首页 > 国际学校 > 深圳市罗湖区华美外国语学校 > 新闻动态 > 【真实情境|真实问题|真实探究|真实成果】华美外国语学校课程文化展示之一

【真实情境|真实问题|真实探究|真实成果】华美外国语学校课程文化展示之一

发布者：深圳市华美外国语学校 2024-04-19 08:26:01

邓登江总校长提出：一切有目的、有组织的活动都是课程，以“五大文化节”为载体，有机融合各项教育教学活动，创建华美外国语学校PBL课程文化。

从真实世界的问题出发，通过组织学习小组，让学生借助信息技术以及多种资源开展探究活动，在一定的时间内解决一系列相互关联的问题，并将研究结果以一定的形式发布，这种学习方式称为项目式学习（Project-Based Learning，简称PBL）。

本学期课程文化展示第一章

- 阅读分享会 -

“王安石青苗法”

2024年4月8日下午四点，胡少明副校长在图书馆给九年级三个班的孩子和二十多位教师上了一节“大课”，和大家分享读书收获。

这次大课是跨学科活动，王安石变法是历史学科内容，分享人是中文教师，客观评价历史人物、历史事件需要辩证唯物主义理论，胡校在丰富储备的基础上，仍然花了近两周时间精心备课，敬业精神让人感动。

我们为什么学历史？不是只背诵历史知识，而是以历史为借鉴，服务现实，通过分析问题、解决问题，培养辩证思维的能力，养成具体问题具体分析的习惯。

胡校旁征博引，既有古代，又有现代；既有本土，又有国外；既有阐述，又有评论；既有分析，又有综合；既有历史，又有人文；既有剖析利益，又有直击人性。尤其结合“义工”“钟点工”这两个时尚名词，解释王安石变法对后世的影响，针砭时弊，妙趣横生。

胡校并没有给出自己的观点，但引导学生思考，我们如何对待读书，如何看待历史：王安石的变法究竟好不好？王安石这个人究竟怎么样？

实际上明确地回答很难，但又有脉络可循。任何政策，都要根据当时的实际情况，还要结合具体的执行者，再与古今中外对比，并在实行过程中不断调整，才能成功。

这就是胡校“教”给孩子们的辩证法，之所以打引号，是指通过如此有争议，牵涉广泛的历史事件引导学生去分析，去考证。

课后，同学们谈收获，一班同学对历史老师说，所有的历史事件都应该联系时代背景，尤其是社会背景很复杂的时候，更要辩证分析，不能简单了事。二班的同学，对道法老师反映，社会上也有人利益受损时就攻击人品，这个坏毛病原来颇有历史渊源。

既然是“项目”，当然不可能一节课就完成，但是，只要能给每个孩子心里种下一颗“好奇”“探索”的种子，这个项目的开始就成功的啊。

不仅是孩子们，每个听课老师也在感慨：原来书还可以这样读！原来这才是读书！

Total number of words:482 words

Reading time: 4 minutes

Preface Principal Deng Dengjiang proposed: All purposeful and organized activities are part of the curriculum. Using the "Five Cultural Festivals" as a carrier, various educational activities are organically integrated to create the PBL curriculum culture of Huamei Foreign Language School.

Starting from real-world problems, organizing learning groups, and enabling students to conduct exploratory activities using information technology and various resources, students solve a series of interconnected problems within a certain period and publish the research results in a certain format. This learning method is called Project-Based Learning (PBL).

Chapter One

HU SHAOMING'S READING

SHARING SESSION

on "WANG ANSHI'S REFORMS"

On April 8, 2024, at four o'clock in the afternoon, Vice Principal Hu Shaoming gave a "grand lecture" to three classes of ninth graders and over twenty teachers in the library, sharing his thoughts on reading.

To promote the development of Huamei's PBL curriculum, Vice Principal Hu spent nearly two weeks preparing for the lecture on top of the already rich reserves, which was deeply moving.

Why do we study history? Not just to memorize historical facts but to learn from history for modern-day service, cultivate analytical thinking, and problem-solving abilities through dialectical thinking.

Vice Principal Hu cited extensively from both ancient and modern sources, from domestic and foreign perspectives, encompassing exposition, commentary, analysis, synthesis, history, humanities, interest analysis, and human nature analysis. Especially in the context of epidemic prevention and control, it can be said to be a stroke of genius.

Vice Principal Hu did not give his own viewpoint but guided students to think about how we approach reading and history: Is Wang Anshi's reform good or bad? What kind of person was Wang Anshi?

In reality, it's difficult to give a clear-cut answer, but there is a logical thread to follow. Any policy must be based on the actual situation at the time, considering the specific implementers, comparing ancient and modern practices, and constantly adjusting during implementation to achieve success.

This is the dialectical method that Vice Principal Hu "teaches" the children. The reason for the quotation marks is that through such a controversial, widely-involved historical event, students are guided to analyze and investigate.

Since it's a "project," it's not possible to complete it in one class, but planting a seed of "curiosity" and "exploration" in each child's heart makes this project a success.

Not only the children but also every teacher attending the lecture was marveling: So, this is how books should be read! This is what reading is all about!

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