万双网讯  7月12日上午，万科双语学校2025-2026学年第二学期期末教师经验分享会在学校剧场举行。本次分享会由耿适意老师和陈卓老师主持，他们主动报名，希望能以自己的方式为这场学期末的集体回望增添一份温度。九位来自不同岗位的教师依次登台，从班主任的班级守望到生活老师的日常守护，从科任老师的课堂探索到台下的真诚互动，这场分享会既是学期工作的温暖回望，更是万双教师对 “勤奋、热爱、竭尽全力” 的诠释。杨帆校长和督导与发展中心主任周金凤老师对老师们的分享进行了深度点评并给予高度肯定。

On the morning of July 12, the Final Semester Teacher Experience Sharing Session for the 2025–2026 academic year was held in the school auditorium at Vanke Bilingual School. The session was hosted by Teacher Geng Shiyi and Teacher Chen Zhuo, who volunteered to take on the role, hoping to add a personal touch to this collective year-end reflection in their own way. Nine teachers from various positions took the stage one after another—ranging from homeroom teachers' dedication to their classes, to residential life teachers' daily care, to subject teachers' classroom explorations, and to sincere interactions with the audience. This sharing session was not only a warm look back at the semester's work, but also a vivid illustration of Vanke Bilingual School teachers' commitment to "diligence, passion, and doing one's utmost." Principal Yang Fan and Director Zhou Jinfeng of the Supervision and Development Center offered in-depth comments on the teachers' presentations and expressed their high recognition and appreciation.

班主任老师：以爱与智慧，守护每一颗心

Homeroom Teachers: Guarding Every Heart with Love and Wisdom

分享会在“班主任的智慧——用爱守护每一颗心”篇章中拉开序幕。六位班主任老师依次登台，分享了各自在班级管理中的思考与实践。

The sharing session opened with the chapter "Homeroom Teacher Wisdom—Guarding Every Heart with Love." Six homeroom teachers took the stage one after another, sharing their reflections and practical approaches to class management.

陈玮一老师以《风过处，花自开》为题，讲述了一个在集体中始终不被看见的孩子如何一步步找到自己的位置。她强调，班主任要做的不是强行改变孩子，而是创造让孩子被看见的契机。她在分享最后说道：“这些东西很小，小到孩子们长大了可能根本记不住。但我相信，这些小小的善意和相信，会像一颗种子一样埋在他们心里。”这句朴素的话，让在场许多老师回想起自己班上那个同样“不被看见”的孩子，思考着新学期如何为他创造更多被看见的可能。

Chen Weiyi, with the title "Where the Wind Passes, Flowers Bloom Naturally," told the story of a child who had always been overlooked in the group and how he gradually found his place. She emphasized that what homeroom teachers need to do is not to force the child to change, but to create opportunities for the child to be seen. At the end of her sharing, she said: "These things are very small—so small that when the children grow up, they might not even remember them. But I believe these small acts of kindness and trust will be planted like seeds in their hearts." This simple statement reminded many teachers in the audience of that similarly "unseen" child in their own classes, prompting them to think about how to create more opportunities for that child to be seen in the new semester.

李晨老师带来《尽我所能，伴你成长》，以“微光”为线索串联起四个篇章：微光同频——凝心聚力，让爱在班级流动；微光映心——关注个体，心灵守护；微光成炬——陪伴成长，勇敢迈出第一步；微光致远——家校共育，见证教育回响。她坦言，班主任不需要一开始就无所不能，但要有勇气承认不足并主动学习，更要出现在学生需要的每一刻。台下不少新老师频频点头——这份“勇敢迈出第一步”的勇气，正是成长最好的开端。

Li Chen presented "Doing My Best to Accompany You in Growing," using "glimmers of light" as a thread connecting four chapters: Glimmers in Harmony—Building Cohesion, Letting Love Flow in the Class; Glimmers Reflecting the Heart—Focusing on Individuals, Caring for the Soul; Glimmers Gathering into Light—Accompanying Growth, Taking the First Brave Step; Glimmers Reaching Far—Home-School Co-education, Witnessing the Echoes of Education. She candidly acknowledged that homeroom teachers don't need to be capable of everything from the start, but they must have the courage to admit their shortcomings and take the initiative to learn, and they must be there for their students whenever needed. Many young teachers in the audience nodded frequently—this courage to "take the first brave step" is the best beginning of growth.

