【 “沉舟侧畔千帆过，病树前头万木春”。在春来之时，万科双语学校以5天的“思维导学”卓越教师特训营作为新学期的开始。每一位期待发展、追求卓越的万双老师，以培训为途径，接受观念的洗礼、思想的碰撞、方法的重建、工具的革新，成就自我的睿智成长。 】

【 A thousand sails pass by the side of a sunken ship; ten thousand flowers bloom before the stricken tree.At the beginning of spring, Vanke Bilingual School started the new semester with a five-day "Mind Guidance" Outstanding Teacher Training Camp. Every VBS teacher who looks forward to development and pursues excellence takes training as a way to accept the baptism of ideas, the collision of ideas, the reconstruction of methods, and the innovation of tools, so as to achieve their own wisdom growth.

【校长致辞】让成长型思维模式落地生根

【Message from the Principal】Let the growth mindset take root

特训营开营仪式，杨帆校长指出，成长型思维模式是万双办学校、做教育的核心思想之一，教育工作者要相信只要付出努力且学习勤奋，所有学生都能证明自己的显著成长，因此所有学生都应该得到挑战的机会。希望全校教师认真学习“思维导学”，转变教育教学理念和教育教学行为，进一步落实差异性、回应式的因材施教的课堂，让学生经历真实的学习，让成长型思维模式在万双落地生根，充分激发学生学习的内驱力，更好地达成“学力卓越”目标。

At the opening ceremony of the special training camp, Principal Yang Fan pointed out that the growth mindset is one of the core ideas of VBS, and educators should believe that as long as they put in hard work and study diligently, all students can prove their significant growth, so all students should be given the opportunity to challenge. It is hoped that all teachers in the school will study "mind guidance" hard, change education and teaching concepts and education and teaching behaviors, further implement differentiated and responsive teaching according to aptitude classrooms, let students experience real learning, let the growth mindset take root in VBS, fully stimulate students' internal drive to learn, and better achieve the goal of "academic excellence".

【教师培训】“思维导学”卓越教师特训营开营

【Teacher Training】"Mind Guidance" Outstanding Teacher Training Camp opened

【学习力是把知识资源转化为知识资本的能力，包含学习动力、学习毅力、学习能力，新时代的卓越教师，如何通过提升自身的学习力，进一步深化教育教学改革，从而促进学生思维力、学习力的全面提升？这就要求教师构建适于批判性思维提升、创新力培养的课堂文化场域，让课堂学习能够超越既定的知识和已知的学习，带来全局性的、有生命力的理解，让学习真正的生成且有创造。】

【Learning ability is the ability to transform knowledge resources into knowledge capital, including learning motivation, learning perseverance, and learning ability, how can excellent teachers in the new era further deepen the reform of education and teaching by improving their own learning ability, so as to promote the overall improvement of students' thinking and learning ability? This requires teachers to build a classroom culture field suitable for the improvement of critical thinking and the cultivation of innovation, so that classroom learning can go beyond established knowledge and known learning, bring a holistic and vital understanding, and make learning truly generative and creative.】

1月30日至2月3日，万科双语学校特邀清华大学附属中学原校长助理房超平、西安市灞桥区东城一小党支部书记（原校长）吴金华为全体教师开展为期5天的“思维导学”卓越教师特训营。

From January 30th to February 3rd, VBS specially invited Fang Chaoping, former assistant of the principal of the Affiliated Middle School of Tsinghua University, and Wu Jinhua, the Party branch secretary (former principal) of Dongcheng Primary School, Baqiao District, Xi'an City,to carry out a five-day "Mind(Thinking) Guidance" Excellent Teacher Training Camp for all teachers.

●培训内容

●Training content

教育在复杂的时代和未来发展中迫切需要变革。万科双语学校一直走在变革的路上，以成长型思维模式为信念体系，以“学生”为学习的中心而设计教学，以自主、合作、探究的学习方式为组织形式，以“差异性”、“回应式”、“因材施教”三个核心理念指导教学，促进了师生的卓越成长。

Education is in dire need of change in complex times and future developments. Vanke Bilingual School has been on the road of change, with a growth mindset as the belief system, "students" as the center of learning to design teaching, an independent, cooperative and inquiry-based learning style as the organizational form, and three core concepts of "differentiation", "response" and "teaching according to aptitude" to guide teaching, which has promoted the excellent growth of teachers and students.

“思维导学”卓越教师特训营以变革力和学习力为核心，以“思维导学”教学设计与实施和学习方式变革课程体系为基础，通过5天的集中引导式、交互式、体验式培训，现场互动，让更多教师掌握思维导学的基本内容和操作体系，培养卓越教师，提升教师学习力和课堂领导力。

With change and learning as the core, and based on the curriculum system of "Mind Guidance" teaching design and implementation and learning style reform, the "Mind Guidance" Outstanding Teacher Training Camp allows more teachers to master the basic content and operation system of Mind Guidance through 5 days of centralized guided, interactive and experiential training and on-site interaction, cultivate excellent teachers, and improve teachers' learning ability and classroom leadership.

