万双网讯  为扎实推进区域教育科研工作，总结阶段性研究成果，明确后续研究方向，12月9日下午，深圳市龙华区教育科学规划重点课题——《PBL协同实践中的教师身份重构：基于合作生态视角的中小学育人方式转型研究》中期汇报会在万科双语学校顺利召开。课题主持人杨帆校长、课题组全体成员及学校相关教师参与会议。会议特邀深圳市龙华区教育科学研究院研究员、华南师范大学博士生导师席春玲博士，以及万科双语学校副高级教师、校长助理林红英老师担任指导专家。汇报会由余丹老师主持。

To steadily promote regional educational research, summarize phased research achievements, and clarify subsequent research directions, the mid-term report meeting for the key project of Longhua District’s Educational Science Planning in Shenzhen— “Teacher Identity Reconstruction in PBL Collaborative Practice: A Study on the Transformation of Primary and Secondary School Education Methods from the Perspective of Cooperative Ecology”—was held at Vanke Bilingual School (VBS) on the afternoon of December 9th. Principal Yang Fan, the project leader, all members of the research team, and relevant teachers of the school attended the meeting. The meeting specially invited Dr. Xi Chunling, a researcher of Shenzhen Longhua District Institute of Educational Science and doctoral supervisor of South China Normal University, and Teacher Lin Hongying, senior teacher and principal assistant of VBS, to serve as guiding experts. The report meeting was hosted by Teacher Yu Dan.

会议伊始，主持人余丹老师代表课题组对与会专家及教师表示热烈欢迎与衷心感谢，并简要介绍了课题的研究背景与本次汇报会的目的。她指出，本次会议旨在系统回顾课题进展、展示阶段成果、梳理存在问题，并通过专家指导明晰下一阶段的研究路径。

At the beginning of the meeting, host Teacher Yu Dan extended a warm welcome and sincere thanks to the participating experts and teachers on behalf of the research team, and briefly introduced the research background of the project and the purpose of this mid-term report meeting. She pointed out that the meeting aimed to systematically review the project’s progress, present achievements, sort out existing problems, and clarify the research path for the next stage through expert guidance.

系统汇报：梳理进程，呈现成果

Systematic Report: Sorting Out Progress and Presenting Achievements

课题主持人杨帆校长首先作中期研究汇报。杨校从课题的研究内容、研究工作的进展、已取得的阶段性成果、当前面临的困惑与问题以及下一阶段研究计划和可预期的成果等方面进行了全面、系统的阐述。课题自开题以来，围绕PBL（项目式学习）协同实践中教师身份重构这一核心问题，通过理论建构、实践观察、案例收集、教师访谈等多种方式，初步揭示了在合作生态视角下教师角色转变的动态过程与关键影响因素，并初步形成了校本化的PBL协作实践模式与教师发展支持策略。

Principal Yang Fan, the project leader, first delivered the mid-term research report. She comprehensively and systematically elaborated on the research content, research progress, phased achievements, current puzzles and problems, as well as the research plan and expected achievements for the next stage. Since the project’s initiation, focusing on the core issue of teacher identity reconstruction in PBL (Project-Based Learning) collaborative practice, the research team initially revealed the dynamic process and key influencing factors of the teachers’ role transformation from the perspective of cooperative ecology through theoretical construction, practical observation, case collection, teacher interviews and other methods. A school-based PBL collaborative practice model and teacher development support strategies were also formed.

实践声音：分享感悟，见证成长

Voices from Practice: Sharing Insights and Witnessing Growth

在课题组成员分享环节，老师们结合自身参与PBL项目的实践经历，分享了他们在协同备课、跨学科教学、学生指导等过程中的思考、挑战与成长。在分享中，许多老师坦言，最初接触PBL项目式学习时，自己还是毫无经验的“新手”，面对这一全新的教学方式，不免感到焦虑与迷茫。幸运的是，学校搭建了优质的平台与支持系统，通过持续而系统的培训指导，助力每位教师稳步成长。在杨校的引领下，老师们逐步实现了从传统知识传授者，到学习设计者、合作协调者、探索引导者以及学生成长教练的深刻角色转变。我们在实践中真切体会到，PBL能够有效激发学生的学习内驱力，提升教学的质量与效能。与此同时，一个个鲜活的项目也让我们见证了学生蕴藏的巨大潜能——信任学生，就是信任未来。这些真实的案例与真挚的反思，生动诠释了课题研究扎根教学实践所带来的积极变化：它不仅推动了教师的专业成长，更滋养了协作共进的团队生态，让教育在创新与沉淀中向前生长。

