海亮外国语学校IB进行时 | 揭秘IB课程如何在全球背景下开展教学
当今时代，信息大爆炸，职业不断更替，人工智能进展飞速等，都在暗示着我们培养终身学习者是现在教育的重要使命。IB的使命宣言中也呈现出了对终身学习者的追求与探索。
Information explosion, career change and rapid progress of artificial intelligence nowadays all imply that it's an important mission of education to cultivate lifelong learners. The mission statement of IB also presents the pursuit and exploration of lifelong learners.
IB学习法ATL（Approaches to Learning）是成为终身学习者的重要工具， 而IB教学法ATT（ Approaches to Teaching）为教师们培养终身学习者提供了方向指南。
ATL are important tools to become lifelong learners, while ATT provide teachers with guidance for cultivating lifelong learners.
ATL
Approaches to Learning
在IBDP阶段，最重要的不是学到了什么，而是学会如何学习。重要的不是吸收和反刍事实或对事实的预先消化的解释，而是思维能力或思维方式的发展，这些能力或思维方式可以适用于新的情形和新出现的事实。
"What is of paramount importance in the pre-university stage is not what is learned but learning how to learn ... What matters is not the absorption and regurgitation either of fact or pre-digested interpretations of facts, but the development of powers of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise." (Peterson 1972)
ATL在DP的学习中占重要地位，它包括：思维技能、交流技能、社交技能、自我管理技能和研究技能五个学习方法类别。在实际教学中，老师们应结合五大技能培养来设计教学内容。
ATL play an important role in DP, it includes: thinking skills, communication skills, social skills, self-management skills, research skills. In actual teaching, teachers should take ATL into account when they design teaching content.
交流技能：学生能够做到准确表达自己的内心想法；通过交流沟通有效实现自己的意图。
Communication skills: students can express their ideas accurately and achieve their aims through communication.
思维技能：包括批判性思维，创新性思维和反思能力等。
Thinking skills: include creative thinking, transfer thinking and critical thinking.
社交技能：强调协作的重要性，在小组合作的时候，学生与组员共同完成一项任务；同时，还要求学生思考自己在小组合作的时候提供了哪些价值；最终，能够有意识地形成与他人合作的思路和方法。
Social skills: emphasize the importance of collaboration, students should accomplish a task in groups through teamwork; Meanwhile, students should think about the value they offer. Finally, they can consciously develop ideas and methods for collaborating with others.
自我管理技能：需要学生具备组织能力、情商和反思能力等。
Self-management skills: students are required to have organization skills, affective skills and reflective skills.
研究技能：信息处理能力和媒介使用能力等。
Research skills: mainly include information literacy and media literacy.
根据ATL的习得水平，将ATL学习者分为四个水平：初学者 - 学习者 - 实践者 - 行家。
According to the acquisition level of ATL, ATL learners are divided into four categories: novice - learner - practitioner - expert.
ATL技能习得应融入真实的实践中。教师可以设计有趣、有一定情境、不同难度梯度的任务，再运用ATL解决学科相关任务。同时根据学生的ATL习得水平确定探究开放水平，判断教师应提供学生哪些学习支持及差异化教学策略。展示与反思也是习得技能重要的不可或缺的过程。
ATL acquisition should be integrated into real practice. Teachers can design interesting tasks with certain situations and different difficulty gradients, then use ATL to solve subject-related tasks. The inquiry openness, learning support and differentiated teaching strategies that teachers should provide are determined by students' ATL acquisition level. Presentation and reflection are also important and indispensable processes in the acquisition of ATL.
ATT
Approaches to Teaching
IB的教学方法主要包括以下几个方面：
There are six key pedagogical principles that underpin all IB programmes.
1基于探究Teaching based on inquiry
2概念驱动Teaching focused on conceptual understanding
3情景教学Teaching developed in local and global contexts
4协作开展Teaching focused on effective teamwork and collaboration
5因材施教Teaching differentiated to meet the needs of all learners
6以评促教Teaching informed by assessment (formative and summative)
教学方法（ATT）和学习方法（ATL）与《国际文凭学习者培养目标》中的各种品质有着内在的联系，也与培养具有国际情怀的学生有着密不可分的联系，这正是国际文凭项目的核心宗旨。国际情怀教育“有赖于学习环境的开发，注重把整个世界当作最广阔的学习背景”。因此，DP项目中有效的教学与学习方法应被置于全球背景当中，特别注意弘扬三大要求—全球参与，多语功能和跨文化理解。
ATT and ATL are also inextricably linked to the development of internationally minded students, a central aim of all IB programmes. Education for international mindedness “relies on the development of learning environments that value the world as the broadest context for learning” (What is an IB Education? 2013). Effective ATT and ATL in the DP should therefore be developed within global contexts, with particular attention being given to promoting the three key elements—global engagement, multilingualism and intercultural understanding.