钟汝婧老师以《走近，而后走进》为题，聚焦新手班主任如何建立信任。她从记住每个孩子的名字开始，通过日常细节积累家校信任；面对不敢开口的学生，她用鼓励替代要求，帮助孩子从“我不会”转变为“我可以尝试”。台下老师从中感受到：走进孩子心里不需要惊天动地的举动，记住一个名字、看见一个进步，就是最好的开始。

Zhong Rujing, with the title "Approaching, Then Walking In," focused on how novice homeroom teachers can build trust. She started by memorizing each child's name and accumulated home-school trust through everyday details; when facing students who were reluctant to speak, she used encouragement instead of demands, helping them shift from "I can't" to "I can try." The teachers in the audience could sense that getting into a child's heart doesn't require earth-shattering gestures—remembering a name, noticing a small improvement, is the best start.

刘静老师分享《同心润玉》，核心信念是“家长是我们最强大的盟友”。她提出，与家长沟通不是“告状”，而是给出建议、协同解决；班主任既要敢于纠正家长不当的教育方式，也要在家长失去信心时发现孩子的闪光点。她强调班主任与科任老师协同配合，抱团育人：“浇花浇根，育人育心；立德树人，久久为功。”这句话让台下老师重新思考家校关系的本质——我们不是在对立中解决问题，而是在合作中共同托举孩子。

Liu Jing shared "Polishing Jade with One Heart," with the core belief that "parents are our strongest allies." She proposed that communication with parents should not be about "tattling," but about offering suggestions and working together to solve problems; homeroom teachers should have the courage to correct inappropriate parenting approaches, while also spotting children's strengths when parents have lost confidence. She stressed the importance of collaboration between homeroom and subject teachers: "Water the roots when watering flowers; nurture the heart when nurturing children; cultivate virtue and character through persistent effort." This remark prompted the teachers in the audience to reconsider the nature of home-school relationships—that we don't solve problems through opposition, but jointly support children through cooperation.

于雪宁老师以《破茧而行，向阳生长——一名新手班主任的成长蜕变之路》为题，坦诚分享了两年来的蜕变历程。她从随性散漫到恪守规章的转变中，经历了崩溃与重建，特别感谢万双互帮互助的工作氛围和团队的全方位支撑。她分享了自己的“转念之智”：决定心情与行动的从来不是事情本身，而是看待事情的角度。2026年她给自己的关键词是“勇气”——所有恐惧背后，都是等待突破的成长课题。她的分享让许多年轻老师看到了自己的影子——原来成长的路上，崩溃与重建都是必经之路，而团队的温度足以支撑我们走得更远。

Yu Xuening, with the title "Breaking Through the Cocoon and Growing Toward the Sun—A Novice Homeroom Teacher's Journey of Transformation," openly shared her two-year journey of change. She experienced collapse and rebuilding while transitioning from a casual and undisciplined style to one of diligence and rule-following, expressing particular gratitude for VBS's supportive work environment and her team's comprehensive backing. She shared her "mindset transformation wisdom": what determines our emotions and actions is never the event itself, but our perspective on it. Her keyword for 2026 is "courage"—behind every fear lies a growth challenge waiting to be overcome. Her sharing resonated with many young teachers, who saw their own reflections in her story—that breakdown and rebuilding are both necessary steps on the path of growth, and that the team's warmth is enough to sustain us along the way.

