讲一听十见证我们的改变（英汉双语版）

作者：冯珍妮编辑：来源：本站原创发布时间：2013年06月05日点击数：

It has been more than half a year since the school launched the teaching reform project called “ Healthy class” and“Two givings , Two focuses ”. Now I will share my funny changes from being confused , even amused with my arms crossed ,to my gradual love and primary practice with HuaShiyi citizens . And I was finally changed by “ Giving one , Attending ten .”

自从学校启动教改，打造健康课堂，推行两把把重以来，已接近一年。现在我把自己可笑的经历，从困惑，甚至袖手旁观并大笑之，到逐步的爱上，以至于终于决定亲自践行的变化与华师一人分享。而我根本的转变是因为“讲一听十”的活动。

At first , I really didn’t feel comfortable when the school summoned teachers to establish “ healthy class ” mainly because we hadn’t been given an ultimate teaching concept about the new arrival and hated admitting what I had done was “unheathy” .

起初，当学校召教师们打造健康课堂，我真的感觉不适。主要原因是我们当时没有从学校获得任何现成的“健康课堂”的最终解释，并且感觉到被迫承认自己过去多年的教学是“不健康的”，感觉被否认而不接受。

Then I just chose to be withdrawn , using what I thought to be already “heathy” enough to teach . At the same time I heard a lot of jokes about the “ experimental classes ” for their funny classroom management— a total mess mixed with anxiety without any better outcome , even accompanied by students’ complaints about the inefficiency .Then I felt more confident about my own teaching style and didn’t feel it urgent to change myself .

接下来我就选择退缩。采用我自己认为已经健康多年的方法继续。同时，我听到了许多对于“健康课堂”实验班师生的调侃和自嘲，因为有时教室就是一片无效的、焦虑的忙碌景象。还听到来自学生的抱怨, 他们觉得效率太低。那么我就更加不想立即放弃我多年的有效的风格，不打算马上改变什么。

But the school started to hold school-wide conference to deliver lectures by some teachers from senior two’s experimental classes such as Mr Zhao Shoubin and ask other teachers such as Guo Haining form senior one to give opening classes . What I heard was not what I had expected . They didn’t simply flatter the school’s reforming schemes shallowly . They didn’t simply complain without hands-on experience. They carefully shared their confusion and sincere concerns about the Gaokao expectations , which didn’t mean they hated but deeply loved and strong sense of responsibility . At the same time they positively carried out the rew idea . They also presented the double-edged discoveries without hesitation .

但是，学校开始在全校会议上，请一些课改实验班的老师发表演说，比如高二年级文科实验班的班主任赵守斌等老师；请一些高一年级的老师将示范课，比如郭海宁老师。从他们的演讲中我听到的不是我之前推测的东西，他们不是简单地肤浅地迎合学校的教改计划，也不是简单地不加实践检验地、随意地抱怨。他们选择的是严肃而真诚的分享他们切实的困惑和发自内心的担忧，尤其是最终的结果—— 高考的预期效果。那些忧患意识不是讨厌而是深深的爱和强烈的责任感。他们同时积极践行学校的教改理念，还毫不吝啬地分享他们已经经历的得失。

I was eventually attracted by their speeches and unexpectedly moved by the opening classes especially given by Guo Haining . I started to believe the following theoretically, “ If we manage the classroom in real effective ways , convince the students of teachers’ permanent instruction and absence, and give clear tasks with tight requirements attached as well as with the end in mind , the students can be efficient enough in the preparation process , surprisingly creative , invest more time and interest and perform in the show time better than we believe . ”

我终于被他们的演讲吸引，尤其是被郭海宁老师的示范课打动。我开始从理论上承认，“如果我们把课堂用一种更有效的方式管理，通过向学生承诺他们将永远获得老师的指导，拥有老师的现场监控，来打消学生的疑虑，同时向学生分配明确的预习任务，附带必要的要求和效果预测。那么学生在准备过程中就会高效，就会有意想不到的创造性，就会积极投入时间并体验兴趣，因而在随后的课堂上表现就会比我们认为的要好得多。”

Then I started trying out the theory without much confidence about the outcome in my class by asking them to consult the dictionary about the language points in class . Feeling unsure , students were busy turning the pages of the dictionaries without knowing what to take down . The next day , the moment I entered the classroom , loud shouts burst out “ No self-studying , Jenny style , come back ! ”

然后我开始尝试以上理念，但是在我自己的班上，我还是信心不足。特别是我在课堂上效仿郭海宁老师让学生自己查询词典、学习单元的语言点。同学们感到很不确定的情况下，他们开始飞快地翻阅词典，但是并不知道哪些应该摘抄下来。第二天，当我走进教师，听到的是异口同声地冲我大喊：“ 不要自己查，要Jenny style 回来！”

I laughed proudly, “ I predicted the outcome and sure Jenny style is the right choice”. I added . Time went by easily .

