Bridging British Education Virtual Academy 伦桥国际教育

1v1 Philosophy & Theology Revision 1v1 哲学与神学复习

1. Course Basic Information 1. 课程基本信息

Course Name: 1021 GCSE Philosophy & Theology 课程名称： 1021 GCSE 哲学与神学

Topic: Ethics - Divine Command Theory 主题： 伦理学 - 神命论

Date: Not Specified 日期： 未指定

Student: Emma Liu 学生： Emma Liu

Teaching Focus 教学重点

Reviewing Year 9 RS topics, focusing on ethics and understanding key philosophical concepts. The primary goal is revision and deepening understanding through guided discussion and annotation of texts.

复习九年级RS话题，重点关注伦理学和理解关键哲学概念。主要目标是通过引导式讨论和文本注解来进行复习和加深理解。

Teaching Objectives 教学目标

To review and solidify understanding of key ethical theories studied in school. 复习和巩固对学校所学关键伦理理论的理解。
To practice annotation and summarization skills using provided texts. 练习使用提供的文本进行注解和总结的技能。
To explore the concepts of Divine Command Theory, including its strengths, weaknesses, and related philosophical dilemmas. 探索神命论的概念，包括其优缺点以及相关的哲学困境。
To prepare for assessments by consolidating knowledge and practicing explanation. 通过巩固知识和练习讲解来为评估做准备。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Introductions and Goal Setting: Teacher and student introduce themselves, discuss student's current year group, subject interests (RS and Philosophy), and clarify the purpose of the sessions (revision).

介绍与目标设定： 老师和学生互相介绍，讨论学生的年级、学科兴趣（RS和哲学），并明确课程的目的（复习）。

Review of Topics Covered: Student lists the ethical theories studied: Divine Command Theory, Virtue Ethics, Humanism, Kantian Ethics, and Utilitarianism. Teacher confirms the focus on ethics.

回顾已涵盖的主题： 学生列出了已学习的伦理理论：神命论、德性伦理学、人本主义、康德伦理学和功利主义。老师确认重点是伦理学。

Google Docs Setup and Explanation: Teacher shares a Google Doc for resources and student work, explaining its purpose and how the student can access and use it for future sessions.

Google Docs设置与说明： 老师分享了一个Google文档用于存放资源和学生作业，并说明了其用途以及学生如何在未来的课程中访问和使用它。

Recalling Divine Command Theory: Student attempts to explain Divine Command Theory based on prior knowledge and notes.

回忆神命论： 学生根据先前的知识和笔记尝试解释神命论。

Annotating and Summarizing Text on Divine Command Theory: Student annotates a provided text on Divine Command Theory and then summarizes it in their own words, demonstrating understanding of key concepts like Euthyphro dilemma.

注解和总结神命论文本： 学生注解了提供的关于神命论的文本，然后用自己的话总结，展示了对优柔狄罗二难等关键概念的理解。

Q&A on Divine Command Theory: Teacher asks follow-up questions about the relationship between God and morality, the Abraham and Isaac story illustration, and the meaning of objective morality.

关于神命论的问答： 老师就神与道德的关系、亚伯拉罕与以撒的故事例证以及客观道德的含义提出后续问题。

Annotating and Summarizing Text on Euthyphro Dilemma and Modified DCT: Student annotates a second text focusing on the Euthyphro dilemma and Robert Adams' modified Divine Command Theory, followed by a summary.

注解和总结优柔狄罗二难和修正神命论的文本： 学生注解了第二篇关于优柔狄罗二难和罗伯特·亚当斯修正神命论的文本，然后进行总结。

Q&A on Modified DCT and Dilemma: Teacher probes student's understanding of Robert Adams' modified DCT and the Euthyphro dilemma, asking which horn is more persuasive and why.

关于修正神命论和二难困境的问答： 老师探究学生对罗伯特·亚当斯修正神命论和优柔狄罗二难的理解，询问哪个角更具说服力以及原因。

Wrap-up and Next Steps: Student asks about sending textbook via email. Teacher confirms the plan for the next session and confirms no further questions.

