In Qinglan Mountain School, the monthly innovative classroom research has become a normal activity of teaching and research. We have a belief that we will continue to follow the path of innovative classroom research as always, and we will gain bit by bit accumulation along the way, and we will usher in continuous innovative classroom teaching。

On January 9, 2018, the last innovative classroom research activity of the semester, a number of teachers presented teaching cases。

At the front of the class, Hart Pittard, a foreign teacher, teaches an English lesson in the 3-5 year old class of kindergarten, focusing on the traditional Chinese Spring Festival。In teaching, Hart Pittard gives full play to the teaching expertise of foreign teachers, with rich body language and ever-changing facial expressions, to attract children into a pleasant learning situation。At the same time, through some phenomena and objects that children hear and see in the Spring Festival, children's interest is aroused, and the opportunity is seized to let children learn to read relevant English words, so that the learning of English vocabulary occurs in a very natural process and becomes not boring。At the same time, according to the age characteristics of children with short attention span, Hart Pittard constantly changed the teaching methods and means in teaching, constantly stimulated children's senses, and made children's learning emotions constantly reach new heights。

The Science group provided a biology lesson taught by young teacher Liu Qiuting at G6-1 to let students understand the food chain and food web in nature。Liu's teaching is introduced from the children's observation of biological phenomena on campus，Let children first have an intuitive understanding of the food chain，next，Then a series of questions were devised，These questions are linked to what children see and hear in their lives，So it's natural to find more food chains and food webs that exist in nature，Recognize the universality and extensiveness of this "chain" and "network"。On this basis, guiding students to summarize and extract relevant knowledge concepts is an effective cultivation of students' learning ability。In teaching，Liu also listed "Asian carp invasion in the Great Lakes of the United States"，The "Australian rabbit epidemic" and other painful lessons of ecological imbalance caused by man-made destruction of the food chain，Let the students understand the respect for the laws of nature in the course of natural science，The great significance of protecting natural ecology，This is the sublimation of the teaching value of this course。

From February 26, 2018, Qinglan Mountain School will have 5 science lessons per week for grades 6-7, of which 4 are science lessons for foreign teachers and 1 is science lessons for Chinese teachers。

The Physical Education group provided a lesson on the basic knowledge of football, the inside of the foot, taught by Mr. Liu Hongbo in class G1-2。Ms. Liu carefully designed this class, from the analysis of learning situation before class to the presentation of new knowledge, from the way students participate in activities (study tour design) to the evaluation method of teaching, all of which were carefully prepared。In particular, students perceive different parts of their feet touching the ball from the game, and experience that the inside of their feet is more stable in controlling the ball, which is a good reflection of the learning process of students' independent exploration and perception。The design of game activities makes the whole teaching process no longer a boring football action training, students can learn in the teaching situation full of fun, and can better understand the happiness of sports and increase their love for sports activities。Finally, the homework that Mr. Liu assigned to the students -- "Watch a football game, observe the position of the players' feet touching the ball in various ball-touching actions, and share it with the students in the next class" -- is more of a guide to the extension and expansion of the children's learning after class。

After each innovation class, the teaching director will convene a class evaluation and analysis meeting in time, and the principal, section leader, grade leader, teaching and listening teachers will participate in the discussion。We have gradually formed a consensus that class evaluation does not focus on the evaluation of teachers' own teaching ability, but on the analysis and discussion of teaching concepts and methods, processes and results as well as innovative elements reflected in the classroom。Such class evaluation points to the transformation and improvement of the classroom, so it is a learning opportunity to promote professional development for both the teacher and the teacher。The resulting teaching culture marks the teaching and research quality of a school。