为践行“教学相长”，不断提升青年教师的教学、教研能力，我校于9月25日开始启动了为期两周的师徒带教活动，八大学科共14位青年教师进行了“拜师课”公开讲授，各学科带教教师作为指导教师和评委进行听课与联合评课。

       Editor's Note：Teaching benefits students as well as teachers.Improving young teachers'capacity of teaching and research, our school launched a two-week mentoring program on Sept.25th,2020.14 young teachers of 8 subjects presented their demonstration classes, which were observed and evaluated by their mentors and other judges.

       在带教教师的指导下，青年教师通过备课、磨课，说课、授课、评课等环节，切实提高了组织教学能力，在成为一名成熟、优秀的教师道路上迈开了第一步。

      Under the guidance of experienced teachers, the young minds effectively polished their teaching skills, and made the first step forward to be mature and excellent teachers by preparation, analysis, discussion, teaching and evaluation.

同课异构的积极探索：英语“拜师课” 

        三位年轻老师在同一课题下，各展身手，通过对不同教学活动的组织，达成了同一教学目标。

        With the same module, three teachers achieved the common teaching objectives in their own ways by conducting various teaching activities.

         张丹妮老师创设班级聚餐的情境，以“食物和饮品”为话题，引导学生设计购物清单，在模拟真实情境中锻炼了学生们的英语实际应用能力。

         Miss Zhang Danni created an activity of simulating class party, using the food and drink as the topic. She led students to design their own shopping lists, which strengthened their English proficiency by simulating the real life.

          蔡悦老师的课堂，注重师生间的互动，精心设计了大量的问答活动，让学生在学习英语知识的同时感受英语语境的魅力。

          Miss Caiyue's class was full of interactions between teacher and students. Many carefully designed Q&A allowed students to appreciate the charm of English while learning it.

       潘平老师娴熟的在课堂中引入自然拼读法，在最后的总结陈述中，深入浅出，全体学生在他的引导下，积极互动，不仅高度达到了课标要求，还感受到了英语世界的奥秘。

       Mr.Pan Ping adeptly ushered in phonics in his class.In the final stage,he explained profound English theory in simple way,and under his guidance students actively participated.The height of curriculum was not only met, but students enjoyed the mystery of English world. 

单项式的多项实践：数学“拜师课”

          数学老师们的授课题目是《单项式》，两位拜师课讲授教师易可和秦亚楠老师展现了不同的教学风格。

         The teaching theme of maths is monomials. Mr.Yi Ke and Miss Qin Yanan presented different teaching styles.

        易可老师以视频导入，在激发学生的兴趣的同时，引导学生分析问题的共同特点，逐级引出单项式的概念，初步培养了学生观察、分析、抽象、概括的思维能力和应用意识。易可老师还结合学生年龄段特点，采用了多媒体手段，在互动游戏与小组积分制的竞赛氛围中，“玩”着达成了教学目标。

        Led by a piece of video, Mr.Yi Ke led students to analyse the common features of math question while sparking their interest. The concept of monomials was presented step by step, and both students's capacity of observation,analysis, abstraction and their awareness of application have been fostered. Mr.Yi Ke combined their age features and multimedia teaching methods in game and group work, so "play" is the main target of teaching. 

       秦亚楠老师用自然大方的教学仪态和言简意赅的语言，向学生娓娓道来，抓住单项式概念易混淆处和判断易错处，使学生在情境中感知概念，顺利掌握单项式的概念及其系数、次数的概念，突破了本节课的重难点。

       Miss Qin Yanan taught students in natural and smooth way with brief words. Elaborating from the easy mistakes and truth or false over the concept of monomials, she cracked the key and difficult points from concepts of monomials, coefficients and degree, bringing students into the real situation.

文言文的多种解读：语文“拜师课” 

         语文“拜师课”上，三位老师就文言文《咏雪》展开教学。

        Three Chinese teachers started their teaching with an ancient Chinese article about Snow.