全球背景下展开教学的意义
The significance of teaching developed in global contexts
国际文凭组织学术总监Judith Fabian曾这样说过：“当学习与学生周围的世界息息相关时，才是最有意义的，并且会经久不忘。”
Learning is most significant and lasting when it is connected to the world around the student. (Judith Fabian, IB Chief Academic Officer, in Walker 2010)
IB的教学和学习大多扎根于当地和全球情景中，例如大学预科项目（IBDP）中的CAS（创造、活动与服务）项目，就是由教师带领学生走出课堂，为学生提供各种开展体验式学习的机会。探索实际生活中的问题，而不是课堂上经常使用的、虚构的问题，可以令学生感觉更有趣，并帮助他们将抽象的概念落实到实际生活情境中去。学生能够通过自己的生活体验、所处社区和更广泛的全球关注来理解世界，培养他们的国际情怀。
Most of IB teaching and learning is rooted in global contexts, such as CAS in IBDP. The exploration of real-life problems, rather than the imaginary problems often used in classrooms, can be more interesting for students because they are more relevant and authentic. Students are able to understand the world through their own life experiences, their own communities, and broader global concerns, and to develop their international mindedness.
2018年，经济合作与发展组织（OECD）教育和技能司和哈佛大学教育学院零点项目（Project Zero）共同发布了《PISA全球素养框架》（PISA Global Competence Framework）。
In 2018, the PISA Global Competence Framework was jointly released by the education and skills division of the OECD and Project Zero of Harvard Grauduate School of Education.
《PISA全球素养框架》指出，全球素养是指青少年能够分析当地、全球和跨文化的问题，理解和欣赏他人的观点和世界观，与不同文化背景的人进行开放、得体和有效的互动，以及为集体福祉和可持续发展采取行动的能力。
Global competency refers to young people's ability to examine local, global and intercultural issues, understand and appreciate the perspectives and worldviews of others, engage in open, appropriate and effective interactions across cultures, and take action for collective well-being and sustainable development.
可见全球素养是围绕当地、全球和跨文化的问题所展开的，注重培养学生跨文化的理解能力，尤其是以人类命运共同体为前提，关注社会的现实问题。具有全球素养的学生富有意识、充满好奇且有兴趣去学习了解世界以及这个世界是如何运行的。
It shows that global competence focuses on local, global and cross-cultural issues, and cultivating students' intercultural understanding, especially on the premise of building a community with a shared future for mankind and paying attention to social realities. Students with global competence are conscious, curious, and interested in learning about the world and how it works.
所以在全球背景下展开教学，能够加深学生对世界的理解，培养他们的全球素养和国际情怀。形成多元视界，有效地传达他们的观点，并采取行动来改善条件。
Therefore, teaching in global contexts can deepen students' understanding of the world, cultivate their global competence and international mindedness. Gradually, they can form multiple horizons, effectively communicate their views, and take action to improve conditions.
IBDP课程在全球背景下开展教学
How to develop teaching in global contexts
选择有效的全球议题创建话题
Select effective global issues to create topics
全球议题的特征
The features of global issues
（1）具有广泛的重要性
has significance on a wide or large scale
（2）具有跨国性
it's transnational
（3）其影响能在日常生活中被感知到
its effects can be felt in everyday life
全球议题的五个探索领域
Exploration areas of global issues
（1）文化、认同和社区
Culture,identity and community
（2）信仰、价值观和教育
Beliefs, values and education
（3）权力和公平正义
Power and justice
（4）艺术、创造力和想象力
Arts, creativity and imagination
（5）科学、技术和环境
Science, technology and the natural world
此外，联合国可持续发展目标也是全球议题的重要来源。
In addition, the United Nations Sustainable Development Goals are also important sources of global issues.
有效的全球议题能激发学生的深度参与，它具有明确的本土于全球的联系、清晰的全球意义以及强大的学科和跨学科基础。于学生自身世界相关的有影响力的话题才被学生认为是有意义的。理想的情况下，这样的话题同样也能激发教师的兴趣。
Effective global issues inspire student engagement with clear local and global connection, global significance, and a strong disciplinary and interdisciplinary foundation. The topics that are relevant to the student's own world are considered meaningful. Meanwhile, these topics would also arouse teachers' interest.