In the sharing session for research team members, teachers shared their thoughts, challenges and growth in collaborative lesson preparation, interdisciplinary teaching, student guidance and other processes based on their own practical experience in participating in PBL projects. Many teachers admitted that when they first came into contact with PBL, they were inexperienced “novices” and inevitably felt anxious and confused about this new teaching method. Fortunately, the school has built a high-quality platform and support system, helping every teacher grow steadily through continuous and systematic training and guidance. Under Principal Yang’s leadership, teachers have gradually seen a profound role transformation from traditional knowledge transmitters to learning designers, cooperation coordinators, exploration guides and student growth coaches. In practice, we realize that PBL can effectively stimulate students’ internal motivation for learning and improve the quality and effectiveness of teaching. At the same time, vivid projects have allowed us to witness the great potential of students—trusting in students is trusting the future. These real cases and sincere reflections vividly interpret the positive changes brought by the project research rooted in teaching practice: it not only promotes teachers’ professional growth, but also nurtures a team ecology for collaborative progress, enabling education to move forward in innovation and accumulation.

专家把脉：高位引领，精准指导

Expert Guidance: High-Level Leadership and Precise Direction

在专家点评指导环节，席春玲博士对课题组扎实的研究进程和丰富的实践成果给予了充分肯定。席博首先肯定道，高校与中小学合作是激发教育创新的有效路径，研究者带来的学术视角能够打破中小学固有思维，在共同教研中促进理论与实践的深度结合。其次她认为，校长是推动教研的关键力量，能够有效动员和组织教师团队，促进教师在参与中加速专业发展，增强团队的实践认同与凝聚力。最后，席博分享道，核心素养必须通过活动化课堂落地，要为学生提供充分的实践机会，将能力培养融入真实的学习活动中。真实项目学习允许学生在试错中成长，教师应成为支持者和观察者，相信学生的探究潜力，并从中获得教学启发。沉浸式教学重在“用中学”，需通过系统化、问题导向的任务设计，推动语言从学习目标向实用工具转变。

In the expert comment and guidance session, Dr. Xi Chunling affirmed the solid research progress and rich practical achievements of the research team. First of all, Dr. Xi pointed out that cooperation between universities and grade schools is an effective path to stimulate educational innovation. The academic perspective brought by researchers can break the inherent thinking of primary and secondary schools and promote the in-depth integration of theory and practice into joint teaching and research. Secondly, she believed that principals are the key force driving teaching and research, who can effectively mobilize and organize teacher teams, promote teachers’ accelerated professional development, and enhance the team’s practical identity and cohesion. Finally, Dr. Xi shared that core competencies must be implemented through activity-based classrooms, and students should be provided with sufficient practical opportunities to integrate ability training into real learning activities. Authentic project-based learning allows students to grow through trial and error. Teachers should act as supporters and observers, trust students’ inquiry potential, and gain teaching inspiration from it. Immersive teaching focuses on “learning by doing”, which requires systematic and problem-oriented task design to promote the transformation of learning goals into practical tools.

林红英校长助理结合学校教育教学管理实际，对课题研究的实践导向进行了点评。她指出，学校自2018年起在校长引领下，已建立起覆盖全年级、全学科的PBL实施体系，其扎实性在实践中得到外部印证。教师通过系统培训与真实项目体验，逐步实现从教学者到研究者与实践者的身份重构，并能主动将PBL融入包括复习课在内的各教学环节。PBL已成为学校育人方式变革的核心动力，学生展现的综合素养成为学校鲜明特色，未来将持续推进PBL常态化实施，彰显育人成效。

Combined with the present situation of the school’s educational and teaching management, Principal Assistant Lin Hongying commented on the practical orientation of the project research. She pointed out that since 2018, under the leadership of the principal, the school has established a PBL implementation system covering all grades and disciplines, whose solidity has been externally verified in practice. Through systematic training and real project experience, teachers have gradually realized their new identities from educators to researchers and practitioners, and can take the initiative to integrate PBL into various teaching connections. PBL has become the core driving force for the reform of the school’s education methods, and the comprehensive literacy displayed by students has become a distinctive feature of the school. In the future, the school will continue to promote the regular implementation of PBL to highlight the effectiveness of education.

两位专家的点评既有理论高度，又接实践地气，为课题的深入推进指明了方向。

The comments of the two experts, both with theoretical and practical principles, pointed out the direction for the next advancement of the project.

