回顾本校与冷泉港合作开展的三类拓展项目:基因科学入门实验、课题研究性项目、主题夏令营,学生拓展了学识和能力。作为项目的见证者和参与者,我基于实践总结,谈以下问题以及反思。


      Reviewing the three types of this projects carried out by our school in cooperation with Cold spring harbor genetic science entry experiments, Research projects and the summer camps.Students have expanded their knowledge and abilities from these activities. As a participant in the project, I’ve got the following questions and reflections based on practical conclusions.


拓展项目凭借什么吸引学生?

What makes the expansion project attract students?



1、课程内容要根植于课内知识

The content of the course should relate with the knowledge in class.


        从“课内知识”到“课外拓展”是学习阶段的升华。

这种升华过程要注重“追根溯源”,拓展项目的“根”就是课内学习的知识。这些知识蕴含着学科里相对稳固的概念、原理、思维,以此为“根源”就可以发育出灵活多变、系统繁杂的“枝叶”—辩证、分析、技能。一棵大树需根系庞大,方可枝叶繁茂;一个拓展项目需基础坚固,方可有序运行、健康发展。

  From "in-class knowledge" to “extra development”,it is the promotion of the learning phase.

  This developing process should focus on “following the basic root” and the “root” of the project is the knowledge of in-class learning. These knowledge contain relatively stable concepts, principles and thinking in the discipline. According to the “root”, we can develop flexible and complicated"leaves" —critical thinking and proving, analyzing and using skills. A large tree needs a strong root system to flourish; a perfect project requires a foundation for orderly operation and healthy development


2、课程形式要超脱出考纲束缚


 The form of the course need to be out of syllabus 


        从“课内知识”到“课外拓展”是学习方式的解放。

这种解放过程要认识到“自惭形秽”,课内学习方式的局限性和功利性来源于考纲。打破考纲的固有思维框架,重构“灵活与严谨并存、发散与系统并重、疑问与求证并行”的学习方式,唯有这样,学生才能逐步建立自主学习的能力。


     From "in-class knowledge" to "extra expansion”,it is the liberation of specific learning style.

  This liberation needs students to recognize their own shortcomings and the limitations and identical effect of “in-class knowledge” are from examination. It is necessary to break the inherent thinking framework of the syllabus and reconstruct the learning style of into the the form of flexibility and rigor coexistence, divergence and system equally exist, doubt and verification are all coming together. Only in this way, students can gradually establish the ability of independent learning.



3、课程导向要联系到科研动态


 Course orientation should link to scientific research


       从“课内知识”到“课外拓展”是学习导向的转变。

这种转变过程要抓住“与时俱进”。拓展项目走出了课内知识,冲破了考纲束缚,必将引领学生打开眼界,深度关注当下的科研动态。所以,只有用时兴的科技知识,才能引发学生的探索兴趣;只有用持续发展的科技动态,才能激发学生的研究热情!


      From "in-class knowledge" to "out-of-class expansion" ,it is a learning-oriented shift.

  This transformation process seize the "advance with the time." The expansion project has gone beyond the knowledge in the class and broke through the constraints of the examination. It will lead the students to broaden their horizons and pay more attention to the current scientific research. Therefore, with the use of recent scientific knowledge, students can be more interested in exploration; only with the continuous development of scientific and technological dynamics, students can be motivated and get their research enthusiasm!


二)教师


1、教师要“眼高手低”

the teachers should “be far-sighted and do solid work”


眼高:课堂外,要怀着科研的态度,关注最前沿的研究;

手低:课堂中,要站在学生的角度,思考最基础的知识;

眼,看远看新;手,一针一线。手眼并用,裁制出光彩夺目、样式精美的绝世华服!

Be far-sighted: After classes, teachers should admire to science and focusing on newest researches.

Do solid work: in classes, teachers should consider

students, care about the most basic knowledge.


2、教师要“按部就班”

“Step by step”    


此处的“按部就班”意在注重教学的逻辑性。 教学内容由浅入深,由简到繁。这就要求教师要预先进行课堂设计,甚至课堂预演。

教学工作,好比建筑工程。事前设计蓝图、购置材料;事中按图施工,随机应变;事后验收成果,修缮完工。以上三个环节,尤以“按图施工”为核心。同理,教师要有授课计划,用计划指导实践,实践里要体现计划的有序性—回顾基础,引发衔接,提出问题,构建体系,归纳反思。拓展项目的知识相对开放复杂,教师要“按部”引导推进,学生才能“就班”探索进步!