而且，优质的全球议题必须经受意义的考验。话题在多个维度上被视为重要：广度、独特性、即时性、后果、紧迫性以及伦理意义。此外，教师还需要考虑选择的话题在多大程度上会促进真正的学科或跨学科的探索。学科知识和技能对于解释情境和创建解决方案是非常需要的，高质量的话题不是用来记住事实的，而是能使得学生去探索和解决问题。
And excellent global issues must be meaningful. Topics are viewed as important in multiple dimensions: breadth, uniqueness, immediacy, consequence, urgency, and ethical significance. Besides, teachers should consider the extent to which the chosen topic will promote genuine disciplinary or interdisciplinary exploration. Subject knowledge and skills are needed to explain situations and create solutions, high-quality topics are not meant to remember facts, but to enable students to explore and solve problems.
制定清晰的教学目标
Make clear teaching aims
有效的学习目标能督促学生运用知识和技能解释现象、发明创造、解决问题、提出疑问和追求创新。教师可以制定包含一个或多个学科重要知识和技能的学习目标，再选取相应的课程内容，并运用这些课程内容研究更广泛的全球议题。
Effective learning goals urge students to use their knowledge and skills to explain phenomena, invent, solve problems, ask questions, and pursue innovation. Teachers can set learning goals that include important knowledge and skills in one or more subjects, select appropriate course content, and use it to study broader global issues.
如可持续发展目标中“采取紧急行动应对气候变化及其影响”。在数学学科的教学中，教师可以指导学生调查化石燃料对气候的影响，并从健康和经济的角度研究全球变暖。他们可以通过比较化石燃料和可再生能源的成本效益分析来交流所学。
Take "take urgent action to address climate change and its impacts" in the sustainable development goals as an example. In mathematics, teachers can guide students to investigate the effects of fossil fuels on climate and to study global warming from health and economic perspectives. They can share their ideas by comparing the cost-benefit analysis of fossil fuels with that of renewable energy.
学生明确目标并运用相应的ATL技能
Students identify goals and apply appropriate ATL skills
最后，让学生清楚具体的学习目标。在既定教学单元、作业和课程中，教师将制定的目标明确地告诉学生。将主要成果公开展示在教室的墙上、学生的作业本里和课堂反思当中。这些目标也应当同时与家长、学校成员以及其他支持学生发展的利益相关者共享。强调学生探索世界和认识不同观点的能力，要求学生与不同背景的听众交流思想，将会提高学生的行动力。
Finally, let the students be clear about the specific learning objectives. In a given unit, teachers should clearly communicate the goals to the students. The main results should be displayed. These goals should also be shared with those who support students' development. Emphasizing students' ability to explore the world and understand different perspectives, and requiring students to communicate with audiences from different backgrounds will enhance students' motivation.
比起传统的教学，DP在全球背景当中开展教学的特点需要教师更多扮演引导者（facilitator），帮助学生仔细观察身边的人与事，逐步培养他们用全球化的视角看待问题，解决问题。
Compared with traditional teaching, DP's teaching developed in global contexts requires teachers to play the role of facilitators, helping students to observe people and things around them carefully and gradually train them to view and solve problems with global perspectives.
HFLS IB Collaboration Meeting
在近日的IB Collaboration Meeting 上，海亮外国语学校IBDP Community 成员们进行了ATL学习法和ATT教学法的深入学习。教师们在协作会议中不断结合自己的教学去思考、探究与反思。积极探讨如何将ATL学习法和ATT教学法融合到自己的学科单元计划中。
In the recent IB Collaboration Meeting, the IBDP Community members of HFLS had an in-depth study of ATL and ATT, they constantly combine their own teaching to think, explore and reflect, actively explore how to integrate ATL and ATT into their subjects unit plan.
ATT中包含一种重要的教学方法，情境教学，强调教学需要在当地和全球情景中展开。在探讨交流后，成员们进一步认识到DP项目中有效的教学与学习方法应被置于全球背景当中，鼓励学生进行全球参与，增加他们的跨文化交流和理解。
ATT emphasizes teaching developed in local and global contexts. Teachers further realized that the effective teaching and learning methods in DP should be placed in global contexts, and students should be encouraged to have more global engagement to increase their cross-cultural communication and understanding.
知识的力量来源于每一次的实践探索、分享交流、共同成长。在交流学习的同时，教师们也在成为终身学习者的道路上树立了榜样。
The power of knowledge comes from every practice, exploration, communication and mutual growth. Teachers are also setting an example on their way to becoming lifelong learners.
部分资料来源：IBO官网
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海亮外国语学校IB进行时 | 揭秘全球领先的IB探究式学习方法
来源：海亮外国语学校HFLS
供稿：汪琳Lynn、沈楚颖Shirley
审核：朱红胜Steven