教育如耕,如何为孩子守住中文之“根”?Deeply-rooted in chinese ,both heart and soul
在海嘉,通过中文课程我们致力于培养出既具家国情怀、又具国际胸怀;既具出色的语言沟通能力,又具高階的思维能力;既富深厚的人文底蕴,又具高度的科学素养根深中華的“国际心”双语人才。
——伍丹履校长
还记得5月份,伯克利音乐学院来访海嘉的精彩时刻:在茶席活动的现场,海嘉师生、家长代表一同以茶文化雅集为纽带,“山月照弹琴”,在不绝于缕的琴音中, 品味茶香、临摹书法,跨越语言,传递文化魅力。
“根深中华、心怀天下”,作为一所深耕双语教育的国际学校,海嘉学校如何在兼具国际化教育的同时,帮助孩子守住中华文化之“根”?近日,我们采访了海嘉小学副校长兼海嘉教育研究院课程培训部主任伍丹履女士。
伍丹履 副校长
南京师范大学文学学士
南京师范大学文学硕士
英国巴斯大学教育学硕士学位
拥有美国新泽西学院PGDE教师证书、北京师范大学校长证等众多资格证
伍丹履女士在北京顺义国际学校、北京乐成国际学校和江苏省公立重点学校等多所顶级学校深耕教育教学18年,曾任中⽂教师、K-12中国⽂化教研室主任、学术总监等职位。她深谙中国国家课程、IB小学、中学和大学预科课程以及美国国家核⼼课程,为诸多学校老师提供过专业培训。她学术突出、重视教研,担任IB考官,在学术期刊、学术会议上发表论⽂多篇。在自己多年的职业生涯中,她始终致力于在学术研究和教育管理上促进中文教育的发展。下面,就让我们走进海嘉中文,去探索那些根植于中华文化沃土的文化之根吧!
伯克利音乐学院来访期间文化交流活动
在中英双语的学习环境下,
中文的能力
会不会没有纯中文环境下的学生强?
大量研究证明,在双语环境中学习有诸多好处,可以概括为以下几个方面:
从认知发展的角度来讲:
双语学习能使学生在学习过程中表现出更高的认知能力、更强的解决问题的能力和更优的记忆能力。
从跨文化能力来讲:
双语学生表现出对另一种文化有更深刻的理解和尊重
从语言能力来讲:
学生在两种语言的学习上均可达到或超出同年级要求的水平。
从社会情感发展来讲:
双语环境下孩子的社会情感能力不亚于甚至超过单语环境下的孩子。
研究显示在沉浸式双语项目中,平均花6年左右的时间可以达到甚至超过母语者的水平(Carroll & Bailey,2015;Genesee et al., 2006; Hill, Weston & Hayers, 2014; Lindholm-Leary & Genesee, 2010; Parrish et al., 2006; Thompson, 2015)。在好的沉浸式双语项目中,二语学习者的语言成绩不仅远远超过传统的语言课堂下的效果,而且会与母语的学生的成绩旗鼓相当 (Lindhom-Leary & Borsato, 2004)。一般来说,双语模式有两种:一种叫加成型双语(Additive dual language)、另一种叫减法双语(subtractive dual language)模式 。在加成型双语模式下母语水平能够保持,不受影响,甚至更好。海嘉会采用加成型双语模式,中外教配合,在双语、双文、双文化这双语教学三大目标方面,通过我们的“根深中华”的课程帮助学生打下坚实的基础。中外教配合,在双语、双文、双文化这双语教学三大能力方面着力,促进中外方老师的融合,给学生创造均衡的双语环境,确保学生的认知水平和语言水平协同生长,不仅让学生的汉语与母语口语与读写达到娴熟流利的水平,并且在认知领域表现出深入的理解,更重要的是,给学生创造出两种语言都很重要的人文环境和生态环境。海嘉沉浸式的“根深中华”的课程为达到这一目标奠定了坚实的基础。
“根深中华”课程体系
在海嘉,“根深中华”一直是各学部所践行的理念,而中文课程是中华文化课程的主要载体。
以“学科设计+教学方法+核心素养+愿景”为战略实现我们的教学愿景:在学科设计上,海嘉中文以“中国语文”、“中文数学”、“融合思品”、“中文艺术”、“中文课外活动”、“中文作为第二语言学科(供母语不是中文的外国学生)”六大学科领域为载体,教学方法上海嘉中文以“学生为中心”、“个性化学习”、“合作学习”、“融合学习”、“项目制学习”、“体验式学习”六大学习方式,来达到“人文底蕴、科学素养、创新实践、国际视野、沟通理解和合作领导”六大核心素养。依托学生核心素养的提升,从而实现海嘉学校最核心的“双语教育典范、多元文化相互理解、尊重、共融 、培養具国际心的双语使者”的海嘉国际双语学校愿景。
双线发展
比翼双飞的语文课程体系
海嘉小学中文课程体系
新世纪以来,语文课程价值取向、知识观与学习观发生了根本性转变,仅仅培养具有扎实的语文基础知识的学生已经不能满足新时代发展,海嘉立足中国国家义务教育语文课程标准,以主题和语文要素为双主线,重点培养学生在语言建构与运用、思维发展与提升、审美鉴赏与创作、文化传承与理解四方面能力,形成思想内容和语文素养比翼双飞的课程设置。
夯实语文四大核心素养
01
向内,加强学生语文的核心素养,在传承“诵读涵泳”等语言积累的优良传统的同时,强调学生运用语言的能力、文本精读能力、思维的严密性、深刻性和批判性能力;加深对文学的风格、结构、语言的鉴赏审美能力,重视文学作品的审美价值,提升学生对“寄诸言外”的“微妙意味”的品味能力。
兼顾中华优秀传统和国际视野,
加强内容整合与融通的大语文
02
