在全球抗擊 COVID19 的戰(zhàn)疫中，大連王府高級(jí)中學(xué)持續(xù)分享中國(guó)師生如何應(yīng)對(duì)在線教育的挑戰(zhàn)、學(xué)習(xí)和實(shí)踐理念。

As a world fighting the pandemic of the COVID19, Dalian Royal School continues to share its practice and learning about how China, its teachers and students have adapted to the challenges of continuing education online.

在過(guò)去的 10 周里，高中學(xué)生一直在使用遠(yuǎn)程和在線學(xué)習(xí)的方式繼續(xù)學(xué)習(xí) AS 和 AL 課程。教師們一直在努力確保對(duì)學(xué)習(xí)的干擾降至最低，以顯示他們的專業(yè)精神和對(duì)王府高中學(xué)生的關(guān)心。

Senior High School students have continued to work on their AS and AL courses using distance and online learning for the last 10 weeks. Teachers have worked hard to ensure the disruption to learning has been minimal, showing their professionalism and care for the students at DRS.

學(xué)術(shù)校長(zhǎng)收到了來(lái)自她家鄉(xiāng)英國(guó)一所學(xué)校的邀請(qǐng)，與圣馬丁斯學(xué)校的領(lǐng)導(dǎo)們進(jìn)行一場(chǎng)線上交流討論。校長(zhǎng) Lee Jarvis 主持整個(gè)會(huì)議討論，帶領(lǐng)其團(tuán)隊(duì)都向?qū)W術(shù)校長(zhǎng)了解她在中國(guó)的經(jīng)歷以及師生們的管理情況。

Academic Principal May received a request from a school in her hometown in the UK to lead a discussion session with the Senior Leadership team of St Martins School. Headteacher, Lee Jarvis, led the questioning, with the whole team asking Principal May about her experiences in China and how teachers and students were managing.

學(xué)術(shù)校長(zhǎng)分享了學(xué)校走向在線教學(xué)的歷程，教師接受的培訓(xùn)，以及家長(zhǎng)和學(xué)生參與學(xué)校管理的情況。英國(guó)團(tuán)隊(duì)對(duì)這種方式表達(dá)了濃厚的興趣，并開誠(chéng)布公的將其與他們目前的情況進(jìn)行了比較，如現(xiàn)場(chǎng)教學(xué)、利用現(xiàn)代化技術(shù)培訓(xùn)教師、學(xué)生出勤率、參與度和健康狀況。

Principal May shared the school』s journey to online teaching, the training received by teachers and the involvement of parents and students in the organisation of the schools structure. The UK team found the approach fascinating and compared it very openly to their current experiences. Live teaching, training teachers in the use of technology, attendance of students, engagement and wellbeing were all areas discussed.

Jarvis 校長(zhǎng)將負(fù)責(zé)學(xué)校重啟計(jì)劃，他對(duì)中國(guó)的教育局和校方為確保師生安全而進(jìn)行的工作給予認(rèn)同和贊揚(yáng)。

Mr Jarvis, who will be responsible for the schools re-opening plan was interested in the work that the Education Bureau and school teams were undertaking to ensure the safety of teachers and students.

周三和周四，圣馬丁斯分管學(xué)習(xí)和教學(xué)的副校長(zhǎng) Claire Manson 女士參加了一些在線課程，體驗(yàn)了我們的學(xué)生和教師實(shí)際學(xué)習(xí)生活。首先，Manson 女士與袁暢博士一起參加了 AS 11 年級(jí)的經(jīng)濟(jì)學(xué)課程，在那里，學(xué)生們深入講解了如何進(jìn)行論文寫作和圖表的使用。 Manson 女士對(duì)學(xué)生流利的英語(yǔ)、豐富的知識(shí)以及解釋和應(yīng)用經(jīng)濟(jì)學(xué)知識(shí)的能力印象深刻。

On Wednesday and Thursday, Ms Claire Manson, St Martins Assistant Headteacher in charge of learning and teaching, joined some of the online classes the gain an experience of life for our students and teachers. Firstly, Ms Manson joined the AS Grade 11 Economics class with Jennifer Yuan, where the students explained in depth how to develop essay writing and the use of diagrams within AS level. Ms Manson was impressed with their English fluency, their knowledge and ability to explain and apply their Economics learning.

然后，Manson 女士參加了由 Mark Roberts 老師主講的 G10 年級(jí)的一堂心理學(xué)課。學(xué)生們認(rèn)為學(xué)習(xí)理論是非常有幫助的。學(xué)生們?nèi)硇牡赝度氲疥P(guān)于條件作用的討論中，并且圍繞不同類型的成癮習(xí)性以及原因展開辯論，通過(guò)使用特定學(xué)科的術(shù)語(yǔ)，顯示了他們的知識(shí)和理解力。在 Mark 老師的指導(dǎo)下，學(xué)生不僅能夠?qū)⑦@些知識(shí)應(yīng)用于理論，并將其應(yīng)用于實(shí)際生活中的事例，更足以說(shuō)明學(xué)生充分掌握了所學(xué)知識(shí)。

Ms Manson then visited a Psychology class with G10 students and teacher Mark Roberts. Students were considering Learning Theory as an explanation of addition. The group were fully engaged in a discussion about conditioning. Students debated around different types of addiction and why these occurs. They used subject specific terminology well, showing their knowledge and understanding. Through Mark』s guidance, students were able to apply these to theories to practical and real life examples, which supported the students in mastering the knowledge and making it stick.

在與 John Hamhill 一起上的生物課上，Manson 女士看到學(xué)生們正在就他們的研究主題進(jìn)行討論，John 在分組討論中使用 「批判性朋友」 的方法，讓學(xué)生們相互學(xué)習(xí)。她還觀察了 John 給學(xué)生提供反饋和建議的一對(duì)一指導(dǎo)。

In a Biology lesson with John Hamhill, Ms Manson saw students engaged in discussions on their research topics, with John using a 『critical friend』 approach in breakout rooms, allowing students to learn from each other. She also observed one to one sessions where John gave feedback and advice to students.

課程結(jié)束后，學(xué)術(shù)校長(zhǎng)和 ESC 團(tuán)隊(duì)負(fù)責(zé)人趙老師與 Manson 女士一同討論她的學(xué)習(xí)情況。學(xué)生的知識(shí)和老師用來(lái)讓學(xué)生思考更深層次的提問(wèn)給她留下了非常深刻的印象，她還喜歡課程的組織方式，并評(píng)論了學(xué)生在自己的學(xué)習(xí)中的積極參與以及他們相互學(xué)習(xí)的意愿。同時(shí)雙方還討論了建立進(jìn)一步聯(lián)系與合作及建立教師專業(yè)學(xué)習(xí)的 「教學(xué)會(huì)議」 的可能性。

Following the lesson, Principal May and ESC led Yolanda Zhao met with Ms Manson to discuss her learning. She was very impressed with the students knowledge and the questioning used by teachers to make students think deeper. She also liked the way sessions were structured and commented on the positive engagement of students in their own learning and their willingness to learn from each other. The schools discussed the possibility of further connections, with the opportunity to join 『Teach Meets』 used for professional learning of teachers.