我自豪地笑了，并说：“ 我就知道这个结果，Jenny 的选择是对的。”接下来的日子过得很快。

Around the end of April to May , all the teachers started to respond to the call for “ giving one opening class , attending ten .( 讲一听十）” I was urged by President Xu Hui . She also reminded us to make breakthroughs，displaying the reforming concepts . I happened to be preparing for Unit 3 about Charlie Chaplin ( 卓别林）. I designed the class strictly by the principle of Healthy class and “ Two givings，Two focuses” . I was the first one in our department to start that. In that class , students performed almost everything well they had prepared , allowing them to experience excitement and build up confidence. It amazingly provided a language learning feast for myself , all the students and the teachers present . In the following week , I attended more opening classes , I witnessed efforts by almost all teachers in giving up the stereotypes and moved by the appreciation of the students . I was finally overcome by the reforming trend . I am meant to improve some parts of my teaching , such as the first class of each unit and the class for the exam paper explanation .

大概在四月底五月初，几乎全校老师面临“讲一听十”，高一Ⅰ部徐惠主任也敦促我们外语备课组赶快准备讲课, 提醒我们一定要有突破, 践行学校的改革精神。高一I部英语组我第一个开始讲，安排在5月24号讲Unit 3，是关于卓别林的课文。我严格地按照健康课堂的基本共性和两把两重的精神内涵打造我的这节公开课。在精心准备后，课堂上同学们精彩的表演和富于个性的英语学习风格让听课的老师，所有的同学和我本人体会到了一次语言学习的盛宴。然后，我紧接着参加“听十”的活动，在短短几天内，我听了不少的公开课，其中有些课真的是让人看到老师们在诚心诚意的进行新的探索，而且确实有别于过去的教学模式。我看到学生乐在其中而深受触动。我最终被改革的潮流所感染，我决定立即改進我教学中的某些部分，比如第一课时和试卷的讲解。

The former language points lessons , though , was of healthy-class oriented already 。It was I that designed the problems and it was the students that solved and explained the problems with my necessary complements or correction . I have been using this method for exactly 3 years and appreciated by all my students . But the part of warming-up needed to be improved greatly right now, for it lacked passion and creativeness . Occasionally it seemed too exam-oriented . I have started to help students to prepare the first lesson of Unit 5, and I will also leave the part about the exam paper explaining to the students . But the only guarantee of the satisfying outcome is that the teacher will always help with clear instruction .

因为我对语言点的课型，一直是我设题，解题过程以及原因分析全部是有不同的学生完成，而我本人只是监督，并加以纠正和补充说明。这个实践我已经实施了整整三年，深受学生欢迎。但是我的每单元的第一课时，确实缺少活力，缺少探索，甚至很多时候太过于强调“应试”功能。现在我已经将第五单元的第一课时教给我的学生，并正在设计让学生讲接试卷，当然少不了老师的指导，协助和纠正。

I also attended Huang Xiuli’s openning class, knowing her breaking down the old materials and replaced them by Teens as well as new methods which proved her great improvement. I witnessed Xiong Huizhi’s preparation for her opening class’ preparation, which is on the way and seemed very inspiring . She is trying to bring an otherwise boring topic “ grammar ” back to life .

我还听了我们一部黄秀丽的公开课，她在其中证明了她的打破旧的教学材料采用更新Teens报纸材料，和新的教学方法，并且取得明显突破。我见证了熊慧志老师准备讲一听十的过程，她都在突破自己过去的东西，让我获得灵感。她准备让语法课，那原本最容易显得枯燥的课题鲜活起来。

Two things that are still setting our thoughts back are written work for after-class time and the funny learning-Guidance . It has been proved that students can’t survive the large quantity of written work for after-class time with the suddenly born Learning Guidance added . The former makes it almost impossible for students to manage the old tasks , overburdened by the new group-based tasks. The latter , up to now , has been no better than any one-for-one practice which could be found in any supplementary materials such as 红对钩.

还有两件事情让我们对课堂教学改革产生挫败感，那就是学生的作业量太大，以及突然诞生的还不成熟的“导学案”。前者让学生没有时间承担额外的负担尤其是小组互助的自主预习部分。后者到目前为止，我看到的导学案与过去常规的教辅课课练类的习题，比如《红对钩》没有任何区别。

Without immediate careful consideration and great devotion to regulating the amount of traditional written work for after-class time or the reformed Learning Guidance , Healthy class may be sent to hospital or even may die on the operation table . Two gives ,Two focuses may become Two robberies , Two distractions .

如果没有仔细的考量和大量的投入去规范学生的作业量，并打造真正意义上的导学案，那么我担心的是健康课堂将会被被送进医院甚至死于手术台。两把两重可能会变成两打劫，两干扰。

However , I want to say ,“ Hua Shiyi , I love you ! Healthy Class , I love you! “Two givings , Two focuses , I love you ! ” Jenny is ready , never withdraw !

然而，我要说的是: “ 我爱华师一，我爱健康课堂，我爱两把两重。” 我已准备好，决不退缩。

【字体：小大】

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