Parent as Teacher “理解它，能讓我們走得更遠…” | 華外中學(xué)家長課堂

　　原來斗拱像樂高一樣，可以嚴絲合縫地卡在一起!”“《蘇州園林》里說的‘移步換景’，真的能在模型里實現(xiàn)!”9月21日晚，806班的教室洋溢著探索的熱情與驚嘆。本學(xué)期“家長進課堂”活動迎來了一位特別的老師——盧卓筠同學(xué)的媽媽吳女士。吳女士曾在北京大學(xué)考古文博院研習(xí)，長期致力于古建筑遺產(chǎn)的傳承與公益科普工作。她為同學(xué)們帶來了一堂生動而深刻的古建筑科普課《走進古建筑》。In the evening of September 21st, Classroom 806 was filled with exploration and wonder. The semester's "Parent as Teacher" program welcomed a special teacher—Ms. Wu, mother of student Lu Zhuoyun.

　　這堂課恰與八年級上冊語文教材中的《中國石拱橋》《蘇州園林》等說明文單元緊密銜接，不僅是一次知識的拓展，更是一場跨越時空的文化體驗。This lesson closely connected with the expository writing unit in the Grade 8 Chinese textbook, which includes texts like "China's Stone Arch Bridges" and "Suzhou Gardens." It was not just knowledge expansion, but also a cross-temporal cultural experience.

　　吳女士從中國古建筑的核心特點出發(fā)，娓娓道來“為何以木為材”“斗拱如何支撐大殿”“南北園林風(fēng)格有何不同”。當(dāng)她展示佛光寺、蘇州園林等實景圖片，并與課本內(nèi)容相互印證時，同學(xué)們發(fā)現(xiàn)，原來語文書中嚴謹?shù)奈淖�，背后是鮮活的歷史與智慧。Ms. Wu explained the core features of Chinese ancient architecture: why wood was used as the primary material, how dougong brackets support large halls, and the differences between northern and southern garden styles. When she showed photos of Foguang Temple and Suzhou Gardens, linking them to textbook content, students saw the vivid history and wisdom behind the formal text.

　　“我們常說‘更中國，更世界’，首先要讀懂中國智慧的載體。”吳女士在講解中強調(diào)，“古建筑中的結(jié)構(gòu)邏輯、空間美學(xué)和哲學(xué)思想，正是我們文化自信的根基。”"We often say 'Embrace China,Embrace the World.' First, we must understand Chinese wisdom," Ms. Wu emphasized. "The structural logic, spatial aesthetics, and philosophical ideas in ancient architecture are the foundation of our cultural confidence."

　　課堂的高潮，是動手拼裝環(huán)節(jié)。吳女士為806班每一位同學(xué)都準(zhǔn)備了一份精巧的木質(zhì)斗拱模型。剛開始，面對一堆小巧的木構(gòu)件，不少同學(xué)感到有些難度，不知從何下手。“這個枋該插在哪里?”“這兩個構(gòu)件怎么卡不住?”教室里傳來些許困惑的聲音。The highlight was the hands-on assembly session. Ms. Wu provided each student with a delicate wooden dougong model. Initially, faced with small components, many students found it challenging. "Where does this beam go?" "Why don't these two pieces fit?" Questions of uncertainty were heard.

　　但在吳女士的逐步引導(dǎo)下，在小組同學(xué)之間的互相幫助下，大家慢慢找到了方法。你幫我扶住底座，我?guī)湍銓�齊榫卯;你提醒我注意左右對稱，我發(fā)現(xiàn)你漏了一個小零件。漸漸地，原本散亂的木塊，在孩子們手中一點點“站立”起來。But with Ms. Wu's step-by-step guidance and peer collaboration, they gradually found their way. Students helped each other steady the base, align the mortise and tenon joints, and check for symmetry. Piece by piece, the scattered wood blocks took shape in their hands.

　　當(dāng)?shù)谝粋�同學(xué)的斗拱模型穩(wěn)穩(wěn)地立在桌上時，他忍不住輕呼：“看我搭起來了!”隨后，越來越多的成功聲在教室里響起。那一刻，孩子們臉上洋溢著豁然開朗的笑容和滿滿的成就感。原來，千年前匠人的智慧，可以通過自己的雙手重現(xiàn)。When the first model stood firmly on a desk, its builder exclaimed softly, "Look, I built it!" Soon, more successes echoed around the room. The students' faces shone with the joy of discovery and a sense of accomplishment. They had recreating the wisdom of ancient craftsmen with their own hands.

　　“非常感謝盧卓筠媽媽帶來這么用心的課程和教具!”班主任老師課后表示，“這不僅是知識的傳遞，更是一次情感的連接和文化的浸潤。看到孩子們從嘗試、受挫到合作、成功，這個過程本身就是最好的學(xué)習(xí)。”"The heartfelt thanks go to Zhuoyun's mother for her dedicated lesson and teaching aids," the homeroom teacher said afterward. "This was not just knowledge transfer, but also an emotional connection and cultural immersion. Seeing the students try, struggle, collaborate, and succeed—that process itself is the best learning."

　　吳女士也表示，作為一位長期從事古建筑科普的志愿者，她希望“通過這樣一節(jié)課，能在孩子們心中種下一顆文化傳承的種子。古建筑不僅是中國的瑰寶，也是全人類共同的文化遺產(chǎn)。理解它，能讓我們走得更遠。”Ms. Wu expressed her hope that the lesson would "plant a seed for cultural heritage in the children's hearts. Ancient architecture is not only China's treasure but also a shared cultural heritage of humanity. Understanding it enables us to go further."

　　感謝806班盧卓筠媽媽——吳女士(北京大學(xué)考古文博院研習(xí)，古建筑遺產(chǎn)傳承與公益科普推廣人) 帶來的精彩課程與精心準(zhǔn)備的教具，也感謝所有支持“家長進課堂”活動的家長們。我們相信，教育因你們的參與而更加完整，文化因一代代的傳遞而生生不息。Thanks to Ms. Wu for the wonderful lesson and carefully prepared teaching aids. Thanks also to all parents supporting the "Parent as Teacher" program.

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