王乐乐老师带来《蹲下来，看见一整个森林》，从班级生态、成长约定、看见学生、家国情怀四个维度展开。她以目标牵引班级整体氛围，帮助学生发现困难的根源；面对个性化问题，她帮助孩子量化目标、一次解决一两个问题、及时跟进，让孩子在集体中找到自己的价值坐标。她提到班上一位学生曾对她说：“别看我长得高，我也才七岁。”——只有蹲下来，才能真正看见每一个鲜活的生命。这句话让台下老师陷入沉思：我们是否常常站得太高，忘了俯身倾听孩子的视角？是否常常望得太远，却忽略了眼前这个具体的人？

Wang Lele brought "Stoop Down, See the Whole Forest," unfolding from four dimensions: class ecology, growth agreements, seeing students, and patriotism. She used goals to guide the class's overall atmosphere and help students identify the root of their difficulties; when facing individual challenges, she helped children quantify their objectives, address one or two issues at a time, and provide timely follow-up, enabling them to find their own source of value within the group. She mentioned that a student once told her, "Don't be fooled by my height—I'm only seven years old." Only by stooping down can we truly see every living, breathing individual. This comment sent the teachers in the audience into deep reflection: Do we often stand too tall, forgetting to listen from a child's perspective? Do we look too far ahead, overlooking the person right in front of us?

生活老师：以温柔为舟，陪伴每一段成长

Dormitory teachers：Riding the Waves of Gentleness, Accompanying Every Stage of Growth

第二篇章聚焦生活老师的日常守护。张喜红老师以《以温柔为舟，以匠心为伴》为题，从育人困境反思、温柔沟通实践、团队协作智慧、因材施教原则四个维度展开。她反思了直白说教与急于求成带来的疏离，分享了用书信代替追问、给孩子安全情感出口的实践；强调生活老师与班主任协同捕捉学生心理波动，在突发事件处置和家校沟通中主动补位、同心育人。她提出“温柔有度，规则为界”——教育不是无底线的妥协，而是温柔中带着坚守。台下老师感受到：温柔不是软弱，而是一种更有力量的教育姿态——它需要耐心、需要智慧，更需要日复一日的坚持。

The second chapter focused on the daily guardianship of dormitory teachers. Zhang Xihong, with the title "Riding the Waves of Gentleness, Accompanying with Care," unfolded her sharing from four dimensions: reflecting on educational challenges, practicing gentle communication, team collaboration wisdom, and the principle of individualized teaching. She reflected on the alienation caused by blunt lecturing and being too eager for quick results, sharing the practice of using letters instead of persistent questioning to give children a safe emotional outlet; she emphasized that dormitory teachers should collaborate with homeroom teachers to detect students' emotional fluctuations, proactively filling in during emergencies and home-school communications, and working together to nurture children. She proposed "gentleness with boundaries, rules as the limit"—education is not compromise without limits, but persistence wrapped in gentleness. The teachers in the audience sensed that gentleness is not weakness, but a more powerful educational stance—it requires patience, wisdom, and, above all, day-after-day perseverance.

科任老师：以匠心为火，点亮每一堂课

Subject Teachers: Illuminating Every Lesson with the Fire of Dedication

第三篇章走进科任老师的课堂世界。地理老师雷水莲以《在万双浪潮裹挟下成长中的地理课堂》为题，分享了以真实情境和问题链驱动教学设计的实践。她强调，课堂不只是为成绩而学，更是为未来而学——让学生从地理位置和自然要素出发分析现象成因，通过拓展设问多角度看待问题，用时事观察探究深层缘由。她的课堂，让地理成为理解世界的一把钥匙。台下老师意识到：好的课堂不在于教了多少知识点，而在于点燃了多少好奇心——当一个孩子开始主动追问“为什么”的时候，教育才真正发生。

The third chapter entered the classroom world of subject teachers. Geography teacher Lei Shuilian, with the title "The Geography Classroom Growing Amidst the VBS Wave," shared her practice of using real-world contexts and problem chains to drive instructional design. She emphasized that the classroom is not just for learning for grades, but for learning for the future—enabling students to analyze phenomena based on geographical location and natural elements, to broaden their perspectives through extended questioning, and to explore deeper meanings through current events observation. Her classroom turned geography into a key to understanding the world. Teachers in the audience realized that a good lesson is not measured by how many knowledge points are taught, but by how much curiosity is ignited—when a child begins to actively ask "why," that's when education truly begins to happen.

