三方会谈 | 在专属时间,畅聊学子教育和未来
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近日,广州暨大港澳子弟学校(ASJ)中学部开展了一场别样的家长会——三方会谈。学生和家长根据学生过去一段时间的学习表现,与班主任、主科老师、选修课老师等进行一对一面谈和交流,深入分析学生目前所呈现的学术表现,以及需要面对的问题,并将自身所存在的问题与老师们进行深度的沟通,以获得进一步的帮助和提升,不断助力学生自身成长。
在IB教育理念中,三方会谈是十分重要的一环,以学生为主体、老师做引导,注重老师、学生以及家长三者之间的交流。
在会谈中,老师会介绍各科的教学进度情况,学生的阶段性学术表现,并分享学习经验。学生也对自己过去的学习进行反思,分享学科学习的想法、以及未来的学习目标;家长也会就孩子的生活与学习状态、存在的问题以及未来的期望与老师进行深入沟通。三方坦诚且有效的交流,为学生未来能够更加有效的学习寻找有效的方法。
每个家庭拥有自己的专属沟通时间,教师首先以学期评估报告和期末成绩单为载体,以学生学科知识掌握、行为习惯改善、思想品德培养、课外活动参与等多个方面表现为重点,向家长介绍学生的综合情况。
随后,学生向家长汇报本学期的学习与生活情况,分享自己的学习理解,积极地展示自己的探究作品,反馈自己的学习所得,以及总结自己的进步,反思哪些方面有待改进,再与家长、老师一起制定下一步目标;
最后,教师和家长就孩子的综合表现进行现场的交流和反馈,指出今后努力的方向和措施。
我曾在中国香港读书,也经历过三方会谈,但一般都只有家长、学生和班主任。在ASJ的三方会谈中,我们还可以选择一对一咨询选修课老师,我能更直观地了解各方面的学习状况。
这次三方会谈,因为觉得科学和英语还有进步的空间,因此我们咨询了两位老师。从老师们的回馈中,我能感受到他们对学生的关注。
三方会谈对比起传统的家长会,对于我们的学习更因材施教,每位老师都可以根据不同的情况,具体分析,分享相对应的解决方案。
这次三方会谈中,我最大的收获是对于学习更有自信了。英语老师在鼓励我的同时,也分享了不少背单词的方法,在今后的学习中十分受用。
在三方会谈中,通过与班主任对话,我们了解到孩子们在哪几门科目中的学习状态有所欠缺。随后,我们也咨询了相应学科的老师,老师们十分耐心,详细分析了孩子的情况后,也逐一提出建议。
日常生活中,我们只能了解到孩子们在家中的学习状况,但这与孩子在学校的状况是有所不同的。三方会谈可以让我们更精准、直接地认识到更全面的孩子。
三方会谈是老师、家长、家长共同的平等交流,不仅让学生对自己的学习负责,同时为家庭提供积极参与孩子学习过程的机会。
三方会谈展现的是教育的真谛,在ASJ,我们相信每个孩子皆可成才,也致力于助力孩子的不断成长。
Recently, ASJ held a different kind of parent-teacher conference - The Three-way Conference. Students and parents can consult with class teachers, main subject teachers, elective teachers, etc. according to their own ideas, and communicate with them one-on-one.
In the IB education philosophy, The Three-way Conference are a very important part, with students as the main body, teachers as the guide, and focusing on the communication between teachers, students and parents.
During the talks, teachers introduce teaching and share learning experiences; Students share ideas, reflections and goals on learning; Parents share their learning and tell everyone about their reflections and goals; Parents share details from students' lives.
During the meeting, each family has its own communication time. The teacher first takes the semester evaluation report and the final report card as the carrier, focusing on students' mastery of subject knowledge, improvement of behavior habits, ideological and moral cultivation, participation in extracurricular activities, etc., to introduce the comprehensive situation of students to parents.
Then students reported to their parents on their studies and life of this semester, shared their own learning understanding, actively showed their research works and their learning gains, summarized their own progress, reflected on which aspects need to be improved, and then worked with parents and teachers to set the next goal.
Finally, teachers and parents conducted on-site communication on the comprehensive performance of the students, pointing out the direction and measures of future efforts.
I studied in Hong Kong, China, and experienced The Three-way Conference, but it was usually only parents, students and class teachers. In ASJ's, we also had the option of one-on-one consultation with elective teachers, so that I could better understand the learning situation in all aspects.
In the Three-way Conference, because we felt that there was still room for improvement in science and English, we consulted two teachers. From the feedback from the teachers, I can feel their concern for the students.
Compared with the traditional parent-teacher conference, The Three-way Conference is more individualized to our learning, and each teacher can analyze and share corresponding solutions according to different situations.
During The Three-way Conference, through dialogue with the class teacher, we learned which subjects the children lacked in their learning status. Subsequently, we also consulted with the teachers of the corresponding subjects, and the teachers were very patient, analyzed the child's situation in detail, and also made suggestions one by one.
At ASJ, we believe that every child can be successful and are committed to their continued growth.
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