Report on the Qinglan Project - Afls News

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Report on the Qinglan Project

On the three-meter-long podium, the torch of knowledge is passed on. The "Qinglan Project" works together to promote the growth of young teachers. In order to leverage the leading role of key teachers in "transmission, assistance, and guidance", consolidate the teaching foundation of young teachers, test the cultivation results of mentor-mentee partnerships, and enhance the overall quality of teaching research, the Senior High School Department of our school has launched the "Qinglan Project" for young teachers' presentation lessons. This grand event involved 7 pairs of mentors and mentees, covering six major subjects including Chinese, mathematics, English, geography, physics, and physical education, and covering regular classes, overseas classes, and specialized training teams. The high-quality classes fully demonstrated the vigorous vitality and growth achievements of young teachers.

First and foremost, each presentation class undergoes multiple rounds of refinement by both mentors and apprentices. The mentors provide one-on-one guidance throughout the process, offering precise insights based on the curriculum standards, teaching plans, classroom details, and students' learning situations. The young teachers humbly learn from this experience and integrate new ideas to improve the teaching design, ensuring the high-quality presentation of the class.

To be concrete, teacher Wang Yongpeng has been deeply engaged in the teaching of classical Chinese, who structures the classroom around the theme of "advisory art". The course systematically explores the text's structure, delves into the connotations of "Ten Thoughts" and the principles of governance, and consolidates basic knowledge such as classical Chinese vocabulary and argumentation techniques. While strengthening students' proficiency in classical Chinese, it also enhances their critical thinking skills, cultivating a sense of patriotism and family responsibility, and implementing the educational philosophy of integrating knowledge and morality.

In addition, teacher Pan Kehua, based on the learning situation of the overseas study class, optimized the review of the test papers and changed the traditional review mode. He classified the frequently occurring error questions, broke down the types of questions and the problem-solving logic, analyzed the typical error thinking patterns, and standardized the answering format. Through multiple forms such as self-correction, group discussion, and precise guidance from the teacher, he guided students to review the patterns of losing marks, make up for knowledge deficiencies, and help students consolidate their foundation, improve their learning methods, and develop good learning habits of self-review, good thinking, and good summarization.

In addition, teacher Chen Yuanyuan focused on precise teaching of high school grammar, building a progressive grammar teaching system. Specifically, the course started with the dissection of basic examples and the classification and differentiation of relative words, gradually progressing to the comprehensive writing application of sentences, which built on each level, with each step logically following the previous one. Meanwhile, the classroom design includes various interactive elements such as fill-in-the-blank exercises, sentence rewrites, and scenario creation, transforming abstract and dull grammar rules into practical and applicable language skills. Thus, the breakthroughs in key points were efficient, the classroom participation was high, and the core literacy of the English subject was effectively implemented.

Furthermore, teacher Zhang Xiang focused on the key points of grammar teaching and targetedly solved the learning bottleneck of students regarding non-subject verb phrases. The class adopted various training modes such as contrastive induction, creating sentences in real-life scenarios, and comprehensive filling of short passages, clearly distinguishing the usage and functions of the three forms of "to do", "doing", and "done". Obviously, the examples were closely related to the daily study and life of high school students, combining explanation and practice, and gradually consolidating knowledge, which helped students clarify the grammar logic, accurately distinguish differences, and master and flexibly apply the knowledge of non-subject verb phrases.

Meanwhile, teacher Chen Simin focused her teaching on the new curriculum standard's concept of human-earth coordination, meticulously creating an ecological-themed classroom. The course clearly explained the connotation, causes, and specific manifestations of environmental issues, conducted case analyses based on the classic eight major environmental pollution incidents, and deepened students' understanding with real materials. What's more, the class relied on group exploration to link with real-life situations, integrated knowledge explanation with ecological moral education, and paired with in-class consolidation exercises to solidify new knowledge, thus achieving a good teaching effect of combining learning and practice and fostering knowledge and behavior together.

Later on, teacher Zhang Qi conducted inquiry-based physics teaching based on the learning situation of the senior two students in the overseas study class. The class focused on the core content of electromagnetic induction, elaborating on the judgment principle and application methods of the right-hand rule, using teaching aids to make the abstract physical laws more intuitive, analyzing the error points with typical examples, and providing follow-up exercises to consolidate the new knowledge. Therefore, the entire class integrated teaching and practice, with clear focus, effectively cultivating students' scientific inquiry ability and rigorous logical thinking.

Last but not the least, teacher Wang Zhen laid emphasis on enhancing the specialized abilities of sports students and conducted classroom teaching in line with the goal of cultivating students for college admission. The course adopted a closed-loop teaching model of layered warm-up, specialized training, and relaxation stretching. More remarkably, the action demonstrations were standard and precise, with graded training tasks set based on students' physical differences. Therefore, the entire class was well-paced and full of vitality, effectively consolidating the professional foundation of the sports students, cultivating their perseverance and competitive spirit in sports, and precisely aligning with the cultivation goals of high school specialized education.

To summarize, this report class of the "Qinglan Project" effectively tested the teaching abilities of young teachers and fully demonstrated the remarkable achievements of our school's "passing on and mentoring" educational mechanism. Our Senior High School Department regularly conducted lesson review and demonstration activities, as well as teaching research and discussion sessions. Relying on the exemplary leadership of key teachers, the Senior High School Department helps young teachers refine their teaching skills and achieve steady growth. In the future, our school will continue to implement the "Qinglan Project" cultivation work, establish a teaching research platform for teachers to collaborate and progress together, strengthen the construction of the teaching staff team, and continuously promote the high-quality development of school education and teaching.