向外,在主题上加强语文与哲学、社会、历史、文化的联系,加大诗词曲赋等优秀传统文化的比例,增加国际议题内容,拓展学生的人文视野。海嘉将中国传统文化经典如 《论语》、《孟子》、《大学》、《笠翁对韵》融入语文课,各个年级专研一本经典,全校形成传统经典研习体系,加强学生的国学积淀,与古代先贤对话,不断汲取智慧和灵感,强健精神、洞察世事,培养对母语文化的认同感。为在全球化的背景下拥有一个有宽厚文化基础、有更高精神追求的自我认同的中国灵魂打下实践基础。
加深阅读理解,提升审美能力,
以语文学习任务为导向
03
在阅读方面,借助图书馆、博物馆和网络信息等资源,将教材进行重组,整合,以教学目标为准线,以课内篇目带动课外进行群文阅读、整书阅读,通过读写课堂、班级读书会等形式,来让学生享受阅读、扩大阅读量,提升审美能力,同时强调以语文学习任务为导向,采用项目制与学习专题作为载体,整合学习情境和学习资源,引导学生在运用语言的过程中提升语文学习。
教学目标系统化
精细化 以概念驱动
04
此外,我们对教学目标整体规划,使其系统化,细化到每个年级、每个单元、每个星期和每堂课完成的目标。针对每一个教学目标,我们不仅要求学生能够做到对知识的记忆与理解,还要求达到布鲁姆教育目标分类中的运用、分析、综合和评鉴的高阶能力。我们的目标不仅是向学生单向传递知识,而是让学生发展、创造新的知识,不仅要求学生达到对零散的知识的掌握,而且要超越知识和技能,达到对概念层次理解,对信息进行聚焦处理,发展学生精密的思考能力。
评价方式多元化,
细化评估标准,以评促学
05
在考核方式上,与教学目标一一对应,并向多元化方向发展,采用演讲、戏剧、辩论、诗歌朗诵会、创意写作、专题研究、项目汇报等多种方式,而不仅限于传统的考试,并且制定明确的写作、阅读、口语的评价标准。课程中,自然融入中国文化系列活动,如中文阅读月、文学社、春暖花开演讲比赛,让其成为课程内容和评估的一部分。此外,秉持“评价促进学习”“教学评一体化”的原则,设置真实情境,评价学生批判性思维、创造力等高阶认知能力。
用数学的眼睛看世界
以双语的思维打基础
为了更好地为学生奠定扎实的学术基础,在课程设置上,我们将数学细分为中文数学和英文数学。
数学课程将秉承海嘉小学中文数学严谨、扎实的教学风格, 在此基础上对课程进行进一步整合。整合包括两大方面:
以大概念为基础,
加强内容整合与融通
01
其一,打破学科界限,以大概念为设计基础,将各个学科内容相融合,形成多层次立体的课程体系。以教材为本的同时,引入教材外的具有社会性、时代性的知识、突出对学生未来几十年发展有益的数学知识。
加强数学项目制教学
02
其二,采用“项目制” 在核心课程中,融入超学科、跨学科的探究知识,将“趣味数学,生活数学,数学文化”的思想融入课堂,教会学生“发现问题、提出问题、分析问题、解决问题”等一系列研究方法,引导学生将生活中的问题抽象为数学问题,把传统教学中学生对知识的学习转化到数学问题的探究上来,把教材中的内容创造性地组织成有利于学生探究发现的材料,并通过自主预习、合作探究、主题汇报、项目汇报、数学节等多种形式展示学生解决问题的成果,积累运用数学解决问题的经验,发展学生的创造力,实现更高意义层次上的学习。学习的最终目标也不仅应付考试,而是全面理解不同学科的知识,掌握解决问题的能力。海嘉数学节的“会用数学的眼睛观察现实世界、会用数学的思维分析现实世界、会用数学的语言表达现实世界” 就是这种理念的体现。
修之于身,其德乃真
融合品德课程
海嘉将中国优秀传统文化与国际化的教育相融合,形成具有中国特色的海嘉House体系。海嘉学校用儒家五常“仁”、“义”、“礼”、“智”、“信”命名不同的House,并发展出自己独特的内涵,使学生们能够在日常活动中可以了解学习中国传统文化内涵以及人文关怀。在中国传统文化的熏陶下,在每一个House集体中,不同班级、年级的学生们相互学习、团结合作,在集体中发挥自己的力量。
《礼记·学记》指出:“知类通达,强立而不反,谓之大成”,可见通达之重要性。海嘉以中国国家“道德与法制”中国国家课程标准,融入中国的国学、历史、地理以幸福关怀课(wellbeing)等内容,形成“贯通古今、中西融合”的融合课程。从传统的品德的“规训”、“说教”方式,转移到从中华文化的经典中、鲜活的历史故事中得到德育滋养;从戏剧表演、调查实验、项目研究、苏格拉底讨论等一系列课堂活动中,继承中华优秀传统文化中的精神力量,内化品德修养。与此同时,将西方“幸福关怀”课程中“社交和情感发展”和“健康生活方式和态度”的内容,融入课程,通过丰富多彩的有趣的活动、生动的体验,在实践中培养学生构建积极的人际关系,培养良好的心理素质和健康的生活方式,引导学生形成习惯,内化“尊重、责任、努力、友情”4R品格和“仁、义、礼、智、信”等核心价值观。
志于道,据于德,依于仁,
游于艺“学”与“艺”融合,传承文化之美
一脉书香,传承千古,海嘉的中文艺术课也颇具特色。以主题探究式的教学方法,对中国画、民间艺术、工艺美术、建筑艺术等颇具中国特色的美术内容进行研习探究,注重美术课程与学生生活经验紧密关联,注重运用艺术元素、设计原理以及美学特质,解读艺术作品,使学生在积极的情感体验中提高想象力和创造力,提高审美能力。
哲学家熊秉明先生曾言:“书法是中国文化的核心的核心”。历代志士仁人的家国情怀无不体现在书法之中。书法课程内容将在现有的基础上,融合书法技巧,书法理论、书法史、国学、文字学、文学等内容,将诗书画印融于一体,以单元为载体,创设情境,引导学生在学习技法的同时,鉴赏作品的艺术特征和精神品质,感受书法艺术的博大精深和传统文化的辉煌灿烂。我们会通过定期举办书法教学研讨会,国学读书会的形式、建立名师讲座机制来深化教育教学。让孩子在快乐中提高学生对书法艺术的审美情趣,在习得书法中获取国学养料,陶冶性情、感受中华文化的博大精深。在评估方式上,采用通过中西融合的艺术日、画展、书法作品展、慈善义卖、主题展等形式不一的方式来展示学生的作品。海嘉书画艺术志于“游”的自由境界,让学生迈向“独与天地精神相往来”的人生大境界。