PE老师Val分享了《Building a Successful Basketball Learning Environment——Creating Safe, Engaging & Meaningful Learning》，揭秘了一个让所有老师都放心的课堂背后的秘密。他介绍了自己的教学理念：安全第一、纪律促进学习、在乐趣中发展技能；分享了他如何在前几周建立课堂文化、通过系统化的课程模块和注意力聚焦策略保持学生投入。他特别提到通过“让学生感觉拥有决策权”来激发内在动机——教师在坚守底线的同时，给予学生选择的空间。从安全到乐趣，从规则到信任，Val老师的课堂让每个孩子都敢于尝试。他的分享让老师们重新思考：一个真正安全的学习空间，不是没有挑战，而是孩子知道即便失败了也不会被否定。

PE teacher Val shared "Building a Successful Basketball Learning Environment—Creating Safe, Engaging & Meaningful Learning," revealing the secrets behind a classroom that puts every teacher at ease. He introduced his teaching philosophy: safety first, discipline enhancing learning, and skill development through fun. He shared how he established classroom culture in the first few weeks, and how he kept students engaged through systematic lesson modules and attention-focusing strategies. He particularly emphasized "giving students a sense of ownership over decisions" to stimulate intrinsic motivation—while holding firm to boundaries, teachers should give students room to choose. From safety to fun, from rules to trust, Val's classroom allowed every child to dare to try. His sharing prompted teachers to rethink what a truly safe learning environment means—it's not about the absence of challenges, but about children knowing that they won't be judged negatively even if they fail.

九位老师分享结束后，督导与发展中心主任周金凤老师邀请全体教师为自己送上掌声——为这一学期每一个奋斗的深夜、每一次耐心的沟通、每一份不计回报的付出而鼓掌。掌声响彻剧场，是对过去最好的告别，也是对未来最暖的致意。杨帆校长对大家给予了充分肯定，称赞分享的老师们践行了勤奋、热爱、竭尽全力的万双精神，并呼吁全体教师向优秀者学习。她说，今天大家听到的“不是技巧，是心；不是方法，是爱”，从班主任的守望到生活老师的温柔，从科任老师的匠心到每一位老师的全力以赴，每一份付出都值得被看见。她期待全体教师在假期继续深耕专业、不断自我更新，下学期归来时“眼里有光、手中有策、心中有爱”，以勤奋、热爱和竭尽全力继续支持每一个孩子，让他们站在未来中央。

After the nine teachers' presentations, Ms. Zhou Jinfeng, Director of the Supervision and Development Center, invited all the teachers to applaud themselves—for every late night of extra work this semester, every patient conversation, every act of giving without counting the cost. The applause echoed through the theater—a fitting farewell to the past and a warm gesture toward the future. Principal Yang Fan fully affirmed everyone's contributions, praising the sharing teachers for embodying the VBS spirit of diligence, passion, and dedication, and calling on all teachers to learn from excellence. She said that what we heard today was "not technique, but heart; not methods, but love"—from homeroom teachers' watchfulness to life teachers' gentleness, from subject teachers' craftsmanship to every teacher's wholehearted dedication, every effort deserves to be seen. She expressed her hope that all teachers would continue to deepen their expertise and self-renewal during the holiday, returning in the new semester with "light in the eyes, strategies in hand, and love in the heart," supporting every child with diligence, passion and dedication, and helping them stand at the center of the future.

从晨光熹微到灯火阑珊，万双教师的每一份付出都在为孩子的成长积蓄力量。这场分享会不是终点，而是新学期再出发的起点——那些触动心灵的瞬间、那些引发共鸣的思考，正在悄然转化为新学期每一位老师行动的力量。

From the soft light of early morning to the dim glow of night, every effort made by VBS teachers is building strength for the children's growth. This sharing session is not an ending, but a starting point for the new semester—the moments that touched hearts and the ideas that sparked resonance are quietly transforming into the driving force behind every teacher's actions in the coming term.

资料提供/ 余丹

翻译/ 于彬

排版/ 马葳