送教下鄉(xiāng)，激活課堂 | 寧波諾丁漢大學(xué)國(guó)際教師助推教育公平發(fā)展

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“我教了半輩子書，

應(yīng)該早點(diǎn)把講臺(tái)‘讓’給學(xué)生。”

祝陸萍是江西新?實(shí)驗(yàn)?學(xué)的英語老師，平日以嚴(yán)謹(jǐn)?shù)慕虒W(xué)風(fēng)格著稱的她，卻在寧波諾丁漢大學(xué)英語教學(xué)專家John O’Hara的培訓(xùn)示范課程上變成一名躍躍欲試的學(xué)生，搶著用身體擺出一個(gè)“將來進(jìn)行時(shí)”的動(dòng)作——手臂前伸，一腳抬起，引得眾人一陣歡笑。

1月7日至9日，來自寧波諾丁漢大學(xué)的John O’Hara、Virginia Parker和袁淵三位英語教學(xué)專家走進(jìn)江西新干縣，為當(dāng)?shù)刂行W(xué)開展英語教學(xué)公益培訓(xùn)，將國(guó)際化英文教學(xué)理念帶進(jìn)贛江河畔，通過教育資源的下沉與共享助力中國(guó)教育公平發(fā)展。

把脈課堂，

國(guó)際理念在鄉(xiāng)村課堂落地生根

在新?實(shí)驗(yàn)?學(xué)，前來培訓(xùn)的三位講師卻先當(dāng)起了“學(xué)生”。他們坐在教室最后一排觀摩英語教學(xué)現(xiàn)場(chǎng)，并在課后與學(xué)生親密交流，深入了解孩子們英語學(xué)習(xí)中的具體難點(diǎn)，為后續(xù)開展針對(duì)性培訓(xùn)搜集一手信息。

“這群敬業(yè)的教師渴望新的教學(xué)方法，卻也面臨著課時(shí)安排有限、學(xué)生基礎(chǔ)參差不齊、課堂環(huán)境限制、教學(xué)任務(wù)壓力大等難題。”在旁聽了幾堂英語課后，團(tuán)隊(duì)成員一致認(rèn)為，如何將創(chuàng)新融入日常課堂是目前階段的主要挑戰(zhàn)。

自2001年全縣鄉(xiāng)鎮(zhèn)小學(xué)三年級(jí)全面開設(shè)英語課程以來，英語教育在這片孕育了青銅文化的土地上已有二十余載，互聯(lián)網(wǎng)也讓部分資源觸手可及。然而，客觀條件仍制約著教學(xué)創(chuàng)新的落地。

針對(duì)痛點(diǎn)，培訓(xùn)團(tuán)隊(duì)以滿足鄉(xiāng)鎮(zhèn)教師實(shí)際需求為目標(biāo)，系統(tǒng)性講解了國(guó)際前沿教學(xué)理念與課程設(shè)計(jì)方法，并以當(dāng)?shù)亟滩臑樗{(lán)本，通過示范課程與實(shí)操訓(xùn)練幫助他們優(yōu)化教學(xué)方案。另一方面，團(tuán)隊(duì)以“還原現(xiàn)場(chǎng)—案例分析—策略共創(chuàng)”為路徑，引導(dǎo)教師們提出最棘手的真實(shí)課堂情景，共同拆解問題并最終形成落地方案。

現(xiàn)場(chǎng)，既有像祝陸萍那樣教齡快20年的“老把式”，也有去年剛?cè)肼毜摹靶旅婵住薄獊碜跃畬矫珴蓶|紅軍學(xué)校的彭濤便是其中一名教壇新秀。他表示，本次培訓(xùn)中的課堂分組策略，改變了自己此前對(duì)“大班難以開展小組化教學(xué)”的認(rèn)知誤區(qū)——其實(shí)，有很多方式可以讓課堂“玩”起來。

播下種子，靜待鄉(xiāng)村英語教育花開

積極響應(yīng)國(guó)家鄉(xiāng)村振興戰(zhàn)略與鄉(xiāng)村教師支持計(jì)劃，本次新干之行是寧波諾丁漢大學(xué)“鄉(xiāng)村英語教師賦能計(jì)劃”的又一次線下深度實(shí)踐。自2017年啟動(dòng)以來，項(xiàng)目以“專業(yè)賦能、精準(zhǔn)幫扶、持續(xù)發(fā)展”為核心理念，通過構(gòu)建“英語能力+教學(xué)技能+教育理念”的體系，已開展百余場(chǎng)公益活動(dòng)，累計(jì)惠及全國(guó)300余所偏遠(yuǎn)學(xué)校的700余名鄉(xiāng)村教師。

