近日，南京外国语学校方山分校语文教研组研讨活动在STEM+中心会议室举行。教研管理中心主任、语文教研组长柳咏梅老师主持会议，全体语文教师参加活动。
Recently, the NFLSFC Chinese Language Teaching and Research Group seminar was held in the STEM+ Center Conference Room. Ms. Liu, director of the Teaching and Research Management Center and head of the Chinese Language Teaching and Research Deparment presided over the meeting. Chinese language teachers from all deparments attended the meeting.
今年我校新入职新引进的语文教师比较多。大家首先做了一个简单的自我介绍，热烈的掌声是对新教师的欢迎更是对美好未来的期待。
This year, many Chinese language teachers newly recruited in our school. Everyone first made a simple self-introduction. The warm applause was a welcome to the new teachers and a expectation for a better future.
柳咏梅老师首先传达了学校对教研组质量评估的基本要求，对其中的相关内容做了解释和补充说明。她希望大家共同努力，在发展自己、提高自己的同时，把语文组建设成为一个优秀的团队。
Ms. Liu began by conveying the school’s main requirements for the quality assessment of the teaching and research group. and provided further explanation of relevant content. She hopes that everyone will work together to build an excellent Chinese language team while also developing and improving themselves.
接着，柳老师对我校“语文教研组建设15条”逐一做了解读，并请老师们提出更好的意见和建议。柳老师解说了这15条的核心：注重建设，教研并进。在日常的教学中注重自己的专业成长和学科组的建设，在教学的同时重视研究，实现教与研的共同进步。
Then, Ms. Liu explained the “15 articles of the Chinese language teaching and research group” of our school individually, and asked the teachers to put forward their opinions and suggestions for improvement. She explained the fundamentals of these 15 articles which are as follows: to focus on construction, teaching and research. The articles also stipulate that teachers should focus on their own professional growth and that of their subject group in daily teaching. Teachers should also place importance upon research when teaching and make dual progress education and research.
活动的第二个板块是：分享和交流开学以来的阅读、写作与思考。
The second section of the event included sharing reading, writing and thoughts about the first weeks of the school year.
小学部姜天一老师围绕“语文教研组建设要求”首先发言。他认为，“教研组建设15条”很注重教师的阅读和写作能力，教师能力提升的最终指向是对学生能力的培养。做好教学叙事，就是自己研究自己的过程。教学叙事可以是带有总结性质的单个或者多个课堂记录的整合。结合备课组的具体情况，教学叙事的研究可以三人小组为团队，保证素材真实，研究更细致，更具体，更有针对性。教师的阅读要多着眼于“多样化教学”和“师生关系建设”。
Mr. Jiang of the Primary school gave a speech on the “Building Requirements of the Chinese Language Teaching and Research Group”. He believes that the “15 articles of the Chinese language teaching and research group” place focus on the reading and writing ability of teachers, as a teacher’s own capabilities have great influence upon their students. Teachers must think deeply about their own teaching in order to conduct proper “teaching narratives”. These teaching narratives can be the integration of single or multiple classroom records with a summary nature. According to individual needs, a “teaching narrative” team be made up of a small group of around three people to ensure that materials are accurate and research is more detailed, more specific and more targeted. Teachers' reading should focus on “diversified teaching” and “teacher-student relationship building.”
小学部王莺老师结合自己教汉语拼音的教学实践，谈了自己的理解。教学叙事的素材可来源于教学反思、单元总结、学生动态，需具有针对性、普遍性、时效性，叙事的切入点要小而精。在一年级的语文教学中，定期开展“诗词小达人”“朗读者”等活动，把中华优秀传统文化的教育落到实处。
Ms. Wang of the elementary school department talked about her understanding of her own teaching practice, drawing upon her experiences of teaching Chinese Pinyin. Teaching narrative material can be made from teaching reflection, summarising units, and student attitudes. It needs to be targeted, universal, and time-sensitive. The starting point of any teaching narrative should be highly focused., During first grade, activities such as “poetry expert” and “the readers” are regularly carried out to educate students about Chinese traditional culture.
