Workshop Presenters




Yan Zhu

朱燕

Yew Chung International School of Hong Kong

香港耀中國際學校(中學)



朱燕老師在上海耀中(浦西古北校區)和香港耀中(中學)工作了16年,對初高中一語課程建立和課堂教學有豐富的經驗。朱燕老師也是IBO DP語言與文學課程的培訓老師,以及DP 文學課程的評卷老師。


Workshop Info

IBDP 一語新大綱理念與初高中教學
IBDP 一語課程新大綱出爐,進一步突出了概念性學習在課程中的重要地位。這是新的挑戰,但同時,有很多看似新鮮的理念和要求,應該已經滲透在我們平日的教學中,因為一語課程——初中也好,高中也好,都是實踐概念性教學的良好且自然的平台。

概念與教學的關係究竟如何?我們在日常教學中(初中、高中)已經做了什麼?還需要再多做些什麼?——希望借助工作坊,能夠與老師們分享、學習這方面的實踐經驗和感受。

新大綱突出了概念驅動教學,文本在相互聯繫中將產生更大效能。學生的主動思考被進一步激發後,一定會感受到更多的學習樂趣——學之,樂之!



Dr. Marphy Cai

蔡洁博士


Marphy has her BA honor of dramatic literature in The Central Academy of Drama in 2007. Then she got MA degree of Drama and Theatre Education at The University of Warwick in 2009 and focus on how to use drama to help children’s personal development in terms of language development, critical thinking, group working, learning ability, literacy and problem solving. Now she is Phd student of Professor Joe Winston in Drama and Theatre Education department at The University of Warwick. In the past 10 years, she trained more than 1000 teachers from the whole China to spread out drama education. She also bring high quality children’s theatre to China. So far, Marphy’s Play House has impacted more than 5000 families in Chengdu, had 200 children learn drama class regularly here; and collaborated with many local schools.

蔡洁博士于2007年毕业于中央戏剧学院,2009年在英国华威大学教育戏剧与教育剧场专业获得硕士学位。致力于将研究如何将戏剧应用于教育领域,帮助孩子获得最个性的个人成长,用戏剧培养他们的语言发展、团队合作能力、批判性思维、学习能力以及解决问题的能力。2019年获得华威大学教育戏剧与教育剧场博士学位。在过去的十年,潜心研究和实践如何将教育戏剧作为一种创新教育,根植于中国。在英国多所幼儿园、小学和高中实践教学,并在法国IDEA以及新加坡IDERIA国际会议上发表实践研究结果与工作坊教学。


Saturday, June 29

The strategy of drama teaching (2 sessions - Part 1 & 2)
This workshop will introduce participants the strategy of drama teaching in terms of still image, thought tracking, teacher in role, hot seating as so on, to support school teachers to use these methods in their classroom. It is based on Shakespeare play Tempest, full of magic and beautiful language. Meanwhile, the teaching objectives of this workshop for children are:
  1. To introduce young children to one of the world’s great plays in a playful and age appropriate manner.
  2. To simplify but stay true to the spirit and themes of the play
  3. To encourage children to set the play on an island informed by their own imaginations and creativity
  4. To explore key characters from the play and ways to represent them physically
  5. To help children experience some of the key dramatic moments and tensions of the play
  6. To introduce children to extracts of Shakespeare’s own language.


Sunday, June 30

Teaching second language through drama (2 sessions - Part 1 & 2)
This workshop will combine drama and Chinese poem to introduce how drama can benefit children’s language learning, especially Chinese is not their first language. It is based on Mulan and explores a girl’s inner growth, Chinese culture and history. This workshop will also introduce different theories of language learning and the principles do doing drama for children in classroom. Meanwhile, the teaching objectives of this workshop for children are:
  1. Explore the character through drama.
  2. Practice their improvisation and group work skills.
  3. Understanding the meaning of the Chinese poem through drama activities and have their own understanding about the historical background.
  4. Have different perspectives on Mulan.
  5. To introduce children to extracts of Chinese poem.



王召强
语文教师
复旦附中


王召强,中学语文高级教师。曾获上海市第十届教科研评比二等奖,上海市中青年教师教学评比一等奖,上海市写作教学评比一等奖,2015年度中华优秀传统文化推广人物。著有《唤醒理性的不安》《整本读经典》系列丛书等。


Saturday, June 29

唤醒理性的不安——中学生批判性思维的培养
基于批判性思维的写作课程是写作教学改革的突破口,我试图通过开发这门课程,激发学生自主探究社会问题的兴趣,引导学生掌握批判性思维的核心知识,并指导学生批判性地阅读前人的文章和著作,从而培养学生的独立思考能力和现代公民人格,运用情境式的案例教学法来推动公民教育。我逐步摸索打磨出十二个“有中国特色”的批判性课程议题,分列如下:⑴教育要公平;⑵死刑存与废;⑶同性恋婚姻;⑷个人与国家;⑸容忍与自由;⑹为什么贫穷;⑺平庸的邪恶;⑻电影分级制;⑼怀疑与信仰;⑽计生罪与罚;⑾为民主辩护;⑿公民不服从。这些主题乍看仍属“宏大叙事”,但是只要选准角度,结合时事热点,提出一个比较具有争议性的核心问题,都会变得非常真实有趣,而在课程目标上,最终都可以指向批判性思维的技能和情感特质。

