深耕课堂 教学相长——上海田家炳中学国际部公开课精彩课堂回顾

今天GJXX小编搜罗了深耕课堂 教学相长——上海田家炳中学国际部公开课精彩课堂回顾希望给择校的家长们提供参考。

上周，上海田家炳中学国际部举行了2022—2023学年第一学期公开课活动， “创设真实情境，促进深度学习”，通过还原真实课堂，有效促进教师在教学实践中专业能力和水平的不断提高。
TJBI open class is to support and encourage teachers to actively carry out teaching researches and teaching reforms and effectively promote the continuous improvement of teachers' professional ability and level in their teaching practice. 本次公开课有十位教师参与，全体老师积极参与听课与研讨学习。 Words from Keith
These two poems, “The Song of the Mud” by Mary Borden and “Dulce et Decorum Est” by Wilfred Owen connect with our Unit 1 Essential Question "What makes a hero?" by describing as an illusion the glories of war. These poems show the ugly inhumane reality that for the ordinary soldier, war causes agony, suffering, and can have a lasting negative impact. In today's class, students explore these themes using the writers' word choice (diction), tone, and irony as tools of discovery. Words from Jahan
Terrestrial biomes are the result of biotic and abiotic interactions. The learning objective is to describe the global distribution and principal environmental aspects of terrestrial biomes. A terrestrial biome is a major regional complex of similar communities, a large-scale ecological unit recognized primarily by its dominant plant type and vegetation structure. The terrestrial biomes contain the characteristic communities of plants and animals that result from, and are adapted to, their particular climate. Characteristics vary with temperature, precipitation, atmospheric circulation, oceanic circulation, soil, latitude, and altitude. Hot humid regions have greater primary productivity and thus greater biodiversity than cold or dry regions. Climate graphs are used to describe and compare precipitation and temperature in different terrestrial biomes. Temperature and precipitation are the two most important factors that determine biome distribution on land. The reason for a terrestrial biome at a particular location is due to latitude and altitude. The global distribution of non-mineral terrestrial resources (such as water and trees for lumber) varies due to some combination of climate, geography, latitude, altitude, nutrient availability, and soil. The worldwide distribution of biomes is dynamic, as it has changed in the past and may again shift as a result of global climate changes. Words from Anthony
Today, we are starting to learn a new chapter in world history. Students are going to learn about ancient Egypt. As a river valley civilization, Egypt is an ancient civilization and has a rich history. The beginning of this chapter, students are learned the importance of the Nile river. Nile river, for Egypt, is “creator of all good” and used the Nile for everything in their daily life. The Nile river provided drinking water, bathing and water for crops. At the end of the lessons, the students receive a writing assignment. Students had to write a diary of an Egyptians living next to the Nile explaining the benefits of the river. Words from Joanna
We can describe vectors using i and j notation.A unit vector is a vector of length 1. The unit vectors along the Cartesian axes are usually denoted by i and j respectively. You can write any two-dimensional vector in the form of ai + bj by the triangle law of addition: Now in this class we will learn how to calculate vectors addition and subtract in the form of i and j and how to find the magnitude of a vector using Pythagoras’ Theorem as well as how to figure out the unknown factor using the condition that two vectors are parallel to each other. Per the vectors in forms of ai + bj, you can add them together by adding the terms in i and j separately. You can subtract vectors in the similar way. And you have to know that when two vectors are parallel, then the slopes of the two vectors are same. We study the examples in textbook together with student, and ask the students to find out the difficult point by themselves from the examples and try to avoid in their own calculations. In fact, it’s hard, what we teacher can do is to encourage them only. We still hold group discusses and do the exercises in class, students understood well. They are active and passionate as usual, how great the class is！ Words from Max
