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基本信息
教学信息
课文viewing workshop-Paper cutting 教材单元北师大版普通高中英语必修第一册unit 3 celebrations 学生高中 教师刘威，清华大学附属中学 课型指向深度学习的高中英语视听教学课
赛事介绍
本届决赛设置了教学设计➕教学展示两部分竞赛内容，选手备赛的教学设计和课件覆盖不少于3种课型和2个年级，要求选手提交10个课时的课件，选手现场随机抽取的1个节段进行教学展示
全国决赛选手均为教龄5年（含）以上、近3学年连续从事一线教学工作的青年教师，平均年龄33.8岁。
决赛教学展示部分共设小学组、中学语文组、中学数学组、中学英语组、中学思想政治组5个组别。
每个组别设置一等奖5名、二等奖10名、三等奖若干
全国总工会将对获得各组别一等奖第一名且符合条件的选手，在“五一”表彰中按程序申报“全国五一劳动奖章”🎉🎉🎉
本届决赛设置了教学设计➕教学展示两部分竞赛内容，选手备赛的教学设计和课件覆盖不少于3种课型和2个年级，要求选手提交10个课时的课件，选手现场随机抽取的1个节段进行教学展示
展开剩余96%全国决赛选手均为教龄5年（含）以上、近3学年连续从事一线教学工作的青年教师，平均年龄33.8岁。
决赛教学展示部分共设小学组、中学语文组、中学数学组、中学英语组、中学思想政治组5个组别。
每个组别设置一等奖5名、二等奖10名、三等奖若干
全国总工会将对获得各组别一等奖第一名且符合条件的选手，在“五一”表彰中按程序申报“全国五一劳动奖章”🎉🎉🎉
⬇️获奖名单-中学英语组一等奖（网络统计，待验证）
焦洋洲，陕西：中学英语组一等奖第一名✅
肖晓洪，汕头市金山中学：中学英语组一等奖第二名
陈方维，武汉外国语学校
刘威，清华大学附属中学✅
陈伟，上海市世外中学
焦洋洲，陕西：中学英语组一等奖第一名✅
肖晓洪，汕头市金山中学：中学英语组一等奖第二名
陈方维，武汉外国语学校
刘威，清华大学附属中学✅
陈伟，上海市世外中学
2
说课详情
lead-in
Okay, now please allow me to introduce and elaborate on my teaching design.
This is a viewing workshop session taken from Unit 3: Celebrations from the first textbook published by Beijing Normal University Press.
And my topic will be focused on how to facilitate this viewing session based on the deep learning concept.
Okay, now please allow me to introduce and elaborate on my teaching design.
This is a viewing workshop session taken from Unit 3: Celebrations from the first textbook published by Beijing Normal University Press.
And my topic will be focused on how to facilitate this viewing session based on the deep learning concept.
Teaching Philosophies
依据课程标准，引导学生用英语介绍、探寻与弘扬中国传统文化，培养向世界传播文化的意识
So according to our curriculum standards, we should guide students to learn and use English to introduce, find, and promote traditional Chinese cultures.
And they should always develop this awareness to spread those cultures to the world.
And also, AI-empowered teaching is encouraged—in our curriculum standards and in government documents.
We should use AI safely, appropriately, and effectively to support our teaching and also provide students with a personalized learning experience.
鼓励安全、恰当、有效地运用人工智能辅助教学，为学生提供个性化学习体验。
依据课程标准，引导学生用英语介绍、探寻与弘扬中国传统文化，培养向世界传播文化的意识
So according to our curriculum standards, we should guide students to learn and use English to introduce, find, and promote traditional Chinese cultures.
And they should always develop this awareness to spread those cultures to the world.
And also, AI-empowered teaching is encouraged—in our curriculum standards and in government documents.
We should use AI safely, appropriately, and effectively to support our teaching and also provide students with a personalized learning experience.
鼓励安全、恰当、有效地运用人工智能辅助教学，为学生提供个性化学习体验。
And my teaching also draws significantly on the concept of deep learning.
It demonstrates five features which emphasize multi-level, multi-dimensional exploration of knowledge, and also encourage students’ critical analysis and connection to real-life contexts.