关于中华优秀传统文化教育，唐艺文老师不仅思考深入细致，而且已经有了一定的实践，如利用汉字教学激发学习兴趣，每日晨读完成诗词经典吟诵任务，有选择地开设相关内容的选修课，在诵读经典诗词的过程中，学生的阅读能力、文学修养和写作水平逐渐提高。
In order to further promote this aspect of education, Ms. Tang not only thinks deeply and meticulously, but also uses certain practices, such as using Chinese characters to stimulate interest in learning, the daily reading of poetry classics and related extra-curricular classes. By reading classical poetry, students' reading ability, literary accomplishment and writing level can be improved.
吴沁舒老师的发言重点是教师平时的阅读。她倡导读书学习——实践交流——反思提升的研读模式。要认真研读新课标，积极开展多样化阅读，定期举办组内研读活动。要了解新的教育教学动态和学科研究重点，及时转变教育观念，提高教学能力、教育创新能力和科研能力。
Ms. Wu’s speech focused on the teachers’ standard reading. She advocates a study method that inolves reading and learning, practical communication and reflection. It is necessary to carefully study the new curriculum standards, actively carry out diversified reading, and regularly organize group study activities. It is necessary to understand the new educational and teaching dynamics and the focus of discipline research, to change the concept of education in a timely manner, and to improve teaching ability, educational innovation ability and scientific research ability.
小学部老师们提出诸多有效的教师阅读建议后，中学部的老师们就“学生阅读与写作”这一主题交流了他们的想法。
After the primary school teacher put forward a number of effective suggestions with regards to reading, the teachers of the middle school exchanged their ideas on the theme of “students’ reading and writing”.
吴伊芳老师认为在初中阶段开展名著整本书阅读既是对优秀文化的传承，也是提升学生文学修养的重要途径。可以设计精彩导读，以导读激发学生的阅读兴趣；其次，从读到说，说后再读，引导学生阅读的思考方向，培养学生独立思考的习惯。还可以利用多媒体辅助阅读教学，从而让学生更好地完成名著整本书阅读。
Ms. Wu believes having middle school student read a a book “cover-to-cover”, not only helps to spread high-brow culture, but is also an important way to improve students' understanding of literature. Teachers can to help students to read for interest by designing a guide: secondly, read from reading to speaking, then read and guide students to read the direction of thinking , and cultivate students' habit of independent thinking. Teachers can also use multimedia-assisted reading to help students better read the entire book.
徐忠欣老师向大家推荐了他最近阅读的一篇文章以及自己的思考。他认为要更加注重单元整体教学和写作，让每一篇文章都服务于学生的写作，在课堂上增加练笔环节。他认为，平时这种片段化的东西多了，灵感和写作冲动就有了，考场作文的工夫须下在平时的练笔中。
Mr. Xu recommended an article he had recently read and shared his own thoughts. He believed that more attention should be paid to the overall teaching and writing of each unit, so that each article can help to develop the students’ writing ability, and that and writing exercises should be a part of each class. In his opinion, if there were many fragmented exercises, students would have inspiration and writing impulse and the exercises on writing compositions must be done in the daily practice.
马瑞红老师推荐的是一篇关于写作教学的研究论文。她认为写作不是什么“高难动作”，而是生活中与人沟通、交流、分享信息的一种方式，也是每个人生存发展的基本能力。这个观点就是将写作定义为个体对生活对世界的表达。教学中要让学生自身和生活产生连接，通过文字来记录自己的成长足迹，在写作中实现自我成长。
Ms. Ma recommended a research paper on teaching writing. She believed that writing was not a “difficult action”, but a way of communicating and sharing information with others. She also believes that writing is a basic necessity for life. This view defines writing as an individual’s expression of their life and the world around them. During teaching, teachers should help students to be connected with their own lives, record their own footprint through words, and achieve self-growth through writing.
张存宽老师就目前我校高一的具体学情，结合自己在教学中的实践，提出文言文的阅读教学要以学生为主体，让学生在团体合作学习过程中，主动参与到整理文言现象的过程中来，而不是直接灌输给学生。他认为，可以把《二十四史》作为重点课外阅读书籍，丰富学生的文言积累，扩展学生多样化思维。
Combining his own teaching practice and the needs his Grade 10 students, Mr. Zhang proposed that the teaching of reading classical Chinese should be based on students’ needs. He also believes that students should come to understand and categorise the ideas found in classical Chinese texts through by participating in group-work, rather than having these ideas be directly explain to them by the teacher. He believes that Twenty-four History can be used as a key extra-curricular reading book to enrich students’ knowledge of classical Chinese and expand students’ diverse thinking.
