（通讯员：张欣悦）为落实师范专业实践育人目标，打通教育理论与一线课堂的壁垒，提升英语师范生课堂观察、教学设计与教研反思能力，2026年11月5日下午，外国语学院组织英语专业学生前往武汉市光谷第十八小学，观摩“语用视域下小学英语语言情景创设”主题教学研讨及课例展示活动，开展教育见习实践。本次见习由学院副院长冶慧颖、英语系主任胡波带队，英语课程论教学小组以及各班班导师组织25级英语专业1—4班全体学生，24、25、26级英语“荆楚优师计划”学生参加。
教研活动以“智构真实对话情境，发展信息整合素养”为主题，设置领导致辞、精品课例展示、评课分享、英语教研分享等完整教研环节。活动伊始，光谷第十八小学校领导致辞，阐释了新课标背景下，在真实语言情境中培育学生英语学科核心素养的重要意义，对本次教研活动寄予期待，也向到场观摩见习的师范生表示欢迎。
活动随后进入精彩的课例展示环节，武汉市优秀青年教师、东湖高新区学科带头人廖实（Sam）老师带来五年级英语整合课《My Favorite Season》，全体见习学生认真听课记录，沉浸式感受高质量小学英语课堂的完整流程。课堂上，廖实老师立足《人与自然》大主题，巧用种子生长动态视频导入新课，借助拼图游戏等课堂活动，引导学生在探究体验中建立季节喜好与环境保护意识的内在关联，让学生在情境之中自然开展语言学习。
课堂充分体现技术赋能教学的理念，授课教师善用AI智教辅助工具，创新设计“采访电话”录音、情境背景音乐等趣味教学环节。面对学生作答，教师注重正向激励，给予充分的情感支持，依托人机对话、教学资源搭建学习支架，引导学生完成信息整合，构建思维导图。课程后半段，课堂延伸至跨学科内容，结合全球变暖现实议题发起“Save Our Earth”倡议，通过角色扮演等口语实践，将保护环境、敬畏自然的思政内涵润物无声地融入英语教学，实现学科教学与价值引领的有机统一。
课例展示结束后，活动进入互动研讨环节。来自光谷地区教研联合体、鄂州市葛店小学教师代表以及广东韶关校长和骨干教师团的一线教师围绕本节课展开评课交流，大家充分肯定本课课堂逻辑清晰、教学支架充分、课堂节奏张弛有度，课堂设置分层拓展任务，搭配多元评价体系，兼顾不同学习水平学生的发展需求，让每一位学生都能够获得成长提升。在教研分享环节，教师们围绕小学英语四维建设实践、英语课堂与思政教育融合方向展开深度研讨，探讨课堂教学中关注学生课堂状态、实现有效课堂输出的实施路径。我院见习师生全程参与研讨，近距离学习一线教师的评课视角与教研思考。
此次教育见习，为英语专业师范生搭建起接触前沿基础教育阶段英语教学实践的平台。同学们走出书本，直观体会新课标理念如何落地真实课堂，对情境创设、信息技术赋能课堂、跨学科教学、课程思政融入英语课堂等内容形成更加具象的理解。参与见习的同学纷纷表示，本次观摩受益匪浅，看到优秀课堂范例，也发现自身专业学习的努力方向。
未来，外国语学院将持续深化校地协同育人，继续组织形式丰富的教育见习、实习实践活动，引导师范生走进基础教育一线，以实践反哺理论学习，锤炼教学基本功，厚植教育情怀，努力培养出适应新时代基础教育发展要求的英语师范人才。
Building Authentic Dialogue Contexts through Intelligent Design, Developing Information Integration Competence
——English Majors from the School of Foreign Languages Conduct Teaching Observation Practicum at Guanggu No. 18 Primary School
(Correspondent: Zhang Xinyue) In order to fulfill the practice-based education goals of teacher training programs, bridge the gap between educational theory and front-line classrooms, and enhance English majors’ abilities in classroom observation, instructional design, and teaching research reflection, on the afternoon of November 5, 2026, the School of Foreign Languages organized English majors to visit Wuhan Guanggu No. 18 Primary School to observe a themed teaching seminar and demonstration lessons on “Creating Language Situations in Primary School English from a Pragmatic Perspective,” as part of their teaching observation practicum. The practicum was led by Ye Huiying, Vice Dean of the School, and Hu Bo, Head of the English Department. The English Curriculum and Pedagogy teaching group and class advisors organized all students from English Classes 1–4 of Grade 2025, as well as English majors of Grades 2024, 2025, and 2026 enrolled in the “Jingchu Excellent Teachers Program,” to participate.
