Power of Following History - First Provincial Teacher Development Project “Middle School History Teacher Work Station” Arrives at NFLS
On March 26 - 29, the fourth study and training activity of the first provincial teacher development project “middle school history teacher work station” was held at Nanjing Foreign Language School. Secretary Liu Qianshu, on behalf of the school, expressed his warm welcome to the experts. During the period, the members of the work station and the teachers of the NFLS history teaching and research group respectively listened to the wonderful lectures given by Teacher Liu Keming, the history teaching and research staff of Jiangsu province, Ren Pengjie, Chief Editor of Middle School History Teaching Reference, and Professor Yao Jinxing of Nanjing Normal University. The theme of the activity was “The Implementations of History Second Classroom Based on Subject Quality.” The NFLS history group also took this opportunity to show the experts their practice results in the history second classroom to get the experts' guidance and help.
Experience Creation Course in Traditional Classroom
Do you think they are similar to the cultural relics in the textbook? Junior high school students made vivid ancient artifacts in the textbook, increasing their interest in learning history and deepening their love and thinking of ancient culture.
How can you understand children’s thought and fun reflected by the comics of history? Smart classroom not only enabled the children to exchange knowledge but also shared thinking and minds.
“Little Pomegranate”Classroom at Museum
The cross-industry of history and art and the integration of classroom teaching and museum resources brought unexpected results when the human face and tiles in the Oriental Metropolitan Museum were interacted with current popular emojis.
History Teacher Tang Yuanyuan began with the logo of the Oriental Metropolitan Museum. “Which eaves tile is most appealing to you?” “Do you know the function of the eaves tile?”“Do you understand the decoration on the eaves tile?” In front of the wall featuring the eaves tile, the questions and answers between the teachers and students emphasized a warm atmosphere in the classroom. The children scrutinized or discussed, telling stories about eaves tiles. At this moment, everyone had their own personality monologue with historical relics.
Afterwards, under the guidance of Art Teacher Cao Qihai, the students tried to use purple clay to carve patterns on eaves tiles. Some students chose facial patterns, while others chose lotus patterns, and some had their own ideas. “Little pomegranate” classroom was like a window to the history learning of the children as experience and inquiry were the most positive motivation for learning history.
Cultural Relics Restoration Course at Nanjing Museum
The elective course featuring the cultural relic restoration of the Nanjing Museum for high school students designed under the lead of Teacher Zhou Yuanyuan from the History Group belongs to the STEM + course system of our school. With the help of the rich resources of the Nanjing Museum, the students were divided into groups to conduct a special research. While looking up a large number of materials and documents, they had developed many unique topics.
For example, the research on coloration of copper colorants in different atmospheres was divided into four chapters: the coloration mechanism of ceramic pigments, the reason of different colorings of copper colorants, the technology development of copper colorants and the recreation of ancient ceramic colorants in modern society. Four group members did the research together, and they also put forward their problems in the study and asked the teacher for help in time.
The serious and dedicated attitudes of the students were not only recognized by the experts of the Nanjing Museum, but also praised by the experts participating in the activity. They said that the students will go further and be more confident with the diligence.
Wonderful Display of School-Based Curriculum
As a provincial curriculum base, NFLS has a MUN course. MUNers were highly praised by the teachers for their fluent English and professional quality of diplomatic expression.
Through a series of links, such as expounding views, policy debates, lobbying and consultation, drafting resolutions, and voting, the delegates adopted the operation mode of various UN conferences, demonstrating their ability in critical thinking, independent learning, social action and global competences. Through documents reviewing, viewpoint analysis and deliberate statement, the history subject quality had been accumulated.
The optional course of Facing History and Ourselves (FHAO) is a testament to the 10-year efforts of Teacher Shang Yuanyuan from the English Group and her team. She introduced to the teachers the system and philosophy of the course, which combined history with current social hot spots to raise the students' international vision and develop their capabilities in expression, comprehensive analysis and critical thinking. It connected history with the moral choices we face today, and created a multimodal classroom, including the activity launched in recent two years. It was such a good philosophy and good method. Led by the teachers, the students practiced finding the true meaning of history education. This was the real power of history.
The four-day activity was over quickly. Thanks all the experts for their advice on wisdom education, thanks the English Group, Art Group and Chemistry Group for their assistance, thanks all the members of the History Group for their dedication, and especially thanks all the students who participated in the activity for their excellent performance. It is believed that these will promote our continued efforts to go further in the exploration of history teaching in the future.
Through the“little pomegranate”classroom at the Oriental Metropolitan Museum, we saw the revival of traditional history when it encountered with the art. The MUN course enabled us to appreciate the outstanding temperament and social responsibility of future pioneers. The Facing History And Ourselves cases indicated the foundation of history education was to cultivate perfect personality. The cultural relics restoration course at the Nanjing Museum enabled us to know what kind of education was to cultivate the students’ core competence.
The museum course based on the history subject allowed the students to have a face-to-face communication with the objects representing history, so as to understand Chinese civilization and world civilization in a future-oriented study way. We were impressed by the cultivation of modern people with the Chinese soul and global horizon at NFLS.
-Teacher Tang Qin, Chief Expert of History Teachers Work Station
Nanjing Foreign Language School's interdisciplinary integration course was the course of cultivation in my heart. On the day at NFLS, the interaction with the team of Teacher Yu Wei enabled our minds to get closer.
-Principal Zhao Shixiang of Nanjing No. 1 Middle School, Jiangbei New Area
Over the years, we have always been insisting on “history based on people' in the history education of middle schools. NFLS’ history class enabled us to have an understanding of people in the history, life and classroom. NFLS’respect for the history and people made me reconsider the professional training, skills and mission of a history teacher.
-Teacher Huang Wenting from the “Tang and Qin History Teachers’Studio”
Everything was so fresh. We no longer had a class at the classroom but could get up close to cultural relics. Everyone was excited about finding their favorite eaves tiles, and they also imitated various emojis on the eaves tiles. The students also sat together to make eaves tiles, including clay shaping, knifing and drawing, and coloring and rubbing. We were very busy!
-Zhou Yanlin from Class 5 Junior Grade 3
The connotation of the ancient people's pursuit of a piece of fine porcelain followed the Chinese culture. The reason they could fire the most ideal color regardless of cost was the spirit of the craftsman. The reason they like red is that red has a unique position and rich implied meanings in Chinese culture. The reason they expected the porcelains to be complete and even was that the traditional Chinese aesthetics has been advocating happiness and reunion. Each piece of porcelain was not only a series of complex chemical reactions, but also embodied profound cultural deposits and strong feelings. Their beautiful appearances indicated the profound meaning of Chinese culture.
-Hou Yundi from Class 1 Senior Grade 3