“学术升维包括思维训练、探究式学习以及学科联接三个方面。新英才学校自提出学术升维以来,即对教师提出了更高的要求——在课堂之外,承担起对学生思维训练、探究式学习、学科连接方面的培养与指导,以及学术语言的教授与训练,等等。
因此,学术升维落地实施的过程里,需要全体教师进行深入的教研、全面的交流,以达到学术升维最大化的实现,最终使学生获益,收获课堂之外的能力。
也是基于此,新英才剑桥国际中心从去年开始,定期举办教师开放论坛,目的就是为教师们提供一个展示成果、交流反思的平台——将我们在课堂之外的工作重新梳理,集中呈现,互相借鉴,取长补短。以期,笃行证道,精进不休。
课题名称 /Project based learning
This presentation will focus on how to bring instructional variety to the classroom through projects using a cross-curricular approach.We will discuss the fundamental building blocks of projects, and how the student-centred focus combined with making use of knowledge gained from all subjects can result in an extremely positive and creative learning experience for all. We will hear feedback from two BNTA students who have benefitted from engaging in such projects, together with the key responsibilities of teachers. We hope that this will spark many ideas for use in your classrooms.
课题名称 /文学类文本阅读的审美价值追求与建构
文学作品阅读在中文学科教学和评价体系中有其独特的定位和功能,多指向学生的言语发现、 精神体验、 阅读空间建构与思维发展。教学中我们立足于文学类文本的审美价值追求, 依据课程标准和评价体系, 充分把握文学类文本的特质, 准确搜寻和捕捉评价点, 运用适切的技术和手段, 使评价内容更趋于综合性、 探究性和开放性, 以形成对学生阅读能力与素养的多角度、 创新型评价。
课题名称 /
随着学术压力的上升,单单教授数学上的知识已经不足以满足学生们在学术上的追求。面对纷繁复杂的问题,如何帮助学生养成独立的思考、拆解与分析的学习习惯成为数学教育者新的命题。从9年级开始持续培养、支持学生自主学习的习惯和能力,有助于培养终身学习者、独立思考者。
课题名称 /
Bridging the classroom to the outside world -- educator reflection on the chip crisis
(真实案例引发的跨学科知识在课堂的应用)
课题名称 /
The evaluation of scientific literacy of primary and secondary school teachers
Scientific literacy is about how you think, about questioning everything, about being skeptical, and about thinking critically. Why is it important to be scientifically literate?He explains the what, why, and how of scientific literacy, including science’s relation to participation in the democratic process.
课题名称 /
Exploration of university applying associated learning and teaching practice by open inquiry-based learning in international senior high school
The case of Rusell in Year 12 at Cambridge International Center, Beijing New Talent Academy
Inquiry-based learning starts by posing questions and can effectively improve students' problem-solving skills. The inquiry is outlined in four levels: confirmation, structured, guided and open. In an open-inquiry learning program, students formulate their research questions, design and follow through with a developed procedure, and communicate their findings and results. Teachers need to refer to multidisciplinary knowledge and conduct the students based on the problem they arise. During the senior high school period, students are at the essential stage for applying to international universities. We would like to share the learning & teaching experience of the program: the exploration of the cause of temporomandibular joint disorder syndrome, by Russel, a year-12 student at Cambridge International Center at Beijing New Talent Academy, whose chosen sphere was Biomedical Engineering, to provide a case for teaching innovation.
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