北京德闳学校专题教学+ATL技能: 让“创作实践课”激发学习主动性

【课堂立足点】专题教学与学习方法技能（ATL）——德闳中文课堂关注“如何学会”。在初中阶段，我们打破传统教材的单一线性结构，引入专题教学，引导学生在“知人论世”中理解文本背后的深意，培养批判性思维与探究能力。

在“想象文学”专题学习中，“闳绘本”项目不是一次简单的“创意作业”，而是一场完整的学习能力与综合素养实践：

- 文字创作的探究：孩子们走进童话、神话、寓言的世界，先完成不少于600字的原创故事——有人写下《万能愿望果》里关于欲望与亲情的思辨，有人编织《爱丽丝的镜子朋友》的奇幻友谊，有人描绘《森林的荧光》里的精灵秘境，......这不是“抄模板”，而是在专题学习中理解体裁特点，用文字传递少年独有的正向力量；

- 团队协作的打磨：以小组为单位，像真正的出版团队一样分工：有人负责文字润色，有人绘制插画，有人设计中英双语排版，有人反复校对细节。在探讨“这个画风配不上故事氛围”“这句双语表达不够地道”的过程中，孩子们学会倾听、质疑、达成共识，团队沟通力与审美素养悄悄扎根；

- 社区联结的升华：七年级的“大哥哥大姐姐”会延续传统，带着绘本走进小学二年级课堂，用温柔的声音讲述自己的故事。被需要的自豪感，让孩子们主动打磨作品的每一处细节——这不仅是创作，更是责任感与社区归属感的生长。

整本书阅读：让经典成为阅读习惯的“生长土壤”

【课堂立足点】“整本书阅读”实践——重在培养阅读习惯与兴趣。教师引导学生掌握阅读方法，做孩子的阅读“合伙人”，让阅读从“任务”变成“热爱”。

如果说“闳绘本”是让孩子“学会创作”，那么“整本书阅读”的初心，就是让孩子“学会阅读”。

以鲁迅的《朝花夕拾》为例：

- 方法引导：设计针对性阅读引导题，陪孩子在文本旁写批注、画感悟，教他们用“情感线索梳理法”“时代背景联想法”，读懂鲁迅笔下的童年与社会；

- 多元实践：孩子们分组完成“朝花”电台录制、鲁迅情感地图绘制、调查海报设计等任务，在沉浸式体验中，让阅读有深度、有宽度、有新视角；

- 氛围营造：设置“阅读达人”打卡机制与“阅读日志”工具，要求每学期自主选择至少两本课外纸质书阅读，用奖励激发自主阅读的内驱力。

课堂上，我们会停下脚步，和孩子分享阅读感受，尊重每一个独特的观点——哪怕是和课本解读不一样的想法，也会被认真倾听。我们想让孩子知道：阅读不是“完成任务”，而是和文字对话，是看见更广阔的世界，让阅读习惯在初中阶段稳稳扎根。

口语表达：让课堂成为自信表达的“发光台”

【课堂立足点】口语表达与思维双培养——初中是形象思维向抽象逻辑思维过渡的关键期，也是自我意识觉醒的重要阶段。德闳中文课堂将口语表达作为核心组成部分，让孩子敢说、会说、说得有力量。

“平时不爱说话的孩子，站在讲台上讲《西游记》时，眼睛里会闪着光。”

这是德闳中文老师最常提起的瞬间。

在这样的教学中，我们不只是让孩子“读原著”，更注重“表达力”的培养：

- 多元表达场景：课堂讨论、小组分享、故事讲述、演讲辩论……不同的场景，让孩子在不同氛围中找到表达的勇气；

- 专业表达支架：老师会提供清晰的表达框架，结合评估细则，引导孩子“开端-发展-高潮-结局”的逻辑讲述故事，用“首先- 其次-最后”的思路表达观点；

- 看见每一份闪光：那些平时安静的孩子，在绘声绘色讲述孙悟空大闹天宫、师徒四人取经故事时，会突然变得自信大方——这一刻，不仅是语文学科知识的深化，更是自我意识觉醒、自信心生长的重要时刻。

言为心声，我们想让每一个孩子都知道：表达不是“标准答案”，而是“心声传递”。哪怕是内向的孩子，也能在语文课堂上找到自己的展示平台，用语言传递自己的思考与热爱。

诗词之美：诗画共赏，让古典意境走进现代生活

【课堂立足点】：跨学科古典素养培育 —— 德闳中文打破文学与艺术的边界，用绘画为桥梁，让遥远的古典意境变得可触可感，在视觉表达中滋养孩子的古典审美与文化感知。

古典诗词与现代生活看似遥远，但在德闳的课堂里，我们用画笔让文字 “活” 起来：

读《桃花源记》，用铅笔勾勒 “芳草鲜美，落英缤纷” 的世外桃源，屋舍、良田、渔舟在笔下铺展，让千年前的理想田园，变成眼前可触摸的宁静画面；

品《小石潭记》，以水彩晕染 “潭中鱼可百许头，皆若空游无所依” 的清冽，游鱼的灵动、水石的澄澈，让柳宗元笔下的清冷与生机，在色彩里变得鲜活；

赏《望岳》《登飞来峰》，用彩铅描摹山峦的巍峨险峻，在构图与线条的碰撞中，体会 “会当凌绝顶”“不畏浮云遮望眼” 的豪情哲思，让千年的家国情怀与人生智慧，在视觉里被年轻心灵读懂。

