万双网讯 梅沙教育深圳万科双语学校2023-2024学年第二学期的班主任成长帮帮团PBL项目成果汇报于6月24日和7月1日在小剧场举行。这不仅是一场智慧的盛宴，更是一次教育理念的深刻碰撞与交融。

The results presentation of the Vanke Bilingual School's Homeroom Teachers’ Growth Support Group PBL Project for the second semester of the 2023-2024 academic year was held in the theater on June 24 and July 1. This event is not only a feast of wisdom but also a profound collision and integration of educational philosophies.

本学期全校班主任和生活老师共同参与，分成15个小组，以PBL为引领，经过项目启动、人员分组、问题提出、完成逆向规划表、开展研究和成果汇报环节，深入探索学生教育与班级管理的真实问题，小组合作交流共同书写了一段教育的新篇章。

This semester, all homeroom teachers and life instructors from the entire school participated, forming 15 groups led by the PBL approach. Through stages including project initiation, personnel grouping, problem identification, completion of reverse planning forms, conducting research, and presenting results, they deeply explored real issues in student education and class management. Collaborative group exchanges collectively penned a new chapter in education.

首先亮相的是《路队拖拉PBL》研究小组，他们聚焦小学低年级学生路队拖拉的问题，精心制定了路队规则、奖惩制度，并利用儿歌等措施引导学生进行自我管理，为化解这一难题提供了思路。

The first was the "PBL on Procrastination in Line Formation" research group. They focused on the issue of younger elementary students dragging their feet in line formations. The group meticulously developed rules for lining up, a reward and punishment system, and used nursery rhymes and other measures to guide students in self-management, providing insights into resolving this challenge.

紧随其后的是《小学生浮躁行为及教育策略》研究小组，他们针对学生浮躁行为进行了细致的分析，并通过绘制思维导图的方式提出了从学校教育到家庭教育的全方位改进建议。这些建议犹如一盏盏明灯，照亮了学生心灵成长之路，引领他们走向稳定与和谐。

Following them was the "Elementary Students' Restless Behavior and Educational Strategies" research group. They conducted detailed analyses of students' restless behaviors and proposed comprehensive improvement suggestions, from school education to family education, using mind maps. These suggestions acted as illuminating lamps, lighting the path for students' emotional growth and guiding them towards stability and harmony.

有两个小组聚焦了《无规则意识学生的教育问题》的研究。他们分别从小学低段学生和初中阶段学生的特点展开，从行为成因、指导方法、教师注意事项等多个角度进行了全面探讨。他们提出了包括群体讨论、学生自治、教师引导等行之有效的落地方案，为改善学生规则意识提供了新思路，让教育更具人文关怀与实效性。

Two groups focused on the "Educational Issues of Students Without a Sense of Rules." They explored the characteristics of younger elementary students and middle school students respectively, discussing the causes of behavior, guidance methods, and points for teachers to consider from multiple angles. They proposed practical solutions such as group discussions, student autonomy, and teacher guidance, offering new ideas to improve students' sense of rules. This made education more humane and effective.

《如何与家长进行有效沟通》PBL研究小组展现了卓越的沟通技巧。他们识别了粗暴型、智慧型、溺爱型、放任型四种不同的家长类型，并针对不同类型提出了教师在沟通时经常碰到的“如何分享”和“分享什么”两个难题的具体实施方案。这些策略不仅加强了家校联系，也为孩子们的成长营造了更为和谐的环境。

The "How to Communicate Effectively with Parents" PBL research group showcased excellent communication skills. They identified four different types of parents: aggressive, wise, overindulgent, and permissive, and proposed specific implementation plans to address the common challenges teachers face when sharing information ("how to share" and "what to share") with each type. These strategies not only strengthened the connection between home and school but also created a more harmonious environment for the children's growth.

《特别关注个别专注力差、过度活泼的学生》PBL研究小组，他们从生理、心理、环境三个角度深入分析了这些学生面临的问题，并结合儿童认知发展阶段、气质类型理论及情绪与社会性发展理论，提出了因材施教的个性化教育方案，家校共育，为这些特殊学生点亮了前行的灯塔。

The "Special Attention to Students with Poor Concentration and Overactive Behavior" PBL research group analyzed the issues faced by these students from physiological, psychological, and environmental perspectives. Combining theories of child cognitive development, temperament types, and emotional and social development, they proposed personalized educational plans tailored to individual needs, involving both home and school. This illuminated a guiding light for the progress of these special students.

《如何改变“犟”学生》PBL研究小组，从成因与引导两个方面进行了深入研究。他们在深入研究了多个复杂案例的基础上提出了建立良好的沟通、设置界限和规则、提供积极反馈和奖励等一系列建议。这些策略旨在帮助学生克服性格上的障碍，培养他们的社会适应能力。

The "How to Change 'Stubborn' Students" PBL research group conducted an in-depth study from both causative and guidance aspects. After thoroughly examining several complex cases, they suggested establishing good communication, setting boundaries and rules, and providing positive feedback and rewards. These strategies aim to help students overcome personality obstacles and foster their social adaptability.