此次赴江西開展培訓(xùn)，項(xiàng)目組不僅延續(xù)了小班化、強(qiáng)互動(dòng)的特色，更注重教學(xué)方法的可復(fù)制與可持續(xù)。每天培訓(xùn)結(jié)束前，培訓(xùn)團(tuán)隊(duì)都會(huì)帶領(lǐng)教師們梳理知識(shí)要點(diǎn)，共同討論如何將這些教學(xué)方法在當(dāng)?shù)卣n堂中用起來、傳下去，并鼓勵(lì)大家在今后的教學(xué)中持續(xù)嘗試新方法。

“教育的目標(biāo)不是灌輸知識(shí)，而是點(diǎn)燃求知欲，照亮更多可能。”項(xiàng)目負(fù)責(zé)人陳靜宇表示，“我們希望通過一次次走進(jìn)真實(shí)課堂的行動(dòng)，與鄉(xiāng)村教師并肩前行，共同為孩子們拓寬那扇看世界的窗。”

隨著培訓(xùn)的結(jié)束，創(chuàng)新的種子已然播下：祝陸萍計(jì)劃在自己的課堂上嘗試融入更多互動(dòng)游戲，彭濤則開始著手在下次研學(xué)活動(dòng)中加入英語使用情景。贛江河畔的冬日里寒意仍存，但一場(chǎng)靜默而深刻的教學(xué)變革已悄然萌芽，猶如初春的訊息，靜靜等待在新干縣的每一間教室中破土生長(zhǎng)、綻放新綠。

UNNC empowers English education in rural areas to promote educational equity

“I’ve taught for half my life—maybe it’s time I stepped aside and let the students take centre stage,” said Luping Zhu, an English teacher at Xingan Experimental Primary School in Jiangxi Province. Known for her disciplined teaching style, Zhu surprised herself by enthusiastically acting out the future continuous tense during a demonstration workshop—arms stretched forward, one foot lifted mid-air—prompting laughter from fellow participants.

From 7 to 9 January, a team of English education specialists from the University of Nottingham Ningbo China (UNNC)—John O’Hara, Virginia Parker and Yuan Yuan—traveled to Xingan County along the Gan River to deliver a hands-on professional development programme for local primary and middle school teachers. Their mission was to bring global educational resources and practices into rural classrooms in support of educational equity.

The UNNC team began as observers, sitting at the back of real classrooms to witness everyday teaching challenges first-hand. They spoke directly with students to understand their learning difficulties and gathered insights to inform the tailored training sessions that followed.

“The teachers here are deeply committed, but they face real constraints—limited class time, mixed student proficiency levels, heavy workloads and rigid curricular demands,” the team noted after observing several lessons. While English has been taught in local primary schools since 2001 and internet has enabled access to digital resources, practical innovation remains difficult to implement.

In response, the UNNC team designed workshops grounded in international best practice yet firmly rooted in local realities. Using existing textbooks as a foundation, they led interactive demonstrations and collaborative lesson-design sessions, helping teachers adapt creative strategies to their own contexts. A key feature of the training was its problem-solving approach: participants identified their most pressing classroom challenges—from managing large classes to engaging disinterested learners—and co-developed practical solutions through role-play, case studies and peer feedback.

Among the participants were both seasoned educators like Zhu, with nearly two decades of experience, and newcomers such as Tao Peng, a first-year teacher at Jinggangshan Mao Zedong Red Army School. Peng admitted that he had once believed group work was impossible in crowded rural classrooms—until the training showed him otherwise. “There are so many simple, low-preparation ways to make English fun and interactive,” he said.

This visit marked another milestone in UNNC’s Rural English Advancement Programme, launched in 2017 to support China’s rural revitalisation and teacher development initiatives. Guided by the principles of professional capacity-building, targeted support and sustainable impact, the programme has delivered more than 100 activities, benefiting over 700 teachers across 300 rural schools nationwide.

“Education isn’t about pouring knowledge into students,” said Jingyu Chen, the programme manager. “It’s about igniting curiosity and opening windows to the wider world.”

As the training drew to a close, seeds of change had already begun to take root. Zhu plans to incorporate more movement-based games into her lessons, while Peng is designing an upcoming field trip featuring English-language scenarios. Although winter still lingers along the Gan River, a quiet transformation is under way—one that promises to bloom in classrooms across Xingan County in the seasons ahead.

圖文來源：Patrick Cai，陳笑

電子編輯：Suri An

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