对于教育的热忱、对于爱的探索,是海嘉不变的旋律。“海纳百川,学融东西菁萃;嘉言懿行,心法古今隽贤。”正如海嘉孔子庙门口的对联所写的,在这场教育的精耕细作里,我们愿做知识、思考、价值观的发展者,愿做孩子学好中华文化的引路人,本着一颗赤诚教育初心,以爱人之心和奉献之态,共同关注孩子的幸福成长,守护孩子的民族之“根”,涵养智慧,激扬生命,一同绘制海嘉教育的蓝图。
BIBA ES Chinese Curriculum
【 Editor's Note 】
Recently, we interviewed Ms. Delinda Wu, Assistant Principal of BIBA’s Elementary School and Director of the Curriculum Training Department. Ms. Wu leads the Chinese Curriculum and Instruction within the Elementary School and works closely with the leadership team. She holds a Masters Degree in Education from University of Bath, UK, another Masters Degree in Chinese from Nanjing Normal University and a Bachelor Degree in English. Ms. Wu is holding a Post Graduate Diploma in Education from The College of New Jersey, USA, a Chinese National Teaching Certificate and Principal Leadership Certificate from Beijing Normal University. Ms. Wu has worked at top international schools such as Nanjing Xiao Xi Hu Elementary School, Nanjing International School, Beijing City International School and International School of Beijing for 18 years. In the past years, she has been responsible for many roles such as Chinese teacher, K-12 China Link Coordinator and Director of Academics. She is experienced in curriculum development and integration including IB, Chinese National curriculum and American Common Core. She has offered professional training to many teachers and has worked as an IB examiner. Ms. Wu has published and presented many papers in academic journals and at International Conferences.
Delinda Wu
Assistant Principal of BIBA’s Elementary School
At BIBA, we are committed to cultivate students to equip with both national view and international mind through the Chinese curriculum. We seek to empower students to have both outstanding language communication ability and also a profound thinking ability. A BIBA student will be rich in both humanity with a high degree of scientific literacy and an international heart.
-Assistant Principal Wu
