【特色教研—“同课异构”】香港大学和西外国际课程部特色教研“同课异构”探究
2017-03-10 Kurt Goetzinger
教育感悟
教研活动是中国教育一大特色，它既能解决教育实践中遇到的问题，促进教师自身发展和教学工作的科学化、合理化，同时也有利于形成学校的教育文化，全面提升教学质量。西外自建校以来便一直注重教研组的建设与发展，自下而上，层层推进。我们不仅有校本培训、人文艺术沙龙，专家讲座等形式，也依托于其他资源来开展更丰富的教研活动。最近，我校开始同香港大学合作，共同探索一项新的教研形式——“同课异构”。
“同课异构”：“同课”指同一个教学内容，基本一致的教学目标，“异构”则体现在两位（或多位）教师的不同呈现。一旦确定主题，就要进行比较式研讨，在“同中求异”、“异中求同”比较过程中提升教师的教学水平。课堂教学中，在结构、方法、手段、形式等方面每个教师则有所不同，这就要求结合教师自身特点和本校学生实际情况，巧妙的设计和安排。
“同课异构”让我们清楚地看到不同的教师对同一教材内容的不同处理，不同的教学策略所产生的不同教学效果，由此打开了教师的教学思路，彰显教师教学个性,是继承和批判的统一，真正体现了资源共享，优势互补。
“同课异构”的教研方式，可以引发参与者智慧的碰撞，可以取长补短，明显提高教育教学效果，同时也为教师们提供了一个面对面交流互动的平台。
那香港大学和西外国际课程部的“同课异构”教研方式具体是怎样的？它在西外是如何开展的？且听我校初中双语国际课程部的外教Kurt Goetzinger细细道来~
（内有中英文双版）
The Parallel Lessons are designed as a tool to observe the teaching methods of different teachers between Hong Kong and mainland China. The two lessons are taught concurrently followed by a discussion.
Due to first-time technical difficulties, I was able to view my colleague’s lesson about 10 minutes in. While the goal of their lesson was unclear, I could glean from it the lesson organization. The class was set up interactively with three monitors embedded in the wall of the classroom, a mobile video camera and two teachers instructing the students. They projected a 3-D model of a paper airplane (that slowly rotated) on one screen which assisted with their physical model of a paper airplane each student had. There was a sheet with various questions that pertained to the various lengths of different parts of the airplane. The quality of the audio prevented a detailed account of the real-time class.
In my lesson, the students were put in pairs and in front of them lay a protractor, a piece of string, a weight and a straw. The instruction was to construct a clinometer, a device used to measure the height of objects using angles. The goal was to persevere in problem-solving. They knew the purpose of a clinometer, they knew how to use a protractor so with that knowledge could they build a clinometer? As the lesson progressed, I would give construction hints to help along the process. Once it was built, they had to figure out how to use it. After spending time with it, we made a few adjustments to ensure better measurements and I had them walk around the room practicing before coming back to our seats to review and reflect on the lesson.
In the discussion stage, questions were asked and answered from all three parties involved. The Hong Kong school was praised for its high degree of math. My lesson was praised for its creativity. One of the leaders remarked that very few times has a Parallel Lessons event had a lesson as different as mine. I commented that our students are ahead of their Western counterparts mathematically but are behind in their English and creative skills. My lesson was designed to address this. Also, the building of a mathematical tool serves as a bridge between the 2-D world of the textbook and the 3-D real world. I wanted to see how well our students could take their 2-D knowledge and apply it to a 3-D world.
I learned from my counterparts to refer back to the 2-D world, such as drawing a diagram to help visualize the abstract triangle they are constructing in their mind when using the clinometer. I was inspired by my colleague to produce excellently crafted lessons and to continue in the improvement of my knowledge and its dissemination.
It was a difficult assignment, we were first-timers producing alongside classroom veterans. The discussion, which normally would be an hour, lasted another 20 minutes. All parties involved at Xiwai gained much knowledge really, at all points along the way, and we were able to show an experienced group of educators another effective teaching method not commonly seen in their video series.
同课异构是为了观察香港与中国大陆不同教师的教学方法而设计的。两个课程同时教授，然后进行讨论。
由于这是第一次做这样的观摩课，所以在网络技术方面需要做相对的调试，在观摩的过程中我可以清晰的看到对方老师的教学目标，他们的教室墙壁上安装有的三个显示器，一个移动摄像机和两个互动白板。他们在一个屏幕上投影了一个纸飞机的3-D模型（慢速旋转），这有助于他们每个学生对纸飞机有一个很形象的视觉效果，另外有一张有各种问题的表格，涉及飞机不同部分的各种长度。
在我的课堂当中，学生们分组结对，在他们面前放置一个量角器，一条弦，一个重量和一根稻草。该指令是构造一个测角仪，一个用于使用角度测量物体高度的装置。目标是坚持解决问题。他们知道测径仪的目的，他们知道如何使用量角器，用这些已知条件看他们是否可以建立一个测角仪呢？随着课程的进行的过程中我会给一些建设性的建议和帮助。一旦测角仪建成，他们一定要找到方法如何去使用，在很短的时间里，我们做了一些调整，为了确保更好的测量，我让他们在教室走动练习，然后回到我们的座位来讨论和反思我们所做的项目。
在讨论阶段，所有三方都提出并回答了问题，香港学校因其高度的数学而受到赞扬，我的学校因其创造力而受到赞扬。其中一个领导者说，很少有机会这样观看平行课的并讨论和学习，我评论，我们的学生在数学上领先于西方同龄的学生，但他们的英语和创造性技能都需要更大的提高，我所设计的课程就是为了解决这个问题。此外，数学工具的建立是作为教科书的2-D世界和3-D真实世界之间的桥梁。我想看看我们的学生能够如何利用他们的二维知识来创造出于三维世界并在三维世界中进行运用。
我从香港学校学到了如何很好的利用并学习二维世界，例如绘制一个图表来帮助他们结合自己大脑中的抽象图形来做出相应的测量。我课堂设计的过程是来自我的给位同事，我们一起教研讨论，精心设计出了出色的课程，并继续提高我的知识和传授能力。
这是一个艰难的任务，但是我们非常享受这个过程，一个小时的讨论，我们又持续了另外20分钟。在西外所有参与的老师和同学都得到了丰富的知识，我们也能够向经验丰富的教育工作者通过视屏的方式展示不同的教学方式。
“你有一个苹果，我有一个苹果，交换后每人还是一个苹果；你有一种思想，我有一种思想，交换后每人有两种思想”。
“同课异构”教研形式给教师提供了一个面对面互相交流的平台。在这个平台中，老师们共同探讨教学中的热点，难点问题，探讨教学的艺术，交流彼此的经验，共享成功的喜悦。目前，我们对“同课异构”的理解和认识还只停留在初级阶段，在今后的教学研究中我们还将继续“认识——实践——再认识——再实践”，要把追求课堂教学的高效作为我们一生孜孜不倦的追求。
在探索教研的道路上，西外一直勇往直前，而“同课异构”的坚持探索将会是西外教研活动的又一重大突破！我们有理由相信，在师生的共同努力下，西外国际课程部的教研活动会越来越好！
