万双网讯  为系统提升班主任团队的育人能力，精准破解班级管理中的真实困境，凝聚家校协同育人合力，万科双语学校于10月13日与27日成功举办第43、44期“班主任成长帮帮团”活动。本期活动以“破局赋能——班级管理案例深度研讨”为主题，班主任与生活教师齐聚一堂，围绕应急事务专项培训、案例深度研讨与优秀案例分享展示三大板块展开，共同探索兼具前瞻视野与实操效能的“方法论”与“工具箱”。

To systematically enhance the homeroom teachers’educational capabilities, precisely address challenges in classroom management, and strengthen collaboration among families, schools, and the community, Vanke Bilingual School held the 43rd and 44th sessions of the "Homeroom Teacher Growth Support Group" on October 13th and 27th. The event brought together homeroom and life teachers for specialized emergency training, deep case analysis, and exemplary case sharing. Together, they explored forward-looking and practical “methodologies” and “toolkits” for effective education.

一、 应急培训：筑牢校园安全防线，树立“生命至上”准则

I. Emergency Training: Prioritizing Safety with a “Life First” Protocol

活动伊始，行政中心安全主管张昆开展了校园应急事务专项培训。培训以“预防为先、处置有序、责任到人”的原则，聚焦食品安全与意外伤害两大关键场景，通过明确事件等级、细化联动流程、规范沟通话术，构建起一套标准化的安全响应机制。本次培训不仅强化了教师“安全无小事”的责任意识，更将制度转化为可操作的行动指南，为校园安全筑起坚实防线。

The event commenced with a specialized emergency training session led by Zhang Kun, Safety Director of the Administrative Center. Guided by the principle of “Prevention First, an Orderly Response, and Clear Accountability,” the training focused on two critical areas: food safety and accidental injuries. By defining each incident’s severity levels, streamlining coordination protocols, and standardizing communication, a comprehensive safety response framework was established. This session not only reinforced the “safety first” mindset with teachers but also translated policies into actionable plans, fortifying our campus safety net.

二、 案例研讨：以专业流程，共探教育本质

II. Case Study Workshop: Unpacking the Core of Education

案例研讨环节采用“世界咖啡”小组研讨模式，引导教师围绕四大典型教育案例，遵循“澄清问题—诊断根源—共创策略—评估精炼” 的科学流程展开深度教研。

The case study segment employed the “World Cafe” discussion model, where teacher groups delved into four typical educational scenarios. They all followed a structured, professional process: Problem Clarification--Root Cause Analysis--Strategy Co-creation--Solution Refinement.

各小组从学生心理、家庭系统、同伴关系等多维度切入，精准定位核心矛盾，并构建出涵盖 “短期干预、中期调理、长期建设” 的分层解决方案。现场思维激荡，研讨氛围热烈，实现了从“经验分享”到“策略共创”的升级。

Each group analyzed the cases from multiple perspectives, including student psychology, family dynamics, and peer relationships, to identify the core issues. They then developed multi-tiered intervention plans encompassing “immediate response, mid-level support, and long-term development.” The vibrant exchange of ideas elevated the discussion from mere experience-sharing to a powerful co-creation of strategic solutions.

三、 成果展示：从策略共创到范式升级

III. Showcase: From Shared Strategies to New Paradigms

经过两周的沉淀与优化，四个优秀小组面向全体教师进行了终期成果展示，将研讨推向新的高度：

《“优等生”的品行困局》揭示了成绩背后价值观引领的紧迫性；

《“沉默的霸凌者”与激烈的家长》探讨了隐性欺凌与复杂家校沟通的应对策略；

《“多动症”标签下的课堂战争》聚焦特殊需求与集体环境的平衡之道；

《“小团体”的挑战与班级凝聚力的重塑》着眼于群体动力学与班级生态建设。

展示内容不仅提供了具体问题的“破解样本”，更贡献了一种成长型、系统化的教育思维方式，为全体教师提供了可迁移的工作范式。

After two weeks of refinement, four outstanding groups presented their finalized solutions to all of the faculty, demonstrating the tangible outcomes of the collaborative process:

The ‘High-Achiever’s Conduct Dilemma’ topic highlighted the urgent need for values guidance beyond academic success.

The ‘Silent Bully’ and the ‘Volatile Parent’ topics explored strategies to address covert bullying and navigate complex parent-teacher communication.

The ‘Classroom Battle Under the “ADHD” Label’ topic focused on balancing individual students with special needs along with an inclusive classroom environment.

‘Clique Challenges’ and ‘Rebuilding Class Unity’ topics offered insights into group dynamics and positive class culture cultivation.

These presentations provided not only specific solutions but also contributed a systematic, growth-oriented educational mindset, offering transferable models for all teachers.

四、 理念升华：从管理走向育人，构建成长共同体

IV. A Shared Vision: From Management to Nurturing a Learning Community

活动最后，主持人余丹老师进行了总结升华。她指出，班级管理的本质并非“管控”，而是关系的构建与生态的营造。每一次教育挑战，都是师生关系、同伴关系、家校关系的集中体现。她鼓励全体教师超越问题的表象，以成长型思维模式看待学生的发展，以系统性思维构建长效机制，将教育困境转化为师生共同成长的契机。余老师强调，“好的教育是深度关系的产物”，唯有构建深度联结，教育才能真正开花结果。

In her concluding remarks, host teacher Ms. Yu Dan provided some philosophical reflection. She emphasized that the essence of classroom management is not “control,” but the cultivation of relationships and a positive ecosystem. Every educational challenge, she noted, is a manifestation of the dynamics between teacher and student, among peers, and between school and home. She encouraged all teachers to look beyond behavior on the surface, adopt a growth mindset towards student development, and use systemic thinking to build sustainable mechanisms—thereby transforming educational challenges into opportunities for mutual growth. “Profound education is born from deep connections,” Ms. Yu stressed, affirming that meaningful relationships are the bedrock upon which true education flourishes.

本次“成长帮帮团”活动，成功搭建了一个集安全赋能、智慧共享、专业成长于一体的高质量平台。它不仅提升了班主任队伍的应急处理能力，更将个体经验转化为团队共同的专业资产。未来，万科双语学校将持续以此为契机，推动班主任队伍专业素养向更高层次迈进，以更科学、更温暖、更高效的教育实践，为每一位学生的健康成长保驾护航。

This “Teacher Support Group” session served as a high-quality platform for safety preparedness, collective wisdom, and professional growth. It not only enhanced the homeroom teachers’ crisis management skills but also converted individual experience into shared professional experience. Looking ahead, Vanke Bilingual School will continue to leverage such initiatives to advance the expertise of our homeroom teachers, ensuring scientific, compassionate, and effective educational practices that support the holistic growth of every student.

资料提供/ 邹瑶 郑佳佳

翻译/ 焦阳

排版/ 马葳