学教翻转的课堂⻛风景

Perspective of Flipped Learning

——融侨赛德伯学校总校⻓长 林林莘
Rong Qiao Sedbergh School, Kelly Lin
 教育的初⼼心，教育的梦想是什什么？

幸福的课堂
A Class of Happiness

让孩⼦子愉悦学习的课堂
A class that students enjoy

让学⽣生成为学习主⼈人的课堂
A class that allows students to become the host

让每⼀一个学⽣生都有发展的课堂
A class that promotes each student individual
development
 21世纪课程与教学⼼心智⼯工具的转换
21世纪教育的关键词
21st Century Educational Key Words
1.少即是多（less is more)

2.主动学习(active learning)

3.深度理理解(depth understanding)

4.深化理理解(enduring understanding)

5.核⼼心素养(generic competences共同素养)

6.创客(STEM) STEM是科学（Science）、⼯工（Technology）、⼯工程（Engineering） 及

数学（Mathematics）四个学科的字⾸首的缩写。

7.科际整合(interdisciplinary)

8.统整课程(integrated curriculum)
 逃避学习 被动学习
Escape Learning Passive Learning
 主动学习 建构学习 交互学习
Active Learning Constructive Learning Interactive Learning
学习⽅方式越主动，学习层次越深⼊入。

⽽而被动学习和主动学习属于浅层学习，建构学习和交互学习属于深度学习。
The more active the learning mode is, the deeper the learning level is, while passive learning and active learning belong to shallow
learning, while constructive learning and interactive learning belong to deep learning.
 学⽣生⻆角⾊色的变化
The role of students
Being passive recipients of knowledge Active and participatory learner
作为知识的被动接受者 积极参与的学习者
Focus on answering questions Asking questions
专注回答问题 问问题
Being ‘spoon fed’ Taking responsibility for their own learning-
娇⽣生惯养 reflective learners
对⾃自⼰己的学习负责——反思型学习者
Competing with one another Collaborating in their learning
相互竞争 相互协作
Wanting to have their own say Actively listening to opinions of others
想有⾃自⼰己的发⾔言权 积极倾听他⼈人的观点
Learners of individual subjects Connecting their learning
个别科⽬目学习 联结他们的学习
 什什么是学习共同体？
What is Collaborative Learning Community?

教 学
Teaching Learning

个体 共同体
Individual Learning
Community

通过相互配合、相互帮助、相互依存⽽而进⾏行行共同学习，集体建构达到共同发展。
By cooperating with each other, helping each other and relying on each other, we can learn together and
achieve common development through collective construction
 “学习共同体” 主要采⽤用两两学习和四⼈人⼩小组协同学习的组织形式
Collaborative Learning Community are mainly based on small teams-2 or 4 students a group

两两是为了了形成关照关系 四⼈人协同才是真正的深⼊入学习
2 people a group is aim at establishing a peer- 4 people a group is essential to in-depth study
to-peer assistance
 “学习共同体”是传统意义上的⼩小组合作学习吗？
Is Collaborative Learning Community the same as traditional Group learning?

⼩小组合作学习 学习共同体（协同学习）
Group Learning Collaborative Learning Community

有领导者，学习阶层化 没有领导者，⼈人⼈人平等
There are leaders, and learning is hierarchical No leaders, everyone is equal

⿎鼓励发表 重视互听、互学和互惠关系，⽽而不不是互教
Encourage to speak out Focusing on peer-to-peer listening, peer-to-peer learning and
mutual benefit rather than peer-to peer teaching

有奖惩系统 强调挑战学习获得成功的乐趣
Reward and punishment system Emphasise the challenge of learning the joy of success

重在任务达成，强调共识， 重视差异和个体，利利⽤用差异来创造可能性和机会。
强调统⼀一性 主张学⽣生要有新的发现，让学⽣生浸润在思考中。
Emphasise on task achievement, consensus and Emphasise on difference and individual, using difference to create
unity opportunities, advocating students to discover and think
 学习共同体的哲学思想
Philosophic theme of
Collaborative Learning Community
每⼀一个孩⼦子都有权利利学习
Each child has the right to learn

公共性
Publicness

倾听孩⼦子的声⾳音， ⺠民主性 卓越性 ⾼高品质的学习

导⼊入 培养深度学习善于思考
听⻅见孩⼦子学习的 学习策略略 培养能温暖他⼈人的
的
声⾳音 孩⼦子
——提质 未来公⺠民
Cultivating children
Hearing the voice 的密码 Cultivating future citizens
from children who can warm
Guiding into learning of critical thinking and in-
others
strategy depth learning
每⼀一间教室都是静悄悄、深度思考学习的教室
Every classroom is a quiet classroom for deep thinking and learning
每⼀一个课堂都是学⽣生⾃自主探索、伙伴协同学习、⾼高效率的课堂
Each classroom is a highly efficient classroom for students to explore independently and learn
cooperatively.
每⼀一个课堂都是安⼼心、安定、安全、幸福的课堂
Every classroom is full of ease, stability, safety and happiness.
 安全、润泽的课堂环境
A safe and immersive learning environment
平等、信任，⼼心理理上没有害怕
1 Equal and trustful lesson without fears