《正确引导班级负能量小团体》PBL研究小组，通过案例解读了“小团体”的定义，并深入分析了其产生的原因。他们为班主任提供了具体的工作路径方法，旨在帮助班主任正确引导“小团体”，维护班级和谐与稳定。

The "Correctly Guiding Small Negative Groups in Class" PBL research group interpreted the definition of "small groups" through case studies and deeply analyzed their causes. They provided specific methods for homeroom teachers to correctly guide these small groups, aiming to maintain class harmony and stability.

《如何建立有效的班级管理机制》PBL研究小组从课堂常规管理、学科教学管理、生活教育管理三个方面提出了具体可行的方案。这些方案细致、操作性强，为班主任提供了宝贵的参考与借鉴。

The "How to Establish an Effective Class Management Mechanism" PBL research group proposed concrete and feasible plans from three aspects: classroom routine management, subject teaching management, and life education management. These detailed and practical plans offered valuable references for homeroom teachers.

有两个小组聚焦于《情绪问题管理》的PBL研究。他们就学生常见的各类情绪问题进行了深入探讨，分析原因并提出解决方案，案例分享的方式有利于帮助班主任更好地应对学生情绪问题，促进学生心理健康发展，助力班主任成为学生心灵的守护者。

Two groups focused on the "Management of Emotional Issues" PBL research. They conducted in-depth discussions on various common emotional issues among students, analyzing the causes and proposing solutions. The case-sharing approach helps homeroom teachers better address students' emotional problems, promoting their psychological health and assisting homeroom teachers in becoming guardians of students' inner well-being.

《家校联动构建育人共同体》PBL研究小组从研究溯源、调研和知识储备、方案形成三个方面进行了深入探索。他们提供了与家长沟通的专业指导方案，呼吁家校同心、携手同行，共同为孩子们创造一个更加美好的成长环境。

The "Home-School Collaboration to Build an Educative Community" PBL research group explored in-depth from three perspectives: research origin, investigation and knowledge storage, and solution formation. They provided professional guidance plans for communicating with parents, calling for home and school to work together hand in hand, creating a better growth environment for the children.

《青春期心理健康》PBL研究小组从青春期学生恋爱和追星两个难题入手，提出了具体的干预建议。这些建议旨在帮助学生树立正确的价值观与人生观，促进他们健康成长。

The "Adolescent Mental Health" PBL research group tackled the two challenging issues of teenage romantic relationships and fandom, proposing specific intervention suggestions. These recommendations aim to help students establish correct values and life views, promoting their healthy growth.

《班主任与生活老师的工作压力问题》研究小组通过问卷调查的方式找出了压力源，并提出了具体的缓解压力方法。这些建议包括时间管理、自我调适、寻求支持、放松身心等，旨在帮助教师们缓解工作压力，提升工作效率。

The "Work Stress of Homeroom Teachers and Life Instructors" research group identified sources of stress through surveys and proposed concrete methods for alleviating stress. These suggestions include time management, self-adjustment, seeking support, and relaxation techniques, aiming to help teachers relieve work pressure and improve efficiency.

《学习有困难和生活自理能力弱的学生》研究小组分别聚焦了“学习遇到困难的孩子”和“自理能力弱的孩子”的两类学生，提出了分层教学、赞美鼓励、课程设计、实践活动等具体措施。这些措施不仅帮助学生克服困难，更激发了他们的潜能与热情，让他们在成长的道路上更加自信与坚定。

The "Students with Learning Difficulties and Weak Self-Care Abilities" research group focused on two types of students: those encountering learning difficulties and those with weak self-care abilities. They proposed specific measures such as differentiated instruction, praise and encouragement, course design, and practical activities. These measures not only help students overcome difficulties but also stimulate their potential and enthusiasm, making them more confident and determined on their growth journey.

在行动中学习，在学习中实践。本学期的班主任成长帮帮团聚焦老师们在教育教学和班级管理中遇到的真实问题，以调查研究、学习讨论等方式，自主探寻答案。老师们在相互学习、交流探讨中碰撞思想、启迪智慧，共同为提升班主任老师的教育教学以及班级管理能力做出了贡献。我们相信，在未来的日子里，这些智慧与经验将如同种子一般生根发芽，在教育的沃土上绽放出绚烂的花朵。

Learning through action and practicing through learning. This semester, the Homeroom Teachers' Growth Support Group focused on the real problems encountered by teachers in education, teaching, and class management, exploring answers through investigation, research, and discussion. Through mutual learning and exchange, teachers sparked ideas and wisdom, contributing collectively to enhancing the educational and class management capabilities of homeroom teachers. We believe that in the days to come, this wisdom and experience will take root and flourish like seeds, blooming brilliantly in the fertile soil of education.

撰稿/ 赵雪

翻译/ 唐华琳 周金凤