适合对象:批判性课程:有志于写作教学的中学语文教师

Sunday, June 30

重寻阅读的至乐——如何开展整本书阅读教学
我所开发的“整本读经典”的课程在选目上力争选择适合中学生阅读的20世纪的中外小说家的代表作:沈从文的《边城》、余华的《活着》、卡夫卡的《变形记》、川端康成的《伊豆的舞女》(短篇小说集)、芥川龙之介的《罗生门》(短篇小说集)、马尔克斯的《百年孤独》、塞林格的《麦田里的守望者》、村上春树的《挪威的森林》、卡尔维诺的《我们的祖先》三部曲、乔治•奥威尔的《一九八四》、米兰•昆德拉的《不能承受的生命之轻》和菲茨杰拉德的《了不起的盖茨比》。我把这12本风格迥异的现代小说作为整本书阅读的必读书目,和热爱小说阅读的中学生们一起阅读或重读起来,希望帮助中学生重新点燃阅读的至乐。

适合对象:整本书课程:有志于整本书阅读教学的中学语文教师。



Haiyan Li

李海燕

Chinese Language and Literature Teacher



Pei Lu

裴路

Chinese Language and Literature Teacher

Keystone Academy


李海燕 (Haiyan Li),2007年前任教于北京四中,教授高中语文,中学语文高级教师。2007年起任教于北京乐成国际学校,教授IB MYP和DP中文母语课程。先后担任IBO官方认证的MYP 中文母语评审员,DP中文母语文学课程考官,DP中文语言与文学课程考官。现任教于北京市鼎石学校。

裴路 (Pei Lu),国际中学中文老师。曾任教于北京耀中国际学校,现任教于北京市鼎石学校。曾担任IGCSE中文母语教师、MYP中国语言与文学教师和DP中国语言与文学教师。对文学与戏剧有深度研究及丰富教学经验,指导学生改编并导演中文话剧《雷雨》、《悟空传》及《君子》,演出均获得极大成功。


Saturday, June 29

新大纲背景下如何构建立体的中文母语教学及“互文性”及“表演”如何在中文教学中实现
作为人文学科中重要的一环,语文学科在学生的语言技能培养、思维能力培养和审美情感培养上有着不可替代的优势。

DP新大纲中新提出的“互文性”,打破了文本之间的界限,把不同的文本关联起来,形成一个网络,帮助学生建立立体的认知体系;同时新增“表演”一项,将表演元素融入课堂教学。遵循了受教育者是有情感的个体的特点,不仅可以使学生“知”知识、“知”能力,更能使学生在学习的同时“乐”于思考、“乐”享共情。

我们的工作坊旨在与老师分享“互文性”和“表演”的定义、与旧大纲的关联,以及实操案例。力求使学生在获得知识的同时,更丰富人生体验。

适合对象:IB MYP & DP 中文母语老师

Take-away for the audiences: 多项MYP及DP课堂实例。



Fang Xiao 肖芳
Mandarin Teacher and Educational Coordinator
中文教师及教育项目协调员
New Beacon Group, Stafford
英国斯塔福德市新贝肯集团





Fang has many years’ Chinese teaching experience at both secondary and primary schools in the U.K. She was a PGCE school subject mentor and has been appointed as an examiner by both Edexcel and IBO. Fang had successfully introduced Chinese into curriculum at 2 top academies in Somerset, U.K., and was subsequently awarded “the greatest contribution of promoting Chinese language and culture” by the Lord Mayor of Bristol.

Fang holds a UK QTS; a PGCE in secondary education from Goldsmiths, University of London; and a PGcert in teaching Chinese as a second language from SOAS, University of London; and a MA in English Language Teaching from The University of Warwick. Fang has presented many CPD workshops at a variety of international conferences, including IOE Annual Chinese Language Teaching Conference (London, 2016&2017), European Chinese Language Teaching Conference (Oxford, 2017), CLTA Conference (Indiana, USA, 2014), CERA conference (London, 2014) and Associate of Chinese Teaching Conference (Taipei, Taiwan, 2014). Her topics ranged from teaching new Chinese GCSE, teachers’ professional and career development to behaviour management in classroom, promoting cognitive skills in learning Chinese and research in “difficulties in learning Chinese at beginner level”.

