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10月17日下午,，我校初中高端英語(yǔ)項(xiàng)目組舉行了主題為“課堂管理策略”的中外教聯(lián)合教研活動(dòng),。會(huì)議由初中教務(wù)副主任張麗君主持。本次活動(dòng)旨在提高中外教的課堂管理能力,，幫助教師梳理教學(xué)工作中影響課堂管理的多種因素,，引發(fā)教師思考如何成為優(yōu)秀的課堂管理者、如何引導(dǎo)學(xué)生高效學(xué)習(xí),，保證課堂教學(xué)活動(dòng)得以有序順利進(jìn)行,。

首先，張麗君主任從教師在教學(xué)中展現(xiàn)出的教學(xué)亮點(diǎn),、改進(jìn)措施以及學(xué)生的良好反饋等多角度對(duì)初中三個(gè)年級(jí)英語(yǔ)國(guó)際教育的教學(xué)工作逐一進(jìn)行了總結(jié)與評(píng)價(jià),。其中，許多教師的板書(shū)設(shè)計(jì)整潔美觀,，內(nèi)容清晰易懂,，成為教學(xué)的一大閃光點(diǎn)。

接著由來(lái)自新西蘭的外籍教師Mr. Blake開(kāi)始展開(kāi)“Classroom Management”的主題研討,。從開(kāi)場(chǎng)熱身互動(dòng),，到課堂管理有關(guān)問(wèn)題的小組探討，再到集體理論研習(xí),、總結(jié)反思,，整個(gè)研討過(guò)程環(huán)環(huán)相扣，層層深入,。中外籍教師不但在本次教研活動(dòng)中各抒己見(jiàn),、精誠(chéng)合作、積極學(xué)習(xí),，而且通過(guò)中西方文化的碰撞,，對(duì)課堂管理有了更新的理解和認(rèn)識(shí)。

Mr. Blake 首先為大家介紹了課堂管理的10大原則,，并組織教師在互動(dòng)探討中找出自己目前所采用的課堂管理方法,。通過(guò)交流,，結(jié)合日常教學(xué)體驗(yàn)，大家一致認(rèn)為課堂管理中,，第十條“forgive”原則是最重要的——forgive應(yīng)該是師生間雙向的,，只有師生相互理解與寬容，了解規(guī)則背后的道理,，才能更好地實(shí)現(xiàn)課堂管理,，打造高效課堂。

接下來(lái),，通過(guò)進(jìn)一步小組合作交流,，問(wèn)題探索以及研習(xí)國(guó)外名家的課堂管理理論，大家對(duì)課堂管理有了更豐富的認(rèn)識(shí),。諸如：

1. 教師要成為擅長(zhǎng)做有計(jì)劃的“高效能教師”,。高效能教師善于管理課堂，組織學(xué)生,，使學(xué)生的潛能得到充分發(fā)揮,。一些教育學(xué)者充分肯定了教師在學(xué)生學(xué)習(xí)過(guò)程中的關(guān)鍵作用。S. Paul Wright, Sandra Horn, and William Sanders的研究就表明：影響學(xué)生學(xué)習(xí)的最重要的因素是教師,。因此,，教師更應(yīng)在課堂管理方面多下功夫，努力為學(xué)生營(yíng)造積極參與的良好學(xué)習(xí)氛圍,。

2. 教師有必要為學(xué)生塑造保持一致和可預(yù)測(cè)性的課堂學(xué)習(xí)環(huán)境,。這樣，學(xué)生會(huì)了解課堂程序,，知道每天課堂會(huì)發(fā)生什么常規(guī),，師生間更容易建立起相互信任的關(guān)系。教師在為學(xué)生提供持久幫助的同時(shí),，學(xué)生能獲得更穩(wěn)定,、有方向、有目標(biāo)的學(xué)習(xí)生活,，了解怎樣做才能取得成功,。師生都能獲得成功愉快的學(xué)習(xí)生活。

3. 教師還應(yīng)適時(shí)鼓勵(lì)學(xué)生的正向行為,。好的課堂管理不是偶然的，教師要適時(shí)肯定學(xué)生在課堂管理中的良好習(xí)慣,、反復(fù)強(qiáng)化,。久而久之，良好的表現(xiàn)成為課堂慣例,，更多學(xué)生會(huì)有意識(shí),、自覺(jué)地遵守，形成課堂程序。良性的課堂程序使學(xué)生更加聚焦到如何才能使自己做到更好,。對(duì)學(xué)生而言,，是主動(dòng)的，由內(nèi)驅(qū)動(dòng)力引領(lǐng)的,。為學(xué)習(xí)爭(zhēng)取到了更多的時(shí)間,。相反，課堂紀(jì)律涉及的僅是獎(jiǎng)懲,，老師關(guān)注的只是如何修正學(xué)生行為,，學(xué)生的接受往往是被動(dòng)的、順從的,，無(wú)法生成高效的可控行為,。

最后，本次研討會(huì)的收尾以問(wèn)題的形式引發(fā)思考：課堂管理應(yīng)該關(guān)注的是過(guò)程還是結(jié)果,？教師們紛紛表示,，結(jié)果固然重要，但教書(shū)育人,，培養(yǎng)“全人”目標(biāo)的推進(jìn)過(guò)程也是至關(guān)重要的,。此次研討活動(dòng)為本學(xué)期的教學(xué)工作打下了良好的基礎(chǔ)，在之后的教學(xué)工作中初中高端英語(yǔ)項(xiàng)目的所有中外籍教師們將會(huì)更加緊密合作,，共同探討如何提升教育教學(xué)水平,、打造高效課堂。

中外教培訓(xùn)后感想

@ Emily Kudos to Adam for an interactive, engaging, and instructive workshop on classroom management. As he mentioned, “Education for the student comes down to what we do,” so how better to practice this than by improving how we guide our classes? Whether it was organizing the top 10 rules of classroom management, expounding on the ins and outs of teacher-student relationships, or encouraging us to reward the good behavior and get students more involved, each part of the workshop was helpful, and it’s clear that Adam practices what he encourages us to do. Additionally, I really appreciated the activities that allowed us to get to know the Chinese teachers better. As we build a harmonious atmosphere between colleagues, it will help us to construct a similar environment in our classes as well. Lastly, the emphasis on “process over outcome” was a good reminder to focus on how the students get there, instead of what they get. Hopefully we can all “bring the fizz” better from now on!

@ Richard Classroom management, as is known to all, plays a vital part in the process of teaching. And the most important factor affecting student learning is the teacher. Successful teachers demonstrate dominating (strict control) and cooperative (close ties) behavioral patterns. They aim to establish control of the classroom while also being helpful, friendly and capable of understanding behaviour, which can develop positive relationships with students and creating active, relevant learning experiences that enable students to demonstrate mastery and success. Moreover, teachers may focus attention on four areas: the pupil’s understanding of self; the pupil’s mastering of emotions; the pupil’s motivation; and social skills. When pupils develop such emotional skill it may lead to perceptions of well-being, self-esteem and the ideal of self-regulation.

@ Monica Thank you Adam for organizing the interesting teaching workshop on classroom management. I really enjoy the discussion between Chinese and foreign teachers, which offers very practical advice on how best to manage multi-level classes. For most teachers, classroom management is a big issue because no two students are completely alike and the needs of students are various. It is a positive classroom environment that will benefit both teachers and students.  

（撰稿：初中高端英語(yǔ)特色項(xiàng)目組朱琳 編輯：王天慈）