培训过程中，全校170多位教师积极投入，在明确了培训的目标、规则、合作学习的意义后，创建了10多个学习型小组。

During the training process, more than 170 teachers in the school actively participated, and after clarifying the training objectives, rules and the meaning of cooperative learning, more than 10 learning groups were created.

老师们围绕思维导图、ORID焦点讨论法的应用、激励语言模型、学习目标设计、关键问题凝练等十二个模块，进行深度预学、讨论、展讲、质疑、评价等活动。通过学习目标导航、路径导引和问题导向，掌握提高学生学习力的操作方法。

Teachers conducted in-depth pre-study, discussion, presentation, questioning, evaluation and other activities around 12 modules, including mind mapping, application of ORID focus discussion method, motivational language model, learning goal design, and condensation of key issues. Through learning goal navigation, path guidance and problem orientation, master the operation methods to improve students' learning ability.

培训课程紧凑，每天，老师们高质量、有效的预习，任务驱动，同伴互助，团队评价，合作竞争，组间指导，共同进步。老师们在培训的过程中聚焦思维力第一和学习力第一，为课堂的变革全力以赴，时刻保持紧张又兴奋、高度集中又充满期待的状态。

The training courses are intense, every day, teachers high-quality, effective preview, task-driven, peer support, team evaluation, cooperative competition, inter-group guidance, and common progress. In the process of training, teachers focus on thinking and learning first, go all out for the transformation of the classroom, and always maintain a state of tension and excitement, high concentration and full of expectation.

在台上展讲的老师条理清晰地阐述了创作的思路和过程，台下的老师们认真倾听、积极思考、参与团队讨论，及时回答并进行质疑和评价。

The teachers who spoke on stage clearly explained the ideas and process of creation, and the teachers in the audience listened carefully, thought positively, participated in team discussions, answered questions and evaluated in a timely manner.

5天的培训，以引导式、交互式、体验式的方式进行，老师们站在学生视角，在“思维导学”方法和策略的帮助下，进行了体验式的主动学习。教师产生了强大的学习动力，获得了美好的学习体验，加持了坚定的学习意志，渐入了独立学习的良性循环。老师们在变革教学设计、变革教学形式、激活思维、提升课堂领导力和效率等方面进行了探索和学习；在变革学习方式，激发学习动机，丰富学习体验，增强学习意志等方面进行了尝试。探索、学习、尝试，围绕着“变”与“精”，最终的指向是减负增效，发展万双学子的思维力、学习力，让孩子站在未来中央。

The 5-day training was conducted in a guided, interactive, and experiential manner, and teachers conducted experiential active learning from the perspective of students and with the help of "mind guidance" methods and strategies. Teachers have generated strong motivation to learn, gained a wonderful learning experience, blessed with a firm will to learn, and gradually entered a virtuous circle of independent learning. Teachers explored and learned in transforming instructional design, transforming teaching forms, activating thinking, and improving classroom leadership and efficiency. Attempts have been made to change the way of learning, stimulate learning motivation, enrich learning experience, and enhance the will to learn. Exploration, learning, trying, around "change" and "refinement", the ultimate direction is to reduce the burden and increase efficiency, develop the thinking and learning ability of tens of thousands of pairs of students, and let children stand in the center of the future.

培训结束后，思维导图、焦点讨论法、激励语言模型等方法和目标、路径、问题、学习方式、评价等“思维导学”课程模块已被深深内化。在不断的提取、梳理、展示、交流、质疑和巩固中，教师自身的内驱力、学习力、思维力不断增强。培训中，老师们的表现欲被调动，情不自禁地流淌在学习过程中，奔泻迸发。

After the training, methods such as mind mapping, focus discussion method, motivational language model and other methods and "mind guidance" course modules such as goals, paths, problems, learning styles, and evaluations have been deeply internalized. In the continuous extraction, sorting, display, communication, questioning and consolidation, teachers' own internal drive, learning ability and thinking ability continue to increase. During the training, the teachers' desire to perform was mobilized, and they couldn't help but flow in the learning process.

本次培训的“思维导学”以自主合作探究为基本途径，以目标导航、路径导引、问题导学为核心要素，以整体学习、关联学习、创造学习、对话学习、选择学习为主要学习方式，为成长型思维模式的落地生根，为差异性、回应式的因材施教的高效课堂，补充了理论依据、工具支架、实现途径和评价要素。培训虽已结束，但老师们纷纷表示，一切才刚刚开始，以后的工作中会将这此次培训所得呈现于一节一节的“差异性、回应式的因材施教的课堂“中 ，用创造预见孩子们美好的未来。

The "Mind Guidance" of this training takes independent cooperative inquiry as the basic approach, goal navigation, path guidance, and problem guidance as the core elements, and holistic learning, associative learning, creative learning, dialogue learning, and choice learning as the main learning methods, supplementing the theoretical basis, tool support, implementation path, and evaluation elements for the implementation of the growth mindset and the efficient classroom of differentiated and responsive teaching according to aptitude. Although the training has ended, the teachers have said that everything has just begun, and in the future work, the results of this training will be presented in the "differentiated and responsive teaching classes" section by section, so as to create a bright future for the children.

