来看我们语文课堂的《声临其境》！Classical Texts Made Alive with Their Voices

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学习了语文课，怎样表达自己对文本的理解？画手抄报、写读后感、做思维导图……除了这些“常规动作”之外，还有其他的方式吗？

还有，配音！

启明星小学部的语文老师们就推出了这样的教学设计——学习完经典文本，孩子们要上交配音作业。这样的设计大大启动了孩子们的学习兴趣，也提升和外延了学习效果，并且已经应用在疫情期间、需要激发更多主动性的在线学习当中。

我们知道很多家长关心，假如教学方式不得不随时切换，学校会怎样做？尽管我们无法一一详解学校为此制定的多种预案，但我们希望在此借“配音”项目作为一点回应——以学生学习为中心，不断推出新颖又不偏离教学目标的学习体验，是老师们一直努力的方向。

好了，现在，就让北皋校区小学部语文老师柳慧为我们讲讲这个关于“配音”的故事吧：

🎙️  🎙️  🎙️  🎙️  🎙️ 

传统的语文课教学方式，是为所有学生的需求而作出的标准设计，有时候，可能会让一些孩子觉得“不过瘾”。

在启明星小学部，我们教授语文课的理念是，教材和课外教学资源是教学的工具和平台，要把两者结合起来，落实课程标准和教学目标。于是，我们总是想办法让学生经历丰富的体验，启动他们的学习兴趣！

就拿上学期的5年级学生学习经典文学作品单元举例吧。辨别词语的感情色彩和表达效果，体会作者的思想情感，了解人物刻画方法等是学习的重点之一。传统的教法是课上读一读文本，画出描写人物外貌、语言、动作和心理活动的句子，思考它们体现出人物怎样的性格特点？课下的作业是完成一篇同类型的课外文章阅读，做些填空、选择、书面回答问题等练习。

当时疫情正严重，所有学生都在家学习。在线学习限制了大家的互动，要启动所有学生的学习兴趣，课堂需要更加有趣。另外，学生在家学习接触不到校园里的学习资料，我们要补充恰当的课外资源。再有非常重要的，我们需要在形成性评估中得到学生直观的学习反馈。

怎么办呢？……

有一天，我突然来了灵感，想起了综艺节目《声临其境》艺术家们的专业点评：通过声音，参赛者细腻地诠释了对人物性格的理解；也精准传达了故事中人物情绪的变化；强烈地渲染了人物的遭遇和命运变化，推动了故事的发展……

于是，我向一起备课的邓老师和三里屯校区的高老师建议：能不能尝试把文字资源与影视作品片段结合起来完成教学？从中外经典名著选取代表性片段，引领孩子们领悟文学大师如何刻画人物；体会作者怎样表达主旨，揭露社会现状时表达个人的感情色彩？大家一致赞同。

我们的设计是，每个孩子学完单元都要完成一个影视片段配音。看起来这是一个简单、有趣的作业，实则需要他们反复阅读文章，领会作者写作意图；反复揣摩人物说话时的心理活动；反复尝试最合适的语气语调；反复尝试什么样的声音才能表现出当时人物的所思所想，从而体现人物特点。

我选定的课外教学材料是《百万英镑》片段。在课堂上，我先是和上一个单元“走近名著”做了衔接，引导同学们认识了马克•吐温及他的代表作——经典讽刺小说《百万英镑》，然后结合文字与视频，师生在课堂上共同阅读并讨论了片段——亚当“买衣服”。其他老师选定的是《红楼梦》片段或《水浒传》片段。虽然资源不同，但都可以达到相同的教学标准。

同学们兴趣盎然，你一言我一语地分析了对作者辛辣讽刺拜金主义的理解；也讨论了作者刻画人物时极具个人魅力的语言风格。大家阅读《百万英镑》的热情也被唤起了。后来单元结束时，班里有2/3的同学完整阅读了《百万英镑》中文版。

提交作业的时候，孩子们很是踊跃。就连平时感到语文学习有挑战的学生，也开心地完成了任务。有的同学使用了专业配音软件，更多的同学学会了屏幕录制技能，还有同学和父母把配音当作“亲子活动”……还有人分享说，自己反复练习了8遍、10遍甚至20遍。

我和同学们一起观看他们的配音。当我听到他们一人分饰5角，用富有戏剧性的声音淋漓再现马克• 吐温先生对拜金主义的鄙夷讽刺时，欣喜之情，难以言表！

我们在此选登2部学生配音作品，这里是第一部，请下滑至英文部分观看第二部。

篇幅所限，我们不能分享所有孩子的作品，其实它们每一个都很棒，每一个我们都很珍视。作为读者，您或许更加关注这些作品完成得好不好，像不像，而我们更加关注的是孩子们此间付出的一段段努力和真实收获的成长。

请和我们一起对孩子们表示尊重和祝贺吧！

感谢柳慧老师对本文的贡献

如果您或身边的亲友对启明星的教学感兴趣，欢迎报名参加北皋校区和三里屯校区小学部信息说明会！详情请见下方海报。请扫描或长按海报中二维码进行报名。

After learning a text in the Chinese class, how do you express your understanding of it? Make a little pamphlet about it? Write down your thoughts and comments about the text? Or draw a mind map about it? Are there any other ways to deepen our understanding of our learning materials? 

How about dubbing? Did you ever try that? 