In foreign countries nowadays, learning the Chinese language and traditional Chinese culture is becoming increasingly popular. As an international bilingual school, how can BIBA help students to stay firmly rooted in Chinese education while at the same time, encourage international-mindedness? “Traditional culture is constantly emerging. Learning and reading in Chinese complement each other. The National Standard Chinese Curriculum and school-based curriculum go hand in hand. The ability to expand learning can be developed from culture to values. Step by step, it can help students to form an identity” said Ms. Wu.
Below, we delve further into the Chinese Curriculum of BIBA.
"Root deep China", to be the heir of Chinese education
At BIBA, "deeply rooted in Chinese culture" has always been the practice across the campus. Through holistic planning and well-designed teaching activities, students can enhance their Chinese literacy and culture through interest, foundation, application and thinking. On the basis of China’s National Curriculum Standard for compulsory education, BIBA focuses on cultivating student’s ability in four areas; language development and application, thinking development and improvement, aesthetic appreciation and creation, cultural inheritance and understanding, and forms the curriculum of both ideological content and Chinese accomplishment.
To strengthen the core quality of student’s Chinese language while at the same time inheriting the fine tradition of language accumulation such as "recitation", it emphasizes the ability of students in using language, reading, rigorous thinking, wisdom and critical ability, and deepen the appreciation of text style, structure and language. Outward, we should strengthen the relationship between language and philosophy, society, history, culture and Chinese studies. Furthermore, to increase the proportion of traditional cultures such as poetry and music, and also to increase the content of international issues, and expanding students' humanistic vision. For each of the teaching goal, we are not only require students to be able to remember and understand the content, but also require students to achieve the Bloom’s Taxonomy of Educational Objectives. In terms of assessment methods, the students will be tested in various ways such as speeches, drama, creative writing, debate, project presentations and other ways to assess and demonstrate what the students have learned, and not limited to the traditional examinations.