熊纳老师就“从语文课程目标到语文课堂目标”这个话题发表看法。认为文言文教学还应增加“学习任务群”项目。要培养良好的文言文阅读习惯和语感，提升思维品质。例如，画出《师说》韩愈的官职曲线图、理清《论语》十二章的逻辑。
Ms. Xiong shared her opinion on the topic --“from Chinese curriculum objectives to Chinese class objectives”. She thinks that “learning-task group” projects should be added to classical Chinese teaching, and that it was necessary for students to develop good reading habits and feel for classical Chinese, alongside improving their thinking skills. For example, teachers could ask the students to draw a diagram of Han Yu’s official position in On Teachers or to clarify the logic of the twelve chapters in The Analects of Confucius.
初中部和高中部的语文老师们，还就初高中语文的衔接教学进行了深入探讨，尤其是文言文教学。大家一致认为，要加强文言积累，增加初中文言文知识，熟悉了解文言现象、一词多义、词类活用、文言句式，促进初高中文言文衔接教学。
The Chinese teachers of the Junior and Senior high also had an in-depth discussion on linking the teaching of Chinese between middle and high schools, especially for classical Chinese. Everyone agreed on the following points: we should strengthen the accumulation of classical Chinese, increase knowledge of classical Chinese for junior high, become familiarise with the ideas and concepts found in classical Chinese, the polysemy of one word, the flexible use of parts of speech and the classical Chinese sentence pattern to promote the linking of teaching.
教学管理中心张玉主任全程参加会议并做指导。他充分肯定了语文教研组的“建设15条”，认为不论是对教师个人专业成长还是对教研组的整体建设都很有推动意义。他希望老师们多阅读多思考多写作，把阅读与写作视作生活常态，一种良好习惯。同时，既要重视脚下，又要关注远方。要树立正确的教师职业观，成为符合新时代要求的、充满生机活力、富有内涵的教师。
Zhang Yu, director of the teaching management center, attended the entire meeting and provided guidance. He fully affirmed the “15 suggestions” of the Chinese teaching and research group, and believed that they are very helpful for both teachers’ personal professional growth and the overall development of the teaching and research group. He hoped that teachers could read more, think more, write more, and regard reading and writing as a normal part of life and a good habit. Equally we should not only pay attention to current situation but also to the future. It is necessary to establish a realistic view of teachers’ career and become a teacher full of vigor and vitality in line with the requirements of the new era.
最后，柳老师还就教研组本学期要组织的活动、外出参加的学习、微信公众号“我在语文”的建设等做了简要介绍，希望大家积极参加研讨和学习活动，积极主动地承担组内工作，按照“建设15条”勤勉努力和有所发展。
Finally, Ms. Liu also made a brief introduction to the activities to be organized by the teaching and research group this semester. These include participating in study events and creating WeChat posts called “I’m in Chinese”. She also hoped that everyone can actively participate in discussion and learning activities, undertake group work in accordance with the “15 suggestions”, make efforts, and self-develop.
这是本学期学校语文教研组的第一次全体教师研讨活动。两个多小时的交流和分享，让大家意犹未尽。本次活动内容实在、讨论热烈、交流丰富，体现了语文教研组认真负责、积极进取的态度和牵手同行、团结协作的精神。活动得到了校领导的充分肯定和热情鼓励。全体参会老师都表示，期待教研组以后多多开展类似的研讨活动，帮助大家更好地提升业务素养、提高业务能力。
This is the first all-teacher seminar of Chinese teaching and research group in our school this semester. More than two hours of communication and sharing left everyone eager to learn more. The substantial content, the heated discussion, and the rich communication reflected not only the responsible and serious attitude of the Chinese teaching and research group, but also their spirit of unity and cooperation p. The event was fully affirmed and enthusiastically encouraged by the school leaders. All teachers attending the meeting said they hoped that the teaching and research group will organize more similar seminars in the future to help everyone improve themselves.
（文章来源：语文教研组 未经授权 禁止转载）