That’s exactly what the Chinese Language Arts teachers at Daystar Academy Elementary School did to promote students’ understanding of the texts. After learning some classic texts, as part of their assignment, students were asked to do dubbing or voiceovers for a video clip featuring the text they just learned. This approach has greatly stimulated students' interest in understanding the texts and has also enhanced their learning as a result. It has been applied to online learning during the pandemic period to boost students’ engagement and has proved very effective. 

We understand that many parents are concerned with what the school will do if we have to start online learning again. Instead of diving right into the various plans formulated by the school, we hope to reassure parents that developing students-centered, result-oriented, and engaging learning approaches have always been the goal of our teachers. And the dubbing approach employed by the Chinese class serves as a great example to illustrate this point. 

Okay, now, let’s hear from Ms. Liu Hui, a Chinese Language Arts teacher from the Elementary School of Daystar Academy Beigao campus, on how students had fun dubbing for their favorite characters!  

🎙️  🎙️  🎙️  🎙️  🎙️ 

The traditional teaching method in a Chinese class may be a cookie-cutter one that’s meant for all students. Though easy to be put into practice and measure students’ performance, it sometimes lacks the fun and challenge to make students engaged and stimulated. 

Here at Daystar Academy Elementary School, we believe that both the textbooks and the extracurricular teaching resources are great tools at our disposal. We combine both to build a solid platform on which to implement our curriculum standards and teaching goals. In addition to that, we always try to think of ways to engage students with an all-around, rich experience that reinforces their interest in learning.

Take, for example, the teaching of classic literature during a fifth-grade Chinese class last semester. Key learning goals included identifying the tone, force and effectiveness of certain words, pinning down the author's thoughts, feelings and intentions, and understanding the characterization methods that the authors employed. The traditional teaching method is to read the text in class, then underline sentences describing the appearance, language, movements, and mental activities of the characters, and think about how the sentences portrayed the characters' personalities. The assignment would be to complete an extracurricular article reading of the same type, accompanied with filling in some blanks, choosing the right answers, and writing a short paragraph to answer a question, etc. 

At that time, the epidemic was rather serious and all students were studying from home. And interactions between each other were somewhat weakened as a result. To fully engage the students, our online sessions needed to be more stimulating. In addition, students cannot access learning materials from campus when they study at home, so we needed to supplement appropriate extracurricular resources. More importantly, we needed to assess students' performance and the effectiveness of the teaching by drawing on students’ feedback.

What’s the best way to achieve all that? 

One day, an inspiration hit me when the comment of judges from The Sound, a TV show featuring celebrities dubbing for well-known movie clips, came to my mind. According to the judges, with their life-giving voices in the dubbing, each participant of this show demonstrated their understanding of a character’s personality, conveyed the emotional changes of the characters in the story, and adeptly rendered the characters’ transformation in life, and vividly portrayed the development of the story.

Which brings me to think, can we combine the texts of great literature works with movie excerpts in our learning as a way to help our students understand how the great writers go about writing about their theme, depicting their characters, and expressing their emotions? I made the suggestion to Ms. Deng, who was preparing the classes with me, and to Mr. Gao from Sanlitun Campus. And they all gladly agreed. 

Our plan was to ask each student, at the completion of this unit of learning, to do dubbing for a movie excerpt. At first glance, this seemed to be a fun, easy task. When in fact, this task required that they read the text again and again to fully grasp the writers’ intention and the mental activities of the characters. They needed to decide what is the best tone and voice to employ to truly reflect the background and personality of the characters. 

The supplementary text I chose was The Million Pound Bank Note by Mark Twain. First, I made a connection between this text and the unit of "Appreciating the Masterpiece” from the textbook and guided the students to get to know Mark Twain and one of his representative works--the classic satirical short story The Million Pound Bank Note. We read and discussed the part where Henry Adams tried to purchase a suit and watched the movie excerpt together. Other teachers chose excerpts from The Dream of The Red Chamber (Hong Lou Meng, one of China's Four Great Classical Novels.) and Outlaws of the Marsh(Shui Hu Zhuan, 14th-century Chinese novel, also considered one of the Four Great Classical Novels of Chinese literature). Although the resources were different, they all met the same teaching standards.

The students were very enthusiastic about sharing their comments and perspectives on the text. They analyzed the author’s pungent and satirical language and his attitude towards money worship. Spurred by this lively discussion, by the end of this unit, two-thirds of the entire class have completed their reading of the Chinese copy of The Million Pound Bank Note by Mark Twain.

Students completed their assignment with great enthusiasm and had a lot of fun in the process. Even the students who usually find it challenging to learn Chinese have completed the task happily. Some students used professional dubbing software, while other students learned how to screen record. A lot of students had fun doing this with their parents as a collaborative effort, and it was a great way to spend some quality time with each other. There were students who reported that they practiced over and over again, 8 times, 10 times, even 20 times. 

I watched their dubbed videos with the entire class. When I heard them playing the five roles with a dramatic voice and vividly reproducing Mark Twain's contempt for money worship, my joy was beyond words!

Here we would like to share with you two pieces of video excerpts dubbed by the students. Here's the second one. Please go to the Chinese text for the first piece of video. 

Due to space limitations, we cannot share all the video clips dubbed by the students. But they are all very nicely done, and we enjoyed watching every single one of them. Through it all, we were very impressed with the amount of efforts each student has put into completing their assignment and what they have achieved. They have grown tremendously as passionate learners.  

Please join us in showing respect and celebrating their accomplishments! 

with special thanks to Ms. Liu Hui for her contribution to this aricle

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