So I believe this deep learning concept aligns with the goals outlined by our curriculum standards.
And my teaching also draws significantly on the concept of deep learning.
It demonstrates five features which emphasize multi-level, multi-dimensional exploration of knowledge, and also encourage students’ critical analysis and connection to real-life contexts.
So I believe this deep learning concept aligns with the goals outlined by our curriculum standards.
text analysis
So this text is a video introducing some basic information about paper cutting, including origin, definition, purpose.
This is central, and it follows a general-to-specific structure.
And the speaker in the lecture actually made very clear explanations of paper cut as an art form, also with a lot of rich visual elements.
So students are expected to experience the unique charm of Chinese paper cutting, and also learn how to promote and appreciate this fine traditional Chinese culture.
So this text is a video introducing some basic information about paper cutting, including origin, definition, purpose.
This is central, and it follows a general-to-specific structure.
And the speaker in the lecture actually made very clear explanations of paper cut as an art form, also with a lot of rich visual elements.
So students are expected to experience the unique charm of Chinese paper cutting, and also learn how to promote and appreciate this fine traditional Chinese culture.
information about students
So my students—they have some basic knowledge and also cultural affinity about this paper cutting art form because we actually see them a lot in our daily lives.
And my students also have the ability to capture visual elements and audio information using a mind map. They can do this very quickly in class for the learning needs.
I believe they are going to introduce the basic information about paper cutting after class.
And more importantly, they need to explore the value of paper cutting—not only as a common art form, but more importantly, as an intangible cultural heritage that we should be proud of.
So my students—they have some basic knowledge and also cultural affinity about this paper cutting art form because we actually see them a lot in our daily lives.
And my students also have the ability to capture visual elements and audio information using a mind map. They can do this very quickly in class for the learning needs.
I believe they are going to introduce the basic information about paper cutting after class.
And more importantly, they need to explore the value of paper cutting—not only as a common art form, but more importantly, as an intangible cultural heritage that we should be proud of.
teaching objectives
So based on the analysis of my students and the teaching materials, I have set my teaching objectives as follows:
They are going to acquire key information and try to organize it in the form of a mind map.
Then they’re going to introduce, design, and even interpret paper cutting works on their own—with the help of artificial intelligence.
Thirdly, they are going to evaluate the value of paper cutting as an intangible cultural heritage.
Moreover, they are going to put their knowledge into practice—trying to provide voice-over narration for promotional videos offered in class.
So based on the analysis of my students and the teaching materials, I have set my teaching objectives as follows:
They are going to acquire key information and try to organize it in the form of a mind map.
Then they’re going to introduce, design, and even interpret paper cutting works on their own—with the help of artificial intelligence.
Thirdly, they are going to evaluate the value of paper cutting as an intangible cultural heritage.
Moreover, they are going to put their knowledge into practice—trying to provide voice-over narration for promotional videos offered in class.
So the key point is to allow them to master the English expressions related to paper cutting so that they can acquire and organize information with the mind map.
So the challenge lies in how they can accurately express the cultural connotation of paper cutting.
So I will try to invite all the students to make predictions and use questions to facilitate analysis in class.
So the key point is to allow them to master the English expressions related to paper cutting so that they can acquire and organize information with the mind map.
So the challenge lies in how they can accurately express the cultural connotation of paper cutting.
So I will try to invite all the students to make predictions and use questions to facilitate analysis in class.
Teaching Procedures
So now I’m going to introduce the teaching procedures in detail.
In the very beginning—as this is the last class of the day—I’m going to use this little paper cut as a way to arouse interest at the start of the class.
And also, this brainstorm will help me activate students’ prior knowledge and introduce some paper cutting vocabulary and cultural background for this topic.
So now I’m going to introduce the teaching procedures in detail.
In the very beginning—as this is the last class of the day—I’m going to use this little paper cut as a way to arouse interest at the start of the class.
And also, this brainstorm will help me activate students’ prior knowledge and introduce some paper cutting vocabulary and cultural background for this topic.