这种 “诗画共赏” 的跨学科实践，不仅让抽象的古典意境转化为具象的视觉表达，更让孩子在笔触、色彩与构图的探索中，悄悄建立起与传统文化的连接，在理解文本的同时，涵养深厚的古典素养与审美力。

校园即诗：在 “附近” 里，守护敏感的心灵

【课堂立足点】：情感表达与在地感知 —— 德闳语文鼓励孩子关注身边的 “日常与附近”，用诗歌记录校园里的光与风，让情感表达有温度、有仪式感。

德闳的中文教育，从来不止于书本，更延伸到校园的每一寸草木。我们引导孩子以笔为眼，捕捉身边的细微美好：

这些带着少年气息的文字，不是 “满分作文” 的模板，而是孩子对校园生活最真诚的感知。我们还会把这些原创诗歌誊写在古风书签上，布置成教室的诗意角落 —— 用仪式感，让孩子的情感表达被看见、被珍视，守护住那颗敏感而柔软的心灵，让 “文学即生活” 的种子悄悄生长。

小升初不是“告别创造力”的节点，而是“遇见更好自己”的起点。

在德闳中文课上，我们用专题教学托举学习能力，用整本书阅读培养阅读习惯，用口语表达唤醒自信成长——不追求把孩子教成一个模样，而是守护每一份独一无二的本真，挖掘每一份藏在细节里的闪光。

愿每一个孩子，都能在德闳的中文课堂上，松弛成长，自信表达，让创造力与学习力并肩生长，度过一段有温度、有深度、有力量的初中时光。

文稿&编辑排版：Phoebe Mao

校对审核：Lora Tu

<< 右滑阅读中文版

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At the library of the Secondary School of Dehong Beijing, a special student original picture book exhibition titled “Hong Picture Books” quietly tells the warmth and depth of our Chinese classroom.

Alice’s Mirror Friend, The Fluorescence of the Forest, The King and the Landlord… Each book features delicate, vivid hand-drawn covers, handwritten fairy tales and teenage poems inside, and thoughtful bilingual Chinese-English typesetting. Next to the display shelves, pink sticky notes and pens are placed, inviting teachers and students to leave warm messages for the young authors.

Who would have thought that these imaginative works are created by seventh-grade students who have just transitioned from primary to middle school and are in the midst of an academic transformation? What kind of Chinese classroom can safeguard children’s most precious creativity and curiosity even under the pressure of the transition to middle school?

This is exactly the answer given by Dehong’s Secondary School.

For many families, the transition to middle school is a time of anxiety: the pace of academics suddenly accelerates, classroom rhythms tighten, and children’s mental states become strained. Children who once loved drawing and expressing themselves gradually find themselves wrapped in the pressure of “drilling for exams” and “memorizing knowledge points,” and even the courage to pick up a pen and write a story quietly fades away. But at Dehong, we refuse to let the transition to middle school become a “watershed” that erodes children’s creativity.

Chinese language arts is never dry texts or exercises; it is a gentle force that supports children to smoothly navigate this transition. We use literature as a bridge and projects as a boat, nurturing children’s authenticity through diverse practices such as thematic teaching, whole-book reading, and expression training, uncovering every spark, and making growth both profound and relaxed.

Thematic Teaching + ATL Skills: Turning “Hong Picture Books” into a “Creative Practice Course” for Growth

[Classroom Focus]: Thematic Teaching and Approaches to Learning (ATL) Skills — Dehong’s Chinese language arts classroom focuses on “how to learn.” In Secondary school, we break the single linear structure of traditional textbooks, introduce thematic teaching, guide students to understand the profound meaning behind texts through “knowing the person and discussing the world,” and cultivate critical thinking and inquiry abilities. It is also a core case for explicitly cultivating ATL (Approaches to Learning) skills.

In the “Imaginative Literature” thematic learning, the “Hong Picture Books” project is not a simple “creative assignment,” but a complete practice of learning abilities and comprehensive literacy:

- Exploration in Text Creation: Students step into the world of fairy tales, myths, and fables, first completing original stories of no less than 600 words — some write about the speculation on desire and family affection in The Magic Wish Fruit, some weave the fantastical friendship in Alice’s Mirror Friend, some depict the elven secret realm in The Fluorescence of the Forest... This is not “copying templates,” but understanding genre characteristics through thematic learning, and conveying the unique positive power of youth through words;

- Polishing through Team Collaboration:In small groups, children divide labor like a real publishing team: some are responsible for text polishing, some draw illustrations, some design bilingual Chinese-English typesetting, and some repeatedly proofread details. In discussions like “this art style doesn’t match the story’s atmosphere” or “this bilingual expression isn’t authentic enough,” children learn to listen, question, and reach consensus, and their team communication skills and aesthetic literacy take root quietly;

-Sublimation through Community Connection：Seventh-grade “big brothers and big sisters” will take their picture books into second-grade primary school classrooms, telling their own stories in gentle voices. The sense of pride from being needed drives children to take the initiative to polish every detail of their works — this is not only creation, but also the growth of a sense of responsibility and community belonging.