受热捧的国际融合课程到底怎么上？看了这门课你就知道了！

协和国际融合课程（SUIS East Meets West Curriculum）是协和双语学校的特色之一，是针对小学及初中阶段学生实施的中西融合课程，也使用了当下热门的PBL项目式学习模式。除了英语能力之外，也非常注重中文学习及包括地理、历史、传统文化在内的中华文化的培养。

那么，他们究竟是怎么上课的呢？

In the second unit of Chinese learning, G1’s theme of RICE was highly welcomed by both teachers and students and parents.

在中文母语探究学习中，国际融合课程一年级的“米” 主题受到了协和师生和家长的一致欢迎。

Rice is one of the main food of the Chinese people. This theme begins with the natural phenomenon to guide our students to explore the relationship among the nature, the society and the self, followed by further probe into the Chinese literature and philosophy related. 

“米”是中国人的主要食物之一。这个主题从自然界的物象出发，以“物——器——道”的逻辑为进阶，引导孩子探究“自然——社会——自我”之间的关系，引发他们对中国文化“天人合一”本源的感悟。

秋收割稻

Our children who now lives in the big city have easy access to the rich materials and enjoy the colorful media life. However, there are few opportunities for them to go back to the field and countryside and have a different experience where they can be close to the nature and use their hands to plant.  It is certainly an exciting journey to go to the countryside where they are able to explore how rice grow and build their emotional connection with the nature. 

如今城市里的孩子们，尽情享受着丰富便利的物质生活，却少有机会再接触到生活的本源，体验靠双手创造美好生活的经历。走出教室，回归田野，探寻还原稻米生长场景，重构原初的发生逻辑，重建孩子们与自然之间的情感连接。

Upon the beginning of the UOI, our students went to the golden paddy field of Nanhui HaiChao Villiage, where they carried out the harvest rice cutting activities. Our children were happily dancing in the field and working with local farmers. What a joyful autumn festival! This was the first time for many of them who watched the transplanting machine and harvester working in the field. They enjoyed their experience of harvesting and rice hand-threshing. They also tied the Scarecrow and tasted the handmade rice dumplings they made by themselves. 

“米”课程伊始，学生们来到南汇海潮村金黄的稻田间，进行了秋收割稻活动。孩子们兴奋地在稻子间起舞，和淳朴热情的南汇农民们一起劳动，共享丰收的喜悦。很多孩子第一次观看到了插秧机和收割机在田间操作的过程，体验了收割、手工甩稻脱粒、扎制了稻草人，还品尝了自己亲手制作的糯米团子。

As the theme for this UOI is “Rice”, the students carried out their inquiry into “rice” in various ways. They looked into the whole process of rice thoroughly, from its breeding and seedling to sowing and harvesting, and eventually from the field to our table. 

此单元的UOI探究课主题是“食物”，所以孩子们将探究的学习方式运用在“米”主题学习中，步步解析“米”是如何从育种育秧到播种收割，最后从田间地头走进我们餐桌的全过程。

延展学习

Back to the classroom, the students put together their farming experience and carried out a spatio-temporal reconstruction of the “rice”. In terms of the timeline, they took the “Evolution of the Plow” as the main line and comb the development of Chinese agricultural culture. From the spatial point of view, a map of Chinese rice distribution was used to help with the basic concepts of geography, phenology and crops. 

结合农耕体验，孩子们在课堂上又开展了对“米”的时空重构：时间轴以“犁的演变”为主线，梳理中国农耕文化发展；空间分布则展开了一张中国稻米分布地图，帮助孩子掌握地理、物候、农作物的初步概念。

Based on this understanding, the whole study was gradually enriched with students exploring the relationship between the characters of rice words and the types of rice food to make the character learning from abstraction to concrete. From enquiries during the study of poems “Transplanter” and “Toiling Farmers”,e.g. “why backwards in Transplant means actually forward” and “why we say ‘every single grain is the fruit of hard work’” , the students were able to relate their previous rice field experience spontaneously to this and share their understanding without teacher’s further explanation. 

在此基础上，整个学习不断丰富充实：探究米字旁的字与米食种类的关系，将抽象的汉字学习具象化；《插秧偈》和《悯农》等诗歌的学习中探讨了“为何插秧偈中写退步原来是向前？”、“为何说粒粒皆辛苦？”，孩子们自发结合稻田体验，无须老师多言便自己能阐释文本中传达的意思。

“米”成果展

The formative assessment at the end of the unit was a “rice show” exhibited by the students. They expressed all expressive methods they could think of, i.e. some paste out the character on the bamboo plaque with grains; some made a sand table to show the whole process of rice growth.

单元结束时候形成性评估是一场孩子们自行准备的“米展”，他们调动了所有自己能想到的表现方式：有的在竹匾上用五谷贴出米字旁的字，有的制作了沙盘，将稻米整个生长过程展示出来。

Some students used paper clay to carve out the development map of each stage of plow; and others who hand-painted pictures or replicated a small granary with straw and clay to show how fruitful the harvest is. Further than that, there was a group who even used paper box puppetry to present the poem “Toiling Farmers” with creativity. 

有的孩子用纸粘土复刻了犁的各个阶段发展图谱，还有的孩子手绘年画、用稻草粘土等复制小型粮仓，来展现庆丰年的主题。更有一个小组，使用了纸盒木偶戏的方法，将《悯农》的诗歌呈现出来，极富创意。

The unit learning was not just over right after the exhibition. It certainly proved that the learning had a great impact. They would ask the visitors to participate in the activity of rice peeling in order to tell them that it took a lot of efforts for rice to grow and even more to peel. Through this experience, both the students and the visitors were immersed in empathy with a full understanding that every single grain is the fruit of hard work. It is believed that this must be an act from internal and thorough digestion of the knowledge and is also an excellent example of the “unity of knowledge and practice” that all education eventually expects to achieve.  

整个“米”课程并没有在展览之后就戛然而止，展览上有些小组的举动说明了课程在他们心中留下的深远影响：他们要求参观者参与剥稻谷，并告诉你一粒粒的稻谷不但种出来不易，就连去壳这一步都要耗费人力物力，用直观体验的方式引发参观者对“粒粒皆辛苦”的共情。

相信这必须是经过内化后才能产生的行动，是所有教育最终期待实现的“知行合一”的绝佳范例。

-END-

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