讲解清晰且富含丰富视觉元素，助力学生感受中国剪纸魅力，学习欣赏与推广传统文化
After that, in the viewing and learning session, basically they are going to:
View for the general idea—get a basic structure, the framework about how the lecture works.
Then they are going to add more details to this lecture by organizing the information clearly.
This viewing is divided into two parts so that students can acquire information efficiently, and also prepare themselves with the knowledge necessary for the tasks later.
学生具备剪纸艺术形式的基础知识与文化亲近感，且能运用思维导图快速捕捉课堂中的视觉与音频信息，为后续学习与展示奠定基础。
讲解清晰且富含丰富视觉元素，助力学生感受中国剪纸魅力，学习欣赏与推广传统文化
After that, in the viewing and learning session, basically they are going to:
View for the general idea—get a basic structure, the framework about how the lecture works.
Then they are going to add more details to this lecture by organizing the information clearly.
This viewing is divided into two parts so that students can acquire information efficiently, and also prepare themselves with the knowledge necessary for the tasks later.
学生具备剪纸艺术形式的基础知识与文化亲近感，且能运用思维导图快速捕捉课堂中的视觉与音频信息，为后续学习与展示奠定基础。
They’re going to introduce paper cutting and also design their paper cuts in real-life scenarios so that they can actually do this internalization in a creative and fun way—so as to improve efficiency in class.
And this part is actually when they can internalize and communicate what they have learned in the previous sessions.
They’re going to introduce paper cutting and also design their paper cuts in real-life scenarios so that they can actually do this internalization in a creative and fun way—so as to improve efficiency in class.
And this part is actually when they can internalize and communicate what they have learned in the previous sessions.
And after that, I will lead them to think critically and reflect on this art form.
I will try to ask them to conclude the themes they have been exploring in class, and also raise the question:
Why should we regard this paper cutting as a world intangible cultural heritage?
So here they can further explore the value of paper cutting, which is also one of the teaching objectives of my class.
And after that, I will lead them to think critically and reflect on this art form.
I will try to ask them to conclude the themes they have been exploring in class, and also raise the question:
Why should we regard this paper cutting as a world intangible cultural heritage?
So here they can further explore the value of paper cutting, which is also one of the teaching objectives of my class.
学生为视频撰写字幕并配音，巩固知识迁移，以趣味形式完成学习任务。
And in a group project, they are going to write subtitles and try to provide voice-over for this video—focused on different aspects which we have actually learned in this class.
So during this process, they are going to consolidate and transfer knowledge in this very engaging form.
借助人工智能自主介绍、设计并解读剪纸作品；评价剪纸作为非物质文化遗产的价值；将知识应用于为课堂提供的宣传视频配音。
学生为视频撰写字幕并配音，巩固知识迁移，以趣味形式完成学习任务。
And in a group project, they are going to write subtitles and try to provide voice-over for this video—focused on different aspects which we have actually learned in this class.
So during this process, they are going to consolidate and transfer knowledge in this very engaging form.
借助人工智能自主介绍、设计并解读剪纸作品；评价剪纸作为非物质文化遗产的价值；将知识应用于为课堂提供的宣传视频配音。
And for homework, they’re going to deepen their thematic understanding of the class and try to transfer their knowledge in another form—in another similar task.
Therefore, they can always become active cultural promoters in this way.
加深学生对课堂主题的理解，促使其以不同形式迁移知识，成为积极的文化传播者。
And for homework, they’re going to deepen their thematic understanding of the class and try to transfer their knowledge in another form—in another similar task.
Therefore, they can always become active cultural promoters in this way.
加深学生对课堂主题的理解，促使其以不同形式迁移知识，成为积极的文化传播者。
And this is my blackboard design.
But basically, the blackboard design will change every time in different classes because I want it to show the dynamics of student learning in class.
So it can be adjusted flexibly based on contributions in class.
And this is my blackboard design.
But basically, the blackboard design will change every time in different classes because I want it to show the dynamics of student learning in class.
So it can be adjusted flexibly based on contributions in class.