总结与后续步骤： 学生询问是否可以通过电子邮件发送教科书。老师确认了下次课程的计划，并确认学生没有其他问题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Divine Command Theory, Virtue Ethics, Humanism, Kantian Ethics, Utilitarianism, Euthyphro Dilemma, Omnipotence, Morality, Objective Morality, Annotate, Summarize, Revision, Syllabus, PDF version.

词汇：
神命论, 德性伦理学, 人本主义, 康德伦理学, 功利主义, 优柔狄罗二难, 全能, 道德, 客观道德, 注解, 总结, 复习, 教学大纲, PDF版本。

Concepts:
Divine Command Theory, Euthyphro Dilemma (two horns), Objective vs Subjective Morality, Relationship between God and Morality, Modified Divine Command Theory (Robert Adams).

概念：
神命论, 优柔狄罗二难（两个角）, 客观道德 vs 主观道德, 神与道德的关系, 修正神命论（罗伯特·亚当斯）。

Skills Practiced:
Active listening, recalling information, explaining concepts in own words, critical thinking (evaluating arguments), annotation techniques, digital platform navigation (Google Docs).

练习技能：
积极倾听, 回忆信息, 用自己的话解释概念, 批判性思维（评估论点）, 注解技巧, 数字平台导航（Google Docs）。

Teaching Resources and Materials 教学资源与材料

Shared Google Document for notes, resources, and student work. 共享的Google文档，用于笔记、资源和学生作业。
Provided texts for annotation and summarization on Divine Command Theory and Euthyphro Dilemma. 提供的关于神命论和优柔狄罗二难的文本，用于注解和总结。
Student's PDF textbook (to be sent via email). 学生的PDF教科书（将通过电子邮件发送）。

3. Student Performance Assessment (Emma Liu) 3. 学生表现评估 (Emma Liu)

Participation and Activeness 参与度和积极性

Student actively participated in discussions, answering questions and attempting explanations. 学生积极参与讨论，回答问题并尝试进行解释。
Student showed initiative in asking clarifying questions about the platform and tasks. 学生主动询问关于平台和任务的澄清问题。
Student was willing to attempt tasks like annotation even when unsure of the method. 学生即使不确定方法，也愿意尝试注解等任务。

Language Comprehension and Mastery 语言理解和掌握

Demonstrated good recall of initial definitions of Divine Command Theory. 展示了对神命论初步定义的良好回忆。
Successfully identified and explained the two horns of the Euthyphro Dilemma. 成功识别并解释了优柔狄罗二难的两个角。
Showed understanding of Robert Adams' modification and its purpose in addressing the dilemma. 表现出对罗伯特·亚当斯修正的理解及其解决二难困境的目的。
Understood the concept of objective morality in the context of Divine Command Theory. 在神命论的背景下理解了客观道德的概念。

Language Output Ability 语言输出能力

Oral: 口语：

Student spoke clearly when explaining concepts. 学生在解释概念时表达清晰。
Was able to articulate arguments and provide examples. 能够阐述论点并提供例子。
Occasionally paused to think or consult notes, indicating thoughtful responses. 偶尔会停顿思考或查阅笔记，表明回答经过思考。

Written: 书面：

N/A (Session focused on oral explanation and text annotation, no formal written work submitted during the session).

不适用（本次课程侧重于口头解释和文本注解，课程期间未提交正式书面作业）。

Student's Strengths 学生的优势

Good recall of previously learned material. 对先前学习内容的记忆力好。
Ability to articulate complex ideas, especially after reviewing notes. 能够阐述复杂的观点，尤其是在回顾笔记后。
Willingness to engage with new learning tools (Google Docs annotation). 愿意使用新的学习工具（Google Docs注解）。
Thoughtful consideration of philosophical problems like the Euthyphro Dilemma. 对优柔狄罗二难等哲学问题进行认真思考。

