9月10日第三十五个教师节之际，上师大附二外国际部请来了上海学习共同体研究院副院长、台北市卓越艺术教育总顾问、原台北市敦化国小校长吴慧琳博士给6A班的学生上了一节学习共同体的音乐示范课，听课的教师表示，以这样一种特殊的方式度过自己的节日，确实收获良多。

On September 10th, the 35th annual Teachers' Day, we invited Dr. Wu Huilin, Vice President of the Shanghai Research Institute of Learning , General Adviser of Excellent Art Education in Taipei, and former Principal of Dunhua National Primary School, Taipei, to give a music demonstration lesson to the students of Grade 6A. The teachers who also attended the lesson experienced this as a particularly rich and fruitful way to enjoy their Teacher’s Day.

李校长与陈静静博士吴慧琳博士谈院长合影

记得开学初李莉校长就和我们讲过关于“如何促进学生深度学习”的话题，后来也听了陈静静博士的报告，虽然有了初步的感知，但是仍感觉“深度学习”离我们的课堂还有点遥远。听了吴慧琳博士的课后却被深深地震撼到。吴慧琳博士上的是音乐课，相信很多人心里的传统的音乐课的样子还能历历在目。可是这节音乐课真的让我们眼界大开。估计没有听过的人是难以想象的。

At the beginning of the school year, I remember that Principal Li Li told us how to promote “Deep Learning” in the students. Later, I heard Chen Jingjing’s report, and although I somewhat understood, I still felt that the essence of “deep learning”- in order to arrive at a greater understanding of knowledge- was a little remote from our class. After listening to Dr. Wu’s class, I was forced to take a step backwards and reassess my understanding. I believe that many people can still recall a traditional music class, but this music lesson really opened our eyes. It’s hard to imagine for anyone who hasn’t heard of it.

首先，音乐是可以和肢体语言这样有机的结合起来的。如何让学生感受音阶和节奏?如何让学生在活动中高度参与到学习中来?在传统课堂中长大的我们，看到吴博士把听音阶与肢体动作结合起来，引领孩子们打开自己与人分享，打开肢体舒展自己的时候，我发现她完全做到了。

Firstly, music can be combined with body language in such an organic way. How can you make students “feel” scale and rhythm? How can students be highly involved in learning activities? Having grown up in a traditional classroom, I watched with fascination as Dr. Wu combined listening to musical scales with body movements, thus guiding the children to open themselves up to sharing with others and unfolding and stretching their limbs. I saw how she fully accomplished her purpose.

其次，音乐是可以和其他学科融合的。吴慧琳博士的音乐课，打通学科界限，把图形与颜色的选择交给学生，激发学生的创造美;把不同颜色的几何图形与学生的动作节奏结合起来，学生感受节奏的魅力;学生自己动手制作万花筒并观察，把数学的对称美与孩子们的不同分组及不同节奏对应起来，创造独特的对称美的造型。这些活动的设计都充分激活了学生的求知欲，从始至终整个课堂非常的灵动，孩子玩在其中、乐在其中、学在其中、收获在其中。

Secondly, music can be integrated with other disciplines. Dr. Wu’s music class breaks through the boundary between subjects, and gives students the choice of graphics and colors to stimulate their creation of beauty. Combining geometric figures of different colors with the rhythm of the actions, students experienced the “charm” of rhythm. The students made their own kaleidoscopes and observed the symmetry of mathematical shapes, with their different groups, and rhythms, to create unique symmetrical beauty. The design of these activities fully awakened the students’ thirst for knowledge. The whole class was energized and full of vitality as they played and enjoyed themselves, but also learned and reaped more knowledge.

听课现场

再次，音乐的课堂充满美好的遇见。吴慧琳博士的音乐课，无论是肢体语言还是她的眼中，始终充满着对每一个学生的关爱和关注。当有学生落单，她总是静悄悄地把孩子带回课堂，也表现着对孩子的关心，又不会太引起大家的关注，在课的最后，全班围成圆圈来总结一节课的内容，很温馨。

Furthermore, the music classroom is full of wonderful encounters. Dr. Wu is attentive to every student’s needs. When she noticed some students on their own, she quietly brought them back into the discussion and creative processes, without drawing everyone’s attention to it. At the conclusion of the class, everyone formed a circle to discuss and summarize the content of the lesson. The united feeling was that the content of the lesson and the class was very warmly received.

吴慧琳博士的音乐课结束了，带给大家很多收获和思考。李莉校长全程听课并参加了课后交流。李莉校长指出：“每一位教师都要对每一节课负责，从基于学情的教学设计开始，创设能引起学生参与到学习中的课堂，能让学生维持良好学习状态的课堂，能促进学生深度学习的课堂。”听课老师都深切感受到高水平的学共体引航课带来的震撼，纷纷表示今后要在自身的课堂上去学习和实践。

When Dr. Wu’s music class was over, it gave us a lot to reflect on and we felt that we gained a lot. Principal Li Li attended the class and also participated in the after- class discussion. She pointed out: “Every teacher should be responsible for every lesson, starting from the teaching design based on the learning situation, to create a class that can encourage students to participate in the learning process; maintain students’ healthy mental attitude to learning and promote students’ “Deep Learning”. All the teachers who listened, felt mobilized by this high level co-curriculum learning model and expressed the desire to implement these designs into their classes in the future.

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