 【新学期，新征程，深圳万科双语学校精心打造“思维导学”卓越教师特训营，进一步推动万双教师教育教学理念和教育教学行为的变革，以成长型思维构建更加适合学生成长的教育，倾力打造差异性、回应式的因材施教的课堂，让孩子更好地站在未来中央。】

【In the new semester, new journey, Shenzhen Vanke Bilingual School carefully built the "Mind Guidance" excellent teacher training camp, further promoted the reform of VBS teachers’ education and teaching philosophy, education and teaching behavior, built an education more suitable for students' growth with a growth mindset, and strived to create a differentiated and responsive classroom based on aptitude, so that children can better stand in the center of the future. 】

●导师简介

房超平，思维导学倡导者，清华大学附属中学原校长助理，教育发展战略学会教师发展专业委员会副秘书长，教育科学出版社思维导学首席专家，中国教师报特聘专家，陕西师范大学教育硕士合作导师，深圳大学教育硕士导师。曾先后在深圳中学、深圳高级中学任职，原深圳南山区教科所副所长，深圳大学城丽湖实验学校校长。

吴金华，西安市灞桥区东城一小党支部书记（原校长），陕西省名师专业委员会委员，西安市专家库成员，西安市督学，陕西师大研究生校外导师，《西部教育》编委。

【附教师培训心得】

丁莹老师：重新再当一次热血澎湃的学生

从来没有想过能重新再当一次热血澎湃的学生。这次培训相当烧脑，每个老师每天几乎都沉浸在高强度的学习之中，课堂上大家发言热烈、团结一致、分工明确。展讲一次比一次精彩，思维导图也一次比一次清晰。感谢万双总能点燃每个人内心的小火苗，不仅点燃孩子们，也点燃了我们老师。

谢冬梅老师：对思维导学的认识和运用有了质的提升

本次培训，老师们以学生的身份来学习 “思维导学”的理念和方法，形式新颖。老师们在引导、交互和体验式学习过程，进一步理解了房超平校长在书中提及的观点，能运用“目标导航、路径指引、问题导向”的原则来设计教学过程。通过此次培训，老师们从刚开始创建小组时的胆怯、拘谨到后来的争着分享、展示、点评，从第一次画思维导图只注重形式而忽视内容到后来的形式和内容的完美结合，并能用思维导图的形式将创建小组、思维导图、ORID（焦点呈现法）和思维导学的理念和方法一一呈现出来，对思维导学的认识和运用有了质的提升，大家收获满满！感谢学校为老师们提供这种有意义的培训，帮助老师们快速成长。这是给老师们最好的福利！

王月老师：获得了美好的学习体验

5天的培训，我收获最大的是学习方式。以引导式、交互式、体验式进行培训学习，换位学生视角，在“思维导学”方法和策略的帮助下，我们进行了主动学习，产生了强大的学习动力，获得了美好的学习体验，加持了坚定的学习意志，渐入了独立学习的良性循环。

黄德明老师：每天的培训都让我受益匪浅

5天的培训，十分充实。我们从刚开始的拘谨、收敛慢慢地磨合成活力、配合默契的团队。

翻看我们这几天培训一起制作的9张思维导图，从刚开始随意布局到最后一张创意满满、布局合理、色彩统一、层次分明，能看出我们在一点一点的进步，也见证了自己的奋力拼搏。每张思维导图上的一笔一划，都经过了我们的深思熟虑甚至激烈讨论，这是我们对学习的态度，也是希望能言传身教给学生的态度。

这几天的小组培训，一方面让我明白了团队的力量真的是无穷的，正如房校的书中所说的相信的力量，我们不仅要相信学生，也要相信自己，相信自己一定会变得越来越好。另一方面，通过积极展演，感觉自己也变得更自信了，正所谓“近朱者赤，近墨者黑”，在优秀的组员身边待久了，感觉自己也提高了很多，更勇敢了，更愿意积极思考了。

作为一名语文教师，每天的培训内容都让我受益匪浅，但最让我个人印象深刻的还是激励语言模型。当然，公式永远达不到万能的，但积极处理问题的方式却是万能的，只要我们努力去寻找，相信我们也能像“神仙”一样无所不能。

撰稿人：陈艳萍、成宁、江泮、王月

编辑/图片 燕子

翻译/魏素敏 周金凤