Areas for Improvement 需要改进的方面

Developing confidence and fluency in explaining nuanced philosophical arguments without direct prompting. 在无需直接提示的情况下，培养解释细致哲学论点的信心和流畅性。
Expanding vocabulary related to philosophical and ethical concepts. 扩展与哲学和伦理学概念相关的词汇量。
Ensuring consistent understanding of abstract terms like 'objective'. 确保对“客观”等抽象术语的理解一致。
Remembering specific details from previous lessons, such as the exact title of an essay topic. 记住之前课程的具体细节，例如论文主题的确切标题。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of shared Google Docs for annotation and summarization was effective for active learning. 使用共享Google文档进行注解和总结，对主动学习很有效。
The guided Q&A sessions helped to clarify concepts and probe deeper understanding. 引导式问答环节有助于澄清概念和深入探究理解。
Breaking down the complex topic of Divine Command Theory into manageable parts worked well. 将神命论这一复杂主题分解为可管理的部分效果很好。
The teacher's patient explanation of annotation tools was helpful. 老师耐心解释注解工具很有帮助。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was generally appropriate, allowing time for explanation, annotation, and discussion. 节奏总体上是合适的，有时间进行解释、注解和讨论。
The teacher adapted the pace when the student needed clarification on the platform. 当学生需要澄清平台操作时，老师调整了节奏。
Sufficient time was allocated for the student to process information and formulate responses. 为学生处理信息和形成回答分配了充足的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was positive, encouraging, and focused. The teacher fostered a supportive environment where the student felt comfortable asking questions and expressing her understanding.

课堂气氛积极、鼓励和专注。老师营造了一个支持性的环境，让学生感到可以舒适地提问和表达她的理解。

Achievement of Teaching Objectives 教学目标的达成

Significant progress was made in reviewing Divine Command Theory and related concepts. 在复习神命论及相关概念方面取得了显著进展。
Student demonstrated improved ability in summarizing and articulating philosophical ideas. 学生在总结和阐述哲学思想方面的能力有所提高。
The session successfully introduced and practiced annotation skills within the digital platform. 本次课程成功地介绍了并在数字平台中练习了注解技能。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective use of digital tools for interactive learning. 有效利用数字工具进行互动学习。
Clear and patient explanations of complex topics. 对复杂主题进行清晰耐心的讲解。
Ability to guide student towards deeper understanding through targeted questioning. 通过有针对性的提问引导学生达到更深的理解。

Effective Methods: 有效方法：

Interactive annotation and summarization activities. 互动式注解和总结活动。
Structured Q&A sessions following text analysis. 文本分析后的结构化问答环节。
Personalized feedback and encouragement. 个性化的反馈和鼓励。

Positive Feedback: 正面反馈：

Student expressed enthusiasm for the sessions ('looking forward very much'). 学生对课程表示期待（‘非常期待’）。
Teacher's approach was perceived as helpful and engaging. 老师的方法被认为是有帮助且引人入胜的。

Next Teaching Focus 下一步教学重点

Continue exploring ethical theories, potentially moving to Virtue Ethics or Kantian Ethics. 继续探索伦理学理论，可能转向德性伦理学或康德伦理学。
Review the student's essay topic and feedback if available. 回顾学生之前的论文主题和反馈（如果可用）。
Further practice of annotation and summarization skills. 进一步练习注解和总结技能。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Content Deepening: 内容深化：

Explore arguments for and against Divine Command Theory in more detail, potentially looking at different philosophers' critiques. 更详细地探讨支持和反对神命论的论点，可能需要查阅不同哲学家的批判。
Connect the concept of objective morality to other ethical theories studied. 将客观道德的概念与其他已学的伦理理论联系起来。

Skills Practice: 技能练习：

Continue practicing annotation on various texts, focusing on identifying key arguments and counter-arguments. 继续练习对各种文本进行注解，重点识别关键论点和反驳论点。
Practice summarizing complex philosophical texts concisely and accurately. 练习简洁准确地总结复杂的哲学文本。

Vocabulary Building: 词汇积累：

Create flashcards or a glossary for key philosophical terms encountered. 为遇到的关键哲学术语创建抽认卡或词汇表。
Actively use new vocabulary when explaining concepts. 在解释概念时积极使用新词汇。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Review notes on Divine Command Theory and the Euthyphro Dilemma. 复习关于神命论和优柔狄罗二难的笔记。
Send the PDF version of the textbook to the teacher via email. 通过电子邮件将教科书的PDF版本发送给老师。
Look up the specific essay question related to the ethical topics covered, if not already recalled. 查找与已涵盖伦理主题相关的具体论文题目（如果尚未回忆起来）。