  Step by step means to consider the logical of study.The knowledge will be harder, this makes teachers to design classes.Even preview.Teaching just like construction engineering. Design graphs and buy material first, then according to the figure to make construction.Random strain.Finally,acceptance of the results and restoration work. Focus on"construction according to the figure ". In the same way,Teachers should have teaching plan, use plans to guide practice.Practice should reflect the order lines of the plan-review basics, trigger cohesion, ask questions, building system,Inductive reflection knowledge of expend project is harder, teachers should guide the propulsion so students can explore and improve


3、教师要“大智若愚”


"Apparent ignorance is in fact informed"


此处的“大智若愚”意在营造教学的自主思维空间。教学活动以问题为导向,以学生为主角。这就要求教师要合理设置问题,引发学生主动思考,大胆创新。

俗话:“老师太聪明勤快,学生就愚笨懒惰。” 在课内的应试教学中,老师主宰知识,输出知识;学生膜拜知识,输入知识。显然,老师智若神明,但拓展项目的老师需要“装傻充楞”。这样,知识不再是输出给学生,而是交换给学生。学生自主的寻找知识、发现知识、分析知识、获得知识、消化知识、应用知识!

 "wisdom seems stupid" here means to build the independent

 thinking space of teaching. Teaching activities are problem - oriented and student - oriented. This makes teachers to set up the problem reasonably, arouse the student to think actively and innovate 

As the saying goes, "if a teacher is too clever and diligent,  the students will be stupid and lazy." In the teaching ,teachers dominate knowledge and output knowledge. Students worship and input knowledge. Clearly, a teacher is clever like a god, but an extension teacher has to behave stupid.In this way, the knowledge is not to be output to students, but to be exchanged to students. Students independently seek knowledge, discover knowledge, analyze knowledge, acquire knowledge, digest knowledge and apply knowledge!



项目式学习可以给学生什么?

what can project-Style learning provide to students?



以下内容参考北京市海淀区教师进修学校校长罗滨《项目式学习给学生带来了什么》一文

    Luobin, principal of Beijing Haidian district teacher education school <what can project-Style learning provide to students?>


“项目式学习是培养创新型、复合型、解决未来问题人才的重要学习方式”。


" project-style learning is an important way to cultivate innovative, inter-disciplinary talents and solve future problems" .


项目式学习中,学生构建团队,经历 “提出问题、规划方案、修订方案、实践方案、解决疑问、整理成果、展示交流、评估反馈” 的研究型学习过程。在项目学习中,学生经历质疑推理、分辨决策、远端迁移等综合性问题解决过程。这使学生收获“ 意义思考,技能锻炼,实践应用、迁移创新、合作沟通” 的能力。

     In project-style learning, students build a team and experienced “research-based learning process of "raising questions, planning plans, revising plans, practicing plans, solving questions, sorting out achievements, 

demonstrating and communicating, and evaluating feedback".In project learning, students experience comprehensive problem solving processes such as questioning reasoning, discrimination decision-making and remote migration.This enables students to acquire the ability of "thinking in meaning, training in skills, practical application, migration and innovation, cooperation and communication".


(一)选定课题阶段:学生重新观察世界,获得新的理解,从而加深思考,提出问题。


Selecting the topic stage: students re-observe the world and gain new understanding, thus deepening their though..

(二)设计和修订课题阶段:学生整体思考课题的逻辑性,跨学科知识论证课题的可行性,选择适当的实验方法,优化课题方案,形成解决问题的能力。

Designing and revising the subject stage : students should think about the logic of the subject as a whole and demonstrating the feasibility of the subject with nterdisciplinary knowledge, selecting appropriate experimental methods, improve the project plan and form the ability to solve problems


(三)实施课题阶段:学生转理论为实践,认识理论与实践的差距,引发辩证思考。学生更在具体的实验操作或产品制作过程中,承受困难和挫折,寻求多方面的解决办法。


Exchanging implementation stage: students turn theory into practice, understand the gap between theory and practice, and trigger dialectical thinking. In the specific experimental operation, students will suffer difficulties and setbacks and seek various solutions.


(四)展示交流阶段:学生回顾总结,梳理细节,形成学术表达。学生的沟通能力和自信心都得以提升。


presentation and communication stage: students review and summarize, sort out details, and form academic expression.Communication skills and confidence will be improved


(五)反思改进阶段:学生收到反馈,弥补不足,参与讨论分析,完善优化实验或产品。


reflection improvement stage: students receive feedback, make up for deficiencies, participate in discussion and analysis, and improve experiments or products

拓展项目可能会遇到哪些难题?

Any difficulties?


1 项目时间与课内教学安排的冲突


1. Conflict between project time and in-class teaching arrangement


2 项目内容与课内教学内容的脱节

2. Disconnection between project and teaching in class


     3 项目导向与科技发展的联系不足


3. Insufficient connection between project orientation and scientific and technological development


     4 项目实施的教学设计不够具体

4. The teaching design implemented by the project is not specific enough


     5 项目成果的评估手段不易量化


5. Evaluation means of project results are not easy to quantify


以上问题的提出供大家参考指正,共同思考优化办法。


The above questions are put forward for everyone's reference and correction.