Highlights and reflection
And as for my highlights in this class:
1⃣️I first want to mention how I try to incorporate the concept of deep learning in my teaching.深度学习理念贯穿：通过一系列活动与问题链，引导学生从基础信息获取到不同现实情境中的应用，深入理解剪纸不仅是艺术形式，更是文化表达与非物质文化遗产。活动设计符合基于文本、深入分析、超越文本完成现实任务的基于活动的教学方法。
So you can see this chain of activities and questions actually trying to guide students from basic acquisition of information about paper cutting to real application of knowledge in different real-life contexts.
And also, they need to strive to understand paper cutting not only as an art form or something like a common object, but also as a way to express our understanding, emotions, and best wishes, and also as a cultural intangible heritage.
And also, I think this deep learning concept actually aligns with our activity-based approach, which starts from the text, then has some in-depth analysis, and finally tries to go beyond the text to finish some real-life tasks.
So this is basically the outline of my class.
2⃣️And another highlight I really want to emphasize is actually the proper use of AI in my class.合理运用人工智能：鉴于课堂条件限制，选用文本生成图像工具帮助学生可视化设计构思，激发学生想象力，促进跨文化交流。同时，引导学生正确使用人工智能，避免直接获取答案，培养批判性思维能力。
Because we cannot really offer students this paper and a pair of scissors to make real paper cuts in my class,
So I choose this text-to-image tool for my students to visualize their design in their mind.
They are not professional paper artists, but they can really have wonderful imagination.
And I was mostly amazed by the creation of this one—the incorporation of both Chinese form and Western elements of Christmas theme in a Chinese form.
And I can see the possibility of how cross-cultural communication can work in our teaching and learning.
And also, you may notice that I actually stop my students from using AI to get answers directly in my class because I don’t want my students to depend on AI as a way to get answers.
They also need to develop their critical thinking ability by using the language to internalize it and try to develop their critical thinking abilities—instead of just getting answers directly from a tool.
So this is, I think, both students and teachers should pay attention in this age of AI to use it properly, safely, and efficiently.
So that’s basically all for my elaboration.
Thank you so much for your listening.
And as for my highlights in this class:
1⃣️I first want to mention how I try to incorporate the concept of deep learning in my teaching.深度学习理念贯穿：通过一系列活动与问题链，引导学生从基础信息获取到不同现实情境中的应用，深入理解剪纸不仅是艺术形式，更是文化表达与非物质文化遗产。活动设计符合基于文本、深入分析、超越文本完成现实任务的基于活动的教学方法。
So you can see this chain of activities and questions actually trying to guide students from basic acquisition of information about paper cutting to real application of knowledge in different real-life contexts.
And also, they need to strive to understand paper cutting not only as an art form or something like a common object, but also as a way to express our understanding, emotions, and best wishes, and also as a cultural intangible heritage.
And also, I think this deep learning concept actually aligns with our activity-based approach, which starts from the text, then has some in-depth analysis, and finally tries to go beyond the text to finish some real-life tasks.
So this is basically the outline of my class.
2⃣️And another highlight I really want to emphasize is actually the proper use of AI in my class.合理运用人工智能：鉴于课堂条件限制，选用文本生成图像工具帮助学生可视化设计构思，激发学生想象力，促进跨文化交流。同时，引导学生正确使用人工智能，避免直接获取答案，培养批判性思维能力。
Because we cannot really offer students this paper and a pair of scissors to make real paper cuts in my class,
So I choose this text-to-image tool for my students to visualize their design in their mind.
They are not professional paper artists, but they can really have wonderful imagination.
And I was mostly amazed by the creation of this one—the incorporation of both Chinese form and Western elements of Christmas theme in a Chinese form.
And I can see the possibility of how cross-cultural communication can work in our teaching and learning.
And also, you may notice that I actually stop my students from using AI to get answers directly in my class because I don’t want my students to depend on AI as a way to get answers.
They also need to develop their critical thinking ability by using the language to internalize it and try to develop their critical thinking abilities—instead of just getting answers directly from a tool.
So this is, I think, both students and teachers should pay attention in this age of AI to use it properly, safely, and efficiently.
So that’s basically all for my elaboration.
Thank you so much for your listening.
来源 | ivy的教学备忘录
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