Form last class，we have a handle on solving systems of equations algebraically, and graphically. Today we try graphing systems of inequalities to find their solution. The first question we start from is that what are Systems of Inequalities? In many ways, systems of equations and inequalities are similar. Systems of Inequalities are statements that include “>”, “<”, “≥”,“≤” sign instead of an “=” sign in Systems of Equation. We often solve systems of linear inequalities by graphing. Graphing systems of in inequalities follows the same process as graphing linear inequalities. When we graph a linear inequality, we shade the region that makes up the solution. But how we plot the line and where we shade depends on the symbol of inequality used. Suppose the inequality involves either a “>”or “<” sign. In that case, the boundary line will be drawn as a dotted line to signify that points on the line are not included in the solution. On the other hand, if the inequality uses a “≥”or “≤” sign, then the boundary line will be drawn as a solid line to signify that points on the line are included in the solution. To sum it up, here are the steps to graphing systems of inequalities: 1. Plot two points for the first inequality using, just like when graphing a linear equation. 2. Connect the points with either a dotted line or a solid line, depending on the inequality symbol. 3. Shade the area above or below the line depending on the inequality sign. 4. Repeat steps 1, 2, and 3 for each additional inequality and identify any areas of overlap in the shading as the solution to the system of inequalities. 5. Check by selecting coordinates from the solution area and substituting them into each inequality to ensure that the resulting statements are true. Words from Lulu
In this class, we will learn the differentiation of sin x and cos x, and how to do the differentiation proof. I introduced the two results of differentiation at the beginning, and 12A students practiced applying these two differentiations through example 1. All 12 A students did a great job on applying the rules. Then we started to understand why the differentiate of sin x is cos x. In order to do the proof, students firstly needed to understand why as . We connected the graph of and , and found that these two graphs were approximately the same when x is very small measuring in radian. Then we reviewed the rule for differentiating from the first principle which we learnt in pure mathematics 1. We started the proof by substituting and into the rule. During the proof, students used the formula for sin(A+B) to expand the bracket and eventually prove the result! We finished this class with an example of finding stationary point. Words from Paul
Hello, my name is Paul James Bourquin and I teach English Language Arts at TJBI. I am from the United States and have been teaching for approximately 17 years. For my open class my goal was to create a connection between the students and the story using real-life context they could easily relate to. They demonstrated their comprehension textually in two different ways. First, they were able to show their understanding by mapping out the points in sequential order using a plot diagram, and secondly, through their grasp of the conflict elements that were present. I felt that this lesson kept them engaged and further enhanced their abilities to make connections both above and beneath the surface of the text and provided them with various opportunities to apply critical thought. Words from Joshua
Hello, I’m Joshua Jun Campbell, a Social Studies teacher. This is my Grade 12A Civics & Economics class about American Colonial Governments before the American Revolution. Students were learning about the importance how government affects the perceptions of the people being governed when they are abused and have their rights ignored. In this lesson, students saw the abuse of Great Britain toward the American colonies and how the colonies were able to use their self-established governments to fight the abuses and unify against the tyranny of Great Britain. Words from Matt
Chemistry can feel abstract to students because they often don’t recognize its principles in their everyday lives. Instead of teaching straight out of the book, or relying on one-way lectures, I try to bring live chemistry lessons into the classroom. I tell them what happens to atoms when they are heated, or you can show them. I talk about the rapid decomposition of hydrogen peroxide or you can watch their eyes light up as they experience it. I try to find out what interests my students have and connect classroom lessons to their real-world lives. When each lesson has a real-world example, it helps to increase comprehension, interest, and retention. Furthermore, I give my class the chance to roll up their sleeves and conduct their own experiments. Chemistry can be fun and practical. Let them add Mentos to Coca Cola, create oobleck from cornstarch, change the color of a flame, and determine the effects of antibiotics on bacteria. The point is to get students involved. They’ll remember the experiment and more importantly, the knowledge! Words from Austin
This class introduced the topic of the Modern Gothic and compared the topic to the Traditional Gothic and Magical Realism, which students previously studied. The class also expanded on the topic of critical writing, by looking for details from the story (focusing on action and dialogue) to explain character. 公开课的举行为教师搭建了一个相互学习和交流的平台，帮助大家解决了教学中的一些实际问题，对大家如何上好课、增强课堂教学实效性具有很强的启发性和指导意义。 以上就是《深耕课堂 教学相长——上海田家炳中学国际部公开课精彩课堂回顾》介绍。，从业十年，专业的国际学校择校服务平台。全国国际学校一站式择校服务，规划目标学校入学备考方案。快速了解您所在地域国际学校排名、学费、入学条件、校园开放日，欢迎在线预约咨询。