回应展望：吸纳智慧，笃定前行

Response and Outlook: Absorbing Wisdom and Forging Ahead Steadfastly

针对专家提出的宝贵意见，课题主持人杨帆校长进行了积极回应。她衷心感谢专家的精准指导，表示课题组将认真梳理、消化吸收各项建议，并将其切实融入下一阶段的研究设计与实践改进中。

In response to the valuable suggestions put forward by the experts, Principal Yang Fan, the project leader, gave a show of thanks. She sincerely thanked the experts for their precise guidance, saying that the research team will carefully sort out and absorb all suggestions, and effectively integrate them into the research design and practical improvements for the next stage.

一、推动结构化反思：将开发校本《反思实践表》

1. Promote Structured Reflection: Develop a School-Based “Reflective Practice Form”

杨校表示，学校将积极落实专家建议，开发并推行校本化的教学反思工具。该工具将以表格等形式，帮助教师在日常工作中系统检视教学目标与实际落实情况，形成“实践—反思—改进”的常态化机制，促使教学研究向精细化、制度化方向发展。

Principal Yang said that the school will actively implement the experts’ suggestions and promote a school-based teaching reflection tool. In the form of a table, this tool will help teachers systematically review teaching goals and actual implementation in daily work requirements, form a regular mechanism of “practice-reflection-improvement”, and promote the refinement and institutionalization of teaching research.

二、创新跨学科路径：探索AI辅助教学新模式

2. Innovate Interdisciplinary Paths: Explore a New Model of AI-Assisted Teaching

针对跨学科教学实施的现实难点，杨校提出引入人工智能技术作为支持系统的设想。她表示，AI可作为“资源组织者”与“知识桥梁”，帮助教师快速获取、整合跨学科资料，突破学科壁垒。在这一模式下，教师角色将更侧重于课程设计、资源引导与过程指导，成为学生探究学习的“教练”与“导演”，而AI则提供技术支持，助力学生开展真实、融合的学习体验。

To address the practical difficulties in the implementation of interdisciplinary teaching, Principal Yang proposed the idea of introducing artificial intelligence technology as a support system. She said that AI can serve as a “resource organizer” and “knowledge bridge” to help teachers quickly obtain and integrate interdisciplinary materials and break knowledge barriers. In this model, the teachers’ roles will focus more on curriculum design, resource and process guidance, becoming “coaches” and “directors” for students’ inquiry-based learning, while AI provides technical support to help students carry out real and integrated learning experiences.

三、践行“行动中研究”：以学生成长反哺教师发展

3. Practice “Research in Action”: Nurture Teacher Development through Student Growth

回顾学校PBL（项目式学习）推进历程，杨校引用耐克公司“Just Do It”的理念，强调“在做中学、在研究中实践”的研究逻辑。她分享道，学校自2018年起步探索PBL时，也曾经历从迷茫到清晰的过程。关键转折在于——观察学生变化、汲取实践信心，并通过持续阅读、研讨、尝试，逐步形成符合校情的实施路径。这一过程体现了“以学定教、以生促师”的教研文化。

Looking back on the school’s PBL promotion process, Principal Yang quoted Nike’s concept of “Just Do It” and emphasized the research logic of “learning by doing and practicing in research”. She shared that when the school started exploring PBL in 2018, it also experienced a process of confusion which later turned into clarity. The key turning point was observing students’ changes, gaining more confidence, and gradually forming an implementation path in line with the school’s vision through continuous reading, discussion and attempts. This process reflects the teaching and research culture of “teaching based on learning and promoting teachers through students”.

会议最后，主持人余丹老师进行总结。她指出，育人方式的转型不仅需要系统的平台与制度支持，更依赖于每一位教师在课堂与协作中的自觉探索与主动重构。她呼吁全体教师继续保持研究热情与实践勇气，在深耕教学中实现专业身份的迭代与升华，共同成为教育创新的践行者与推动者。

At the end of the meeting, host Teacher Yu Dan made a summary. She pointed out that the transformation of educational methods not only requires systematic platform and institutional support, but also relies on the conscious exploration and active reconstruction of every teacher in the classroom and collaboration. She called on all teachers to continue to maintain enthusiasm for research, realize the iteration of their professional identity in the deepening of teaching, and jointly become practitioners and promoters of educational innovation.

本次中期汇报会既是对课题前期工作的有效检阅，也是一次重要的研究研磨与方向校准。会议在与会专家、课题组成员及教师们的合影中圆满结束。课题组将承载着期许与智慧，在探索中小学育人方式转型的道路上继续坚实前行。

This mid-term report meeting was not only an effective review of the previous work on the project, but also an important refinement and calibration for a new direction. The meeting ended with a group photo of participating experts, research team members and teachers. Bearing in mind the expectations and collected wisdom, the research team will continue to forge ahead steadily on the road of exploring the transformation of primary and secondary school educational methods.

资料提供/ 郑佳佳

翻译/ 周培

排版/ 马葳