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大賽分為初賽和決賽，評(píng)選一、二、三等獎(jiǎng)。比賽內(nèi)容分為粉筆字、教學(xué)設(shè)計(jì)、課件制作、課堂教學(xué)四項(xiàng)內(nèi)容。

The competition was divided into preliminary and final rounds, with first, second and third prize being selected. There were four parts in the contest. They were chalk writing competition, teaching design, courseware making and classroom teaching.

本次比賽由各教研組負(fù)責(zé)，按學(xué)科進(jìn)行，由資深教師擔(dān)任評(píng)委。比賽過程可謂百花齊放，精彩紛呈，課堂充滿活力。師者，傳道、授業(yè)、解惑也，蘇城外的教師們，不僅僅滿足于此，他們還要精傳道，細(xì)授業(yè)，勤解惑。

This competition was in charge of teaching and research group and senior teachers served as judges. It was a wonderful game and the classroom is full of energy. The teacher, proselytizes instructs dispels doubt also. 

初賽中，各位新老教師同臺(tái)競(jìng)技。一筆一劃的整齊板書，熟練優(yōu)雅的肢體語言，簡(jiǎn)潔明快的課件制作，精心獨(dú)到的教案設(shè)計(jì)，循循善誘、步步深入的課堂引導(dǎo)，令評(píng)委老師也經(jīng)不住叫好。

In the Preliminary contest, all the competitors showed their beautiful handwritings on the blackboard, wonderful PPT designing and unique teaching procedures with their elegant body languages. They led in the topic of this period so fluently that all the judges couldn’t help giving applauds.

語文組的張玲莉老師對(duì)文本的解讀功力深厚，對(duì)內(nèi)容的宏觀把控力強(qiáng)，對(duì)造成孔乙己悲劇的深層原因進(jìn)行了挖掘，課堂教學(xué)有深度，很厚重，加工整合也極顯功力。

Harley Zhang of Chinese group understood the article very deeply and controlled the steps of the whole period very well. She led students to feel the lead role in the deep heart. She organized the whole lesson perfectly and showed her talents in teaching.

體育組的周麗丹老師，賽課內(nèi)容為正面雙手墊球。教學(xué)環(huán)節(jié)之間過渡自然，她采取循序漸進(jìn)、自主合作學(xué)習(xí)的教學(xué)方法凸顯教學(xué)重點(diǎn)，示范動(dòng)作標(biāo)準(zhǔn)，要領(lǐng)清晰，口令術(shù)語化，是一節(jié)非常優(yōu)質(zhì)的符合國際IB課程理念的示范課！

Lynn Zhou of PE group taught how to hit volleyball in this period. She let students work together and designed cooperation games for them, making the teaching procedures fluent. She made excellent demo actions with professional and clear teaching commands. She showed us a wonderful demo class, which was in line with the IB philosophy.

更為難能可貴的是幾位剛?cè)肼毑痪玫男陆處?，表現(xiàn)出了過硬的教學(xué)功底，大有青出于藍(lán)而勝于藍(lán)之勢(shì)。

What is even more valuable is that several new teachers who have just entered the post have shown excellent teaching skills, and there is a tendency that they are going to be better than the senior ones.

經(jīng)過激烈的初賽，最終進(jìn)入決賽的有語文組的溫娜老師和張玲莉老師；數(shù)學(xué)組的陳佳偉老師、竇智老師和張賽老師；英語組的張薛圓、陳姍姍老師；政史地組的褚?guī)浝蠋熀腕w育組的周麗丹老師。

After the fierce preliminary competition, the finalists were Nana Wen and Harley Zhang from the Chinese group, Vicky Chen, Aurora Dou and Elsa Zhang from the Math group, Helena Zhang and Shinning Chen from the English group, Horizon Chu from the Comprehensive group and Lynn Zhou from the PE group.

決賽中，老師們將最強(qiáng)的教學(xué)能力嶄露無遺，課題的設(shè)置更為具體，重難點(diǎn)的把握分寸正好，教學(xué)方式新奇而有趣。

In the finals, the teachers showed their strongest teaching ability, set up more specific topics, and accurately handled the difficult points. Teaching methods are new and interesting.

來自數(shù)學(xué)組的張賽老師，通過四個(gè)實(shí)際問題用方程來解決，通過小組合作交流，得出一元二次方程的概念，然后用類比的方法得出一元二次方程根的概念，再通過辨析題加深對(duì)概念的理解，整個(gè)教學(xué)過程充分體現(xiàn)學(xué)生活動(dòng)為主體，教師引導(dǎo)為主線，層層遞進(jìn)，在輕松愉悅的環(huán)境中獲得知識(shí)；

Elsa Zhang, the new teacher in maths group, solved four practical issues through questions, which led the class to conclude the concept of linear equation with two unknowns through group cooperation, and found out the concept of root by comparison, then helped the students enhance their comprehension by solving some questions. The whole class focused on the students' learning activities，the teacher guided the students step by step，and let them acquire knowledge in a relaxing way.

英語組的張薛園老師，課程選擇和設(shè)計(jì)都非常有創(chuàng)新精神，通過動(dòng)畫片情節(jié)設(shè)計(jì)由淺入深的而帶領(lǐng)學(xué)生計(jì)入課堂練習(xí)，把一節(jié)相對(duì)比較枯燥的習(xí)題課演繹的比較有趣、生動(dòng)，課堂中生生互動(dòng)和師生互動(dòng)環(huán)節(jié)設(shè)計(jì)自然流暢，并且能夠有效利用小組獎(jiǎng)勵(lì)的機(jī)制推動(dòng)課堂參與度。

Helena Zhnag, the new teacher from English group, had a very creative course design and selection. Students could be led into practice through interesting cartoons instead of boring exercises. The interaction between students and teacher in class was designed naturally and smoothly, and the group reward mechanism could be effectively used to promote class participation.