓴的发言，深化了教师对于“差异化、回应式”课堂的认知，为老师们在摸索前进的路途上指引了方向。最后，杨校长深切地感慨：“如果老师没有准备好，一切都是零！我时常在想，一个老师何时才算是真正的成熟？我想在万双，给出了答案——年轻教师必将在万双的教育理念的裹挟之下，随着潮流推行前进。”她的声音柔和而坚定，在座的每一位老师无不为之而动容。

At the end of the seminar, Principal Yang summarized and praised the teachers for their practice and exploration, which was very meaningful. She pointed out that differentiation and responsiveness had a parallel relationship. The response was not just a simple answer to students' questions but a deep interpretation of students' differentiation. She believed that all children could succeed by working hard, persevering, and being motivated, which was the core idea of the growth mindset. The essence of education is to focus on people. We should have every student keep up with outstanding development and then let all the people directly related to the school (teachers, students, parents) establish a growth mindset. Teachers must fully prepare theories and methods,  comprehensively mobilize students' internal drive with high-level teaching and good home-school cooperation, improve students' academic performance and promote students' all-round development. Principal Yang's speech deepened teachers' understanding of differentiated and responsive classes and guided them on the way forward. Finally, Principal Yang said, 'Young teachers must work under the coercion of VBS's educational philosophy, moving forward with the trend.' Her voice was soft and firm, and every teacher present was moved by it.

会议结束后，每门学科将展示一节差异化、回应式课堂研讨课，教研组长将组织组员根据课堂观察表评价优化课堂教学过程，并在组内推广优化后的差异化、回应式课堂教学。本学期还将举行教学大赛，以赛促教，全面提升教师教学水平。

After the seminar, each subject will have a differentiated and responsive class. The teaching and research team leader will organize the team members to evaluate and optimize the teaching process according to the class observation and promote the group's optimized class. They will also hold a teaching competition this semester to improve teachers' teaching levels.

本次活动对于教师深入理解“差异化、回应式”课堂，并将此课程模式贯彻于常规课堂之中具有重要意义。万科双语学语学校秉承“为未知而教，为未来而学”的办学理念，依据小班制特色，开创新型“差异化、回应式”课堂，全面激发学生学习的内驱力，使之成为敢于创造美好未来的中国公民。

This seminar is of great significance for teachers to deeply understand differentiated and responsive classes and implement this curriculum model in regular classes. VBS adheres to the philosophy of 'Teach for the unknown, study for the future.' The small class system creates a new type of differentiated and responsive classes to stimulate students' internal drive to learn and make them have the courage to create a better future.

撰稿/高鹏博

编辑/图片 燕子

翻译/晓冬

Written by Gao Pengbo

Editor & Photographer: Linda

Translated by Reny Huang