She is currently a Mandarin teacher and educational co-ordinator at New Beacon Group in Stafford, U.K. Apart from her professional teaching career, she is also the co-founder and director of teacher training at the Educational Blog-公众号Gogolearning Teachers’ Academy, which has around 100,000 subscribers from worldwide language teachers
肖老师拥有多年英国中小学一线中文教学经验,为英国Edexcel 和IB考试局中文考官,英国PGCE教师培训课程实习导师。她是萨默塞特郡两所公立中学中文项目创始人,曾被布里斯托市长授予”西英格兰中国语言和文化推广最大贡献奖”。

她拥有英国教师资格证,在伦敦大学金史密斯学院获得PGCE教育学证书,在伦敦大学亚非学院获得PGcert中文作为二语教学证书,并在华威大学获得英语教学硕士学位。肖老师在多个国际中文教师大会开设教师培训工作坊,包括:伦敦大学教育学院中文教学年会(伦敦,2016&2017);欧洲汉语教学研讨会(牛津,2017);美国中文教师学会年会(美国印第安纳,2014); 台湾华语文教学学会年会(台北,2014); 英国中国教育研究会年会(伦敦,2014)。她所涉及的主题有:新GCSE中文教学,教师专业及职业发展, 课堂管理,发展认知力与中文学习以及关于中文初学者学习难点的研究。

肖老师担任英国斯塔福德市新贝肯集团中文教师及教育项目协调员。除了教学工作以外,她也是知名公众号”Gogolearning 教师成长学苑”的合作者以及教师培训负责人, 此公众号目前拥有大概10万名来自全球的语言教师粉丝。


Saturday, June 29

What to do when pupils tell you “Miss/Sir, I’ve finished…?” — setting effective extension work to engage students in Mandarin classes
作为一名语言老师,我们常常会因为一些学生提前完成了任务而束手无策,而这些“聪明的学生“也往往为课堂管理增加了难度。本工作坊将从差异化教学的角度分享如何巧妙设置合适的活动给那些快速完成任务的学生,减少课堂管理的压力,建立一个有趣又高效的中文课堂。
As a language teacher, we always feel nervous or panicky when our students say “Miss/Sir, I’ve finished, what should I do now?”. It is crucial for us to take this opportunity to stretch and challenge our “quick learners/more able students” at Mandarin classes. They should be engaged by the fun and creative extension work rather than working on the demotivated extra work.

This workshop will focus on sharing practical and smart strategies in setting effective extension work in listening, speaking, reading and writing, including

1. Using 8 strategies to differentiate your class
2. To diagnose your quick learners/more able students
3. Setting the right extension tasks to motivate your learners

4. Tips on behavior management by using extension work

Sunday, June 30

Using engaging activities to build up an inclusive Mandarin class
当我们思考一个成功的语言课堂时,最先映入脑海的是“能够让学生感到愉悦”。 有吸引力的课堂活动无疑是拥抱每一位学习者来建立全融合式教育(inclusive education)的基石。本工作坊将通过实例来分享设计有吸引力课堂活动的思路及相关资源。

When we are thinking about a successful language lesson, the first thing come up in our mind would be “students’ engagement”. Engaging activities are the fundamental of inclusive education to embrace every learner in your class.

The workshop will be sharing practical examples and resources on designing engaging classroom activities within the context of “inclusive education”, including:

1. The overview of “inclusive classroom”
2. What is an engaging classroom activity?
3. How to design an engaging classroom activity?
  • variety
  • meaningful
  • student-centred
4. Engagement with AfL tools and mindfulness activities



Lanny Tsou, BA MED
Chinese Teacher
Renaissance College
Hong Kong SAR





Ms. Tsou is originally a Chinese teacher from Taiwan and now works a the Chinese teacher at Renaissance College, Hong Kong. She is an experienced educator and has previous teaching experience in Taiwan. She obtained a diploma from the Department of News Editing and Reporting from The World College of Journalism (Shih Hsin University). She received a certificate from the Taipei Language Institute Center for Teacher Chinese as a Second Language in 2006. She also holds a Bachelor degree in Chinese Language and Literature and has a Master degree in education, major in Teaching Chinese as a Second language from the University of Hong Kong. Her research area focuses on the teaching strategy and curriculum designing for the Second Language. She held many workshops for teachers and students from local secondary schools and the University of Hong Kong in recent years. Meanwhile, she was also the Chinese leader of the 21st Century Learning International.


Saturday, June 29


語言與文學的發展趨勢
文學作品選擇之關鍵要素及賞析文學作品---談二語文學作品的選擇及訓練
文學作品多如浩瀚大海,不論是國內外近期推出不同課程發展和改革,尤其注重文化與文學相結合,本工作坊主要是介紹新改革之下,一線教師如何選擇適合學生的文學作品,並且介紹相關的教學技巧。


Sunday, June 30


跨領域文學教學策略 - 談一語及二語文學課程及教學策略
文學教與家尤其是在一線的中文老師工作忙碌繁複,本工作坊提供教師如何善用時間選材及剪裁文學作品,運用時間研擬教學策略及方式,並提供線上老師如何運用隨手可得的資源來進行文學教學。方能提高學生的閱讀興趣,並能深化學生的理解。