教师传达的是这样的信息：求助不不是低能的象征，⽽而是学习欲望的反映，且应
该得到积极的回应。
2 The teacher should deliver the message to students: Asking for help is the
desire for learning.
没有好的发⾔言、差的发⾔言之分（不不完美的发⾔言往往成为课堂⽣生成的⽀支点）
3 No right or wrong answers(imperfect views may sometimes become the highlights)

创设积极的紧张状态，⿎鼓励错误和欢迎错误，帮助学⽣生看到错误的价值和不不断向前的重
4 要性；从关注⾃自我转移到任务，转移到错误的性质，转移到利利⽤用错误的策略略，努⼒力力在某
个很难学习的任务上取得成功，获得快乐。
如何破解重重困难？
How to overcome the
difficulties? 课桌椅U型排列列或四⼈人⼩小组
Desks and chairs are arranged in a U shape or 4 people a group

学⽣生轻声细语交流
Students communicate in low voices

从形式开始 教师减少话 Reduce the 'teacher talk'

从教师问到学⽣生问
教师⼼心智的 From Teacher asking to student asking
改变
The change of 从评教到察学 From evaluation to observation
teacher’s mind
板书不不同
 安静倾听 Listening
学⽣生新的学习
轻声交流 Communicate in low voices
惯性养成的困难
⺠民主平等 Democracy and Equality

尊重欣赏 Respect and Appreciation

学校⽂文化的 求助互助 Mutual Help

第17段“唱完了了歌，⻦鸟⼉儿⼜又对着灯⽕火看
了了⼀一会⼉儿，就⻜飞⾛走了了。”为什什么只看了了 《卖⽊木雕的少年年》：⼀一位孩⼦子提出⼀一连串串的疑问：少
⼀一会⼉儿？ 为什什么不不是看很久？ 年年为什什么要在宾馆外的⼩小树林林等候作者呢？他怎么知
-- 《去年年的树》
道“我们”会出来散步呢？万⼀一那天作者不不出来散步怎
⼩小⽊木偶为什什么不不说清楚事情的经过？
么办？难道这位少年年会⼀一直等下去吗？少年年听到“我
说了了不不就解决了了吗？
（受了了委屈为什什么不不为⾃自⼰己辩解？） 们”的声⾳音，怎么会⻢马上判断出那就是⽩白天买⽊木雕的
--《⼩小⽊木偶的故事》
那位中国⼈人？虽然是⼀一模⼀一样的象墩，上午的是坐
武松是不不是真英雄？
凳，但现在变成了了拳头⼤大⼩小的⼯工艺品，东⻄西已经变
武松到底是不不是傻呀？
酒是能让⼈人醉还是能给⼈人⼒力力量量？ 了了，作⽤用也变了了，他坚持送，还有价值和意义吗？
--《景阳冈》
 设定⾼高⽔水准的学习内容让学⽣生挑战⾼高质量量的学习
To challenge students with high quality curriculums

! 教师能够设计⽣生成具有挑战冲刺刺刺刺激性的问题
! Teachers can create challenges for students

! 同伴互助进⼊入深度学习
! To have deep learning

! 教学是为了了⽀支持学⽣生掌握⽬目标
! To support students to achieve the task

当他们学到新知，当他们开始思考，当他们克服了了种种困难，当
他们发觉⾃自⼰己⽐比过去学得更更好，他们就能获得成功感。
 复制学习共同体的必要条件
Requirement of Duplicating a Collaborative
Learning Community
具有教学热情、有教学领导⼒力力、课程领导⼒力力的校⻓长
01
Having a principal who is passionated about teaching and masters teaching and curriculum
design leadership.
02 教学领导⼒力力是核⼼心，要不不断培训校⻓长
Teaching leadership is the core, the principal should be trained constantly.

03 让每⼀一位校⻓长喜欢课堂，亲近课堂，成为学校的⾸首席教师
Make principals to enjoy the classroom at the frontline and become the chief teacher of the school.

培训的⽅方法要改变，培训要从学习实践历程的导向来培训校⻓长。要从班级⾥里里的备课、观课、
04 议课这样的素养重新培训校⻓长。
The training approach should be changed, and making the principal training to be learning and practice-
orientated through lesson preparation, lesson observation and group discussion.

05 设计组织⾼高品质、⾼高频率的教师专业成⻓长系统。
Design and develop a teacher professional growth system of high quality and high frequency.