       闫嘉煜老师围绕教学目标设计课程、拓展背景知识，并综合运用多种教学方法，帮助学生理解并感受文言文的内涵。课堂上紧凑的小组活动高潮迭起，在“角色扮演”环节，不但加深了学生们文言文的理解，还感同身受的演绎了古代儿童的聪慧机敏和良好的家庭教养，潜移默化地提升学生的语文综合素养。

      Miss Yan Jiayu designed her class with the center of teaching target.The expansion of background knowledge combined with various teaching methods helped students understand and appreciate the meaning of ancient Chinese. In the part of "Role Play",closely-knitted group work was of exhilarating experience, and it left students a deep understanding over the ancient Chinese. Through those activities students had close feelings over wisdom and fine family teaching of ancient chilren, and their Chinese aptitude was enhanced naturally.

       王梦玲老师从《世说新语》小故事导入，舒缓了学生的畏难心理与生疏感。她的教学步骤清晰明确，重点突出，逐层递进，从学生认知出发，不知不觉中达成教学目标。王老师通过“四读”课文，循序渐进地帮助学生总结归纳了文言文翻译方法，同时又在深入感知课文上，鼓励学生多角度思维，培养他们品味语言的审美能力和对生活的观察力、感受力。

       Miss Wang Mengling used A New Account of the Tales of the World which the students are familiar wtih as leading-in to ease the students' fear for difficulties and shorten the distance between the old konwledge and the new. Her teaching procedure is clear with outstanding focal points. Considering the features of the students' cognitive level,she designed the questions delicately to guide the studenes step by step, achieving her teaching goal smoothly. Through the “Four Reading” text, Miss Wang gradually helped the students to summarize the translation methods of classical Chinese, and meanwhile, encouraged them to think from different angles during the in-depth analysis of the text, so as to help the students cultivate the abilities to understand the language aesthetics and to  observe and enjoy life.

       马小珺老师实现了对学生们的普遍关注，紧紧抓住学生的兴趣点，循序渐进地利用已学课程进行新课引入，注意知识点的前后勾连，让学生在巩固所学知识的基础上获得新知。她有意识地尝试大单元教学，并关注学生的多样化朗读培养学生们的文言语感，点滴中积累学生文言文素养。

       Miss Ma Xiaojun paid attention to the whole class and led in the new content from the past knowledge by grasping students' interest. She displayed the close relationship of key points before and afer, serving as the basis for students to acquire the new knowledge. She consciously tried Module-centered teaching and adopted diverse reading skills to

动中学与学中动：体育“拜师课”

      李诗侠老师的授课题目是《快速跑起跑》。她从“看谁反应快”游戏引入快速跑起跑主题，并通过多种起跑反应练习和“我是环保小卫士”的竞速游戏，让学生在活动中进一步感受快速起跑，引导学生探讨不同练习方式对快速起跑的效果，让学生体验并意识到健身又健心的重要性。 

       PE teacher Ms. Li Shixia taught from the Start of Fast Running. Starting from the game of quick response as the theme,she used different quick-response running methods and a racing game "I am supporter of environment protection" ,driving students to have close contact to the fast running in real activities. She guided students to discuss various effects practice has over fast running, allowing students to feel and realize the importance of mental and physical health.

       冯兆儒老师的授课题目是《双手胸前传接球》。本节课准备活动为提高腰腹力量以及运控球能力的游戏“七上八下”，让学生在活动中掌握技能，并在愉悦的氛围中结束活动。在基本技能传授阶段，通过示范、讲解、提示、纠正等教学方法，促进学生积极主动思考与学习。通过交流、合作、参与练习的学习方法，提高学生自主学习能力。在课程的最后环节，设计了身体素质练习“折返跑”用以发展学生下肢力量及提高速度耐力。

       Mr. Feng Zhaoru's project was "passing and catching the ball with both hands in front of the chest". The preparatory activity in his class was a game called "seven ups and eight downs". It helped strengthen students'  waist and abdomen and developed their ability of controlling the ball. The class ended in a pleasant atmosphere.In the basic skill teaching stage, demonstration, explanation, prompting, and correction were used to promote students' active thinking and learning. Through the learning methods of communication, cooperation, and participation in exercises, students can improve their independent learning ability. In the last part of the course, a physical fitness, "back and forth running", was designed to develop students' lower limb strength and to improve their speed and edurance. 

