LWS上海美高初中语文系 “同课同构”：解锁教学新魅力，共促师生成长

　　LWS美高初中语文系 “同课同构”：解锁教学新魅力，共促师生成长

　　在科技浪潮与教育革新的双重驱动下，AI 技术正逐步融入课堂，新课标引领的自主性课堂、大单元教学、项目化学习、跨学科学习等新型教学模式也在蓬勃发展。为积极响应这一教育趋势，强化美高初中语文课堂新教法的落地，关注语文教师在新理念下的成长，以及 AI 技术在语文教学中的合理运用，同时打造高效课堂，提升语文教学质量，基于我校初中部语文教学实际学情，从 2025 年 3 月 17 日至 4 月 4 日，历经三周，我校初中语文系包括对外汉语专业在内的 8 位教师，成功开展了一场别开生面的 “同课同构” 展示课活动。

　　“同课同构”：创新磨课，探索教学奥秘 “同课同构” 作为一种独特的磨课方式，简单来说，就是针对同一篇课文，采用相同的教学设计，由不同教师在不同班级进行教学演绎。尽管课文与教学设计一致，但最终呈现的教学效果却常常大相径庭，而这其中的差异，正是本次活动深入研究的核心问题。

　　“Co-constructed lesson” is a unique method of lesson refinement. To put it simply, it involves teaching the same text with the same lesson plan, but different teachers implement it in different classes. Although the text and the lesson plan are the same, the final teaching effects often vary greatly. These differences are precisely the core issues that this activity focuses on.

　　同样的教案，为何会产生不同的教学效果?是教师个人知识底蕴的差异，还是学生基础的不同?是课堂临场调控出现偏差，还是学习氛围的影响?是教师个人风格与教学设计不契合，还是学生集体学习风格与教学设计不相容?是关键教学环节处理不当，还是课堂预热不足…… 带着这些疑问，课后老师们借助教学录像，精心截取片段，反复回放对比，深入分析原因，积极寻找对策，努力总结出具有规律性的教学经验。

　　Why do the same lesson plans produce different teaching outcomes? Is it due to the differences in teachers' personal knowledge backgrounds, or the varying foundations of students? Is it a deviation in classroom management, or the influence of the learning atmosphere? Is it a mismatch between the teacher's personal style and the lesson design, or an incompatibility between the students' collective learning style and the teaching plan? Is it improper handling of key teaching segments, or insufficient classroom warm-up... Armed with these questions, after the classes, the teachers used teaching videos to carefully select segments, replayed them repeatedly for comparison, deeply analyzed the reasons, actively sought solutions, and endeavored to summarize teaching experiences with regular patterns.

　　《那个星期天》：情韵在诵读中流淌

　　万芊和覃日红老师共同展示了六年级课程 —— 史铁生的《那个星期天》。两位老师通过集体备课，携手制作课件，精心设计教学环节与导学案。课堂上，她们巧妙运用以读带学、以读促学的教学方法，在朗朗书声中，将课本中人物细腻的情感剖析得入木三分，让学生深切体会到作者在那个特殊星期天里的期盼与失落。

　　"That Sunday": Emotions Flow Through Recitation

　　Wan Qian and Qin Rihong jointly presented a Grade 6 lesson —— "That Sunday" by Shi Tiesheng. The two teachers, through collective lesson planning, collaboratively created teaching materials and meticulously designed the teaching segments and guided learning plans. In the classroom, they skillfully employed teaching methods that use reading to lead and promote learning. Amidst the resonant reading voices, they dissected the delicate emotions of the characters in the text with great depth, allowing students to profoundly experience the author's anticipation and disappointment on that particular Sunday.

　　对外汉语课：分层教学，汉语学习乐无穷

　　熊玉倩老师的对外汉语课生动有趣。她将汉语水平三个等级的学生置于同一课堂，通过 “诵春天，画春天，说清明” 等与时令契合的分层教学环节，让不同汉语水平的学生在 “听说读写” 各方面都有所收获与提高，成功探索出对外汉语教学的有效路径。

　　Chinese as a Foreign Language Class: Tiered Teaching, Endless Fun in Learning Chinese

　　Teacher Xiong Yuqian's Chinese as a Foreign Language class is lively and interesting. She places students of three different Chinese proficiency levels in the same classroom and, through tiered teaching segments that match the seasons, such as "Reciting Spring, Drawing Spring, Talking about Qingming," ensures that students of various proficiency levels make progress in listening, speaking, reading, and writing. She has successfully explored an effective path for teaching Chinese as a foreign language.

　　活动意义：反思促成长，携手向未来 此次 “同课同构” 展示课活动中，教师们通过互查与自查，清晰地认识到自己教学中的不足之处;学生们在课堂上也暴露出一些问题。而这些，恰恰凸显了本次活动的重要意义。

　　During this "Co-constructed Lesson" display activity, teachers, through mutual inspection and self-examination, clearly recognized the shortcomings in their teaching; students also revealed some issues in the classroom. These aspects precisely highlight the significant importance of this activity.

　　我校初中语文系年轻教师居多，“同课同构” 这种课堂形式为年轻教师 “克隆” 优质课堂提供了绝佳机会，让他们在观察他人与审视自己的过程中取长补短，实现快速成长。

　　In our school's junior high school Chinese department, the majority of teachers are young. The "co-constructed lesson" format provides an excellent opportunity for these young teachers to "replicate" high-quality classrooms. It allows them to learn from others' strengths and reflect on their own practices, thereby achieving rapid growth.

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