The teaching research activity, themed “Building Authentic Dialogue Contexts through Intelligent Design, Developing Information Integration Competence,” featured a complete set of research sessions including leadership speeches, exemplary lesson demonstrations, lesson evaluation and sharing, and English teaching research discussions. At the beginning of the event, school leaders of Guanggu No. 18 Primary School delivered speeches, elaborating on the significance of cultivating students’ core competencies in English within authentic language contexts under the new curriculum standards. They expressed their expectations for the event and extended a warm welcome to the English majors attending the observation.
The event then moved into the highlight lesson demonstration session. Liao Shi (Sam), an outstanding young teacher of Wuhan and a subject leader of the East Lake High-tech Development Zone, presented an integrated Grade 5 English lesson entitled “My Favorite Season”. All observing students listened attentively and took notes, immersing themselves in the complete process of a high-quality primary school English class. Grounding his lesson in the overarching theme of “Man and Nature,” Mr. Liao skillfully used a dynamic video of seed growth to introduce the new lesson, and through jigsaw games and other classroom activities, guided students to explore and experience the intrinsic connection between seasonal preferences and environmental protection awareness, enabling natural language learning within meaningful contexts.
The lesson fully embodied the concept of technology-empowered teaching. The teacher made skillful use of AI-assisted intelligent teaching tools, creatively designing engaging activities such as “interview phone call” recordings and situational background music. When responding to students’ answers, the teacher emphasized positive reinforcement and provided ample emotional support. Relying on human-machine dialogue and teaching resources, he built learning scaffolds to guide students in integrating information and constructing mind maps. In the latter part of the lesson, the class extended into cross-disciplinary content, launching a “Save Our Earth” initiative based on the real-world issue of global warming. Through role-play and other oral practice activities, the ideological connotations of environmental protection and reverence for nature were seamlessly integrated into English teaching, achieving an organic unity between subject teaching and value guidance.
After the lesson demonstration, the event entered the interactive seminar session. Front-line teachers from the Guanggu Teaching Research Consortium, teacher representatives from Gedian Primary School in Ezhou, and a delegation of principals and key teachers from Shaoguan, Guangdong, engaged in lesson evaluation and exchange centered on the demonstrated lesson. They fully affirmed the lesson’s clear classroom logic, sufficient teaching scaffolds, and well-paced rhythm. The lesson featured tiered extension tasks paired with a diversified evaluation system, catering to the development needs of students at different learning levels and ensuring growth for every student. In the teaching research sharing session, teachers conducted in-depth discussions on the practice of four-dimensional development in primary school English and the integration of ideological and political education into English classrooms, exploring practical pathways for attending to students’ classroom engagement and achieving effective classroom output. Students and faculty from our school participated in the entire seminar, learning first-hand the lesson evaluation perspectives and research insights of front-line teachers.
This teaching observation practicum provided a platform for English majors to engage with cutting-edge English teaching practices in basic education. Stepping out of their textbooks, students gained direct insight into how new curriculum standards are implemented in real classrooms, forming a more concrete understanding of context creation, technology-empowered classrooms, cross-disciplinary teaching, and the integration of curriculum-based ideological education into English teaching. Participating students expressed that they benefited immensely from the observation—not only seeing excellent classroom models but also identifying directions for their own professional development.
Going forward, the School of Foreign Languages will continue to deepen university-school collaborative education, organizing a rich variety of teaching observation and internship activities. It will guide English majors into front-line basic education, using practice to reinforce theoretical learning, honing their teaching fundamentals, cultivating a deep passion for education, and striving to develop English teachers who meet the demands of basic education in the new era.