In the curriculum, a series of Chinese cultural activities such as school-based curriculum calligraphy classes, Chinese cultural activities, Chinese reading month, literature society, Spring Blossoms Speech contest and a series of colorful activities, are integrated in the international educational concepts, international courses and their teaching methods. BIBA becomes a rich cultural ground to equip students with excellent culture and life values.
In addition to the Chinese language, we also have a special Chinese as a second language classroom, for foreign students to carry out small class teaching, enhance the ability of Chinese communication and understanding of Chinese culture.
Through solid Chinese courses and activities, we hope to truly stimulate students' love of Chinese Traditional culture, cultivate Chinese national feelings, and have an open, confident and self-identified Chinese soul with the background of globalization.
Looking at the world through mathematical eyes
In order to establish a solid academic foundation for students, we divide mathematics into Chinese Mathematics and English mathematics. The BIBA Elementary School Chinese Mathematics course provides a solid and rigorous approach based, to further integrate into the curriculum.
The integration consists of two main areas:
Based on the teaching materials, we introduce the knowledge of the times outside the textbook, and highlight the mathematical knowledge that will benefit the students in the coming decades. For example, learning about "RMB" currency, the introduction of modern WeChat, Alipay and other currency trading methods, to explore the future payment methods.
We adopt a project based learning approach in the core curriculum, incorporating the idea of interesting mathematics, life mathematics, mathematics culture into the classroom, teaching students to identify problems, ask questions, analyze and solve problems, and use a series of research methods to guide students to turn abstract life problems into mathematical problems, and through "unit reporting", "Project Reporting", "Mathematics Festivals" and other forms to show students’ understanding of the reality of life, the accumulation of experience in the use of mathematics to solve problems, the development of students ' creativity, to achieve a higher level of learning. The BIBA Mathematics Festival has become a popular activity for students by observing the real world with mathematical eyes, analyzing the real world with mathematical thinking, and expressing the real world in mathematical language.
Character shaping, blooming life Wonderful
"Rites" points out: "Knowledge of access, strong and not counter, said to be Dacheng", can be seen the importance of accessibility.
BIBA School uses the 5 Confucian Principles, Benevolence, Righteousness, Propriety, Wisdom, Faith and has developed its own unique connotation, so that students can learn the Chinese traditional cultural connotation in their daily activities. Under the influence of Chinese traditional culture, students from different classes and grades learn from each other, cooperate with each other, and exert their strength in the collective.
The moral education should be nourished from the traditional moral discipline, transferred from the Chinese culture of the classic, living historical stories and colorful classroom content of the Chinese culture classics. From a series of classroom activities, such as drama performances, investigative experiments, project research and inquiring discussion, it inherits the spiritual strength of China’s excellent traditional culture. At the same time we will carry out intensive home/school cooperation practice activities such as the parent workshop and other practical activities to help students to build positive interpersonal relationships and gently guide students to form good habits, using the 4R qualities, respect, responsibility, rigor, relationships.
"Learning" and "art" fusion, inheriting the beauty of culture
The Chinese art class at BIBA also has its own uniqueness. The Chinese art course uses the Chinese ink painting and pays attention to the close connection between the art curriculum and the life experiences of the students, so that the students can improve their imagination, and creativity and aesthetic ability. The Chinese Calligraphy class will not only teach the students the skills of writing hard and soft calligraphy, but also incorporate the "Analects" of Confucius, poetry, odes, epitaphs, scholar essays and other Chinese studies. In terms of evaluation methods, the students’ works are presented in different forms, such as Art days, art exhibition, calligraphy works exhibitions and theme exhibitions through the integration of the Chinese and western. In the future, we will also open Chinese and western drama class, with classic repertoire, script creation and other forms, to comprehensively enhance students in literature, art, music and other aspects of the comprehensive appreciation of the ability.
The zest for education and the exploration of love is the unchanging heart for BIBA. As the verse in front of the Confucius Temple says, in this intensive cultivation of education, we are willing to do the sowing of knowledge, willing to be the guide of the child, in the spirit of a sincere education with the heart of love and dedication, we should pay attention to the children’s happiness and growth, protect the child's national identity, cultivate wisdom, arouse life and draw the blueprint for BIBA’s education together.
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