愉快的艺术感受之旅：艺术设计“拜师课”

        艺术组的老师们借助艺术课堂，放飞学生想象力，促进学生艺术思维的形成，培养学生良好的艺术素养。

        With the help of art class, the teachers of the art group released the students' imagination, promoted the formation of the students' art thinking, and cultivated the students' sense of aaesthetics.

      在美术“拜师课”上，杨帆老师的授课题目是《卡通故事》。杨老师以一段卡通视频迅速吸引了学生的注意力，同时选用多种适合学生年龄段特点的卡通形象贯穿课堂，在轻松、愉悦的氛围中，让学生了解了卡通造型的基本特点。在创作环节，杨老师引导学生从生活中寻找灵感，示范以“包子”为原型设计卡通形象，学生们在老师的引导、示范下纷纷大展身手。一堂课结束，每个学生都设计出了属于自己的独有卡通形象作品。

       In this mentoring program, Mr. Yang Fan designed a lesson on "cartoon story". He quickly attracted students' attention with a cartoon video clip. At the same time, he used a variety of cartoon images suitable for the students in his class. In the relaxing and pleasant atmosphere, students learnt about the basic features of the cartoon images. Yang guided them to look for inspiration from life in a creative way, demonstrating the design of cartoon images based on steamed bun. At the end of the class, each student created his own unique cartoon image.

       音乐“拜师课”，黄姿景老师以《青年友谊圆舞曲》为题，从复习韵律顺势导入到本课学习。新授环节中，黄老师教授了柯尔文手势，学生通过反复练习、小组间比赛，逐渐攻克本课难点。在学唱环节，学生通过学唱乐谱，以及现场钢琴伴奏跟唱、小组唱、男女生比赛唱等多种学习方法，在旋律的跃动中让学生经历了一场愉悦的音乐艺术之旅。

       Ms. Huang Zijing designed a music class "Youth Friendship Waltz". She naturally led in the class by reviewing rhythm. She presented Curwen's gesture and had the students practice repeatedly and compete in groups.

抽象内容的讲授尝试：生物“拜师课”

       杨琳老师的《细胞是生命活动的单位》课堂，以变形虫为例，描述细胞的生命活动，使学生理解“细胞是生物体的结构和功能单位”这一概念。通过引导学生观察变形虫视频以及实验动画演示，把抽象的内容形象化、具体化，培养和发展学生的抽象思维。通过对“变形虫分割以及细胞核移植实验”的分析，提高逻辑推理能力和语言表达能力。 

       Ms. Yang Lin's "cell as a unit of life activity" took the Amoeba as an example to describe the life activity of the cell, so that students could understand the concept that the cell is the structure and funciton unit of the organism. By guiding them to observe the amoeba video and experimental animation demonstration, the abstract content became visulized and concrete, cultivating students' abstract thinking. They could also improve their expression and logical thinking by analyzing the experiment of 'amoeba segmentation and cell nuclear transplantation'.

对于声音的层层感知：综合实践“拜师课”

       王晗老师的授课题目是《有声的世界》。她通过让学生感受声音和制造声音导入主题，并让学生小组讨论声音产生的原理，观察发声物体在发声时有哪些共同特征，引导学生提出“声音是通过振动产生的”这一猜想。然后让学生设计实验通过科学的探究过程验证猜想。在趣味性十足的课堂上，学生视听触感等综合体验感知，比如通过敲击音叉发声，用手触摸被敲击的音叉，观察音叉敲击后放入水中溅起的水波等等，验证猜想成立。之后学生根据学到的知识进行发声装置设计并进行展示说明。 引导学生完成“感受、思考、理解、验证、再思考、实践、再验证”的综合实践。

      Presenting by making students feel and produce sound as the lead-in, Ms. Wang Han taught the world of sound and asked students to discuss the theory of sound production in group work. By observing the common features of sound production, students were led to propose a guess, that is, sound is produced by vibration. And students were encouraged to design scientific experiments to test their proposal. On an interesting class, students'senses of watching, hearing and listening were activitated to test their guess by touching and observing the waterwaves produced by pitchfork after it was beat. And then students applied the new knowledge into designing and presenting the sound-making device.It led students get through a complete process of sensing, thinking, understanding, testing, rethinking, applying and revision.