曹彦

理解世界 多元课程

作者:YPEIEC / 关注公众号:YPEIEC  发布:2018-12-07

多元课程 理解世界
2018国际交流工作主题交流展示活动举行

11月30日,2018年国际交流工作主题交流展示活动在杨浦区教育学院致和楼三楼报告厅举行。上海市语文特级教师王白云女士莅临指导,区域国际交流工作项目试点校分管领导及项目负责教师近80人参加。活动由中心副主任祝玲女士主持。

现场与会人员共同观看了区域国际交流工作短片《用国际理解的胸怀勾勒杨浦教育的未来》。祝老师回顾了中心自2011年成立以来,在区域教育对外开放工作进程中开展的项目化工作的研究与实践,聘请和组建专家团队,集聚、整合外籍教师、国际交流等各方教育资源,依据不同年龄段的学生,不同办学水平的学校,采用“引进来,走出去”的策略,集聚课程资源,逐步开发和调整完善以区域文化特色为主题的义务教育阶段国际理解教育校本课程建设,以及在初高中阶段,引进并整合优质国际课程,以此来不断丰富课程内容,为学生提供多元化的课程选择,开拓国际视野,深化区域国际交流工作内涵,提升品质。

国际理解教育项目主题交流
2013年,区域国际理解教育项目以市级课题为引领,牵头义务教育阶段近20所学校开展国际理解校本课程建设的理论和实践研究。来自二师附小、打一小学和辽阳中学的教师代表分别围绕课程建设,针对课程目标制定、编写和甄选课程内容、开展课堂教学、做好有效的评价和反馈,对接和利用资源五个方面,交流和分享了各自学校的做法。
二师附小《茶+课程开发与实践》
施蓓老师介绍了学校“茶+”综合课程的开发与实践。项目团队在校本课程的开发中确立三个点“基本点”、“联结点”、“新起点”,形成了九大课程主题。作为区域国际理解教育项目试点校,学校新开发“茶+世界”这一主题,组织丰富的活动内容,让学生了解世界各国茶文化的发展和当地人们的饮茶习俗。孩子们通过品茶、交流、游戏、探究等丰富的活动,从中知晓体会茶文化发展和变化的美妙与趣味。

打一小学《玩泥看世界》
方放老师主要从课程实施中课堂教学以及评价角度,交流了学校课程历经8年蜕变,几经易稿,由《玩泥与陶艺》演变成《玩泥看世界》国际理解教育校本课程。课程内容也通课堂教学的不断试教与实践中,慢慢发生着化学变化。作为一名美术老师,也从起初的不主动接受,慢慢转化为积极参与,享受过程,并尝试从多角度去改变自己的课堂,改变自己,带领学生一起在陶艺课堂了解世界。来自打一小学的吕思源同学也表达了非常喜欢现在这样的国际理解上课形式和课堂内容。

辽阳中学 《舌尖上的邂逅》
匡轶君老师代表学校项目团队侧重资源对接与融入,为大家讲述了作为一个有着11年与英国德比郡西诺门科学学校结为姊妹校的历史,如何整和与利用国际交流资源,开发国际理解教育校本课程《舌尖上的邂逅》,将校本课程所想表达的跨文化教育理念做到从简单“走出去”到深入“走进去”,以餐饮文化为桥梁,搭起了一座文化交流的桥,也拉近了中英两国师生的距离。

国际课程项目试点校案例分享微论坛
2018年,中心立项市级课题《基于需求的区域国际课程与本土课程融合策略的案例研究》,标志着国际课程项目进入一个新的高度和新的时期。来自新大桥中学、复旦二附中、兰生复旦中学以及同济一附中的项目团队代表以主题为“融合,我们在路上”的微论坛分享依托课题,国际课程项目实践和研究之路上的故事。微论坛主持人梁婷老师,从“初心篇”、“实践篇”、“特色篇”、“展望篇”,抛砖引玉,各校结合学校引进国际课程的目的和需求,融合的内容,具体的做法和策略,特色和亮点,以及未来的规划和打算等做了详细的阐述和交流。

新大桥中学王璟老师,围绕课堂教学、课程设置、学生成长、教师发展四个方面,介绍了学校开展戏剧教育融合的做法与策略。在对未来展望时,学校也希望从学生的变化以及外教授课方式或戏剧课程教学方式中汲取更多的教学元素,进一步应用于本土英语课堂的教学,以创智课堂的理念,提炼更多的可操作的路径和办法,进一步推动学生创新素养的培养,进一步发展学校英语戏剧课程建设。

复旦二附中曹彦老师,分享了学校以戏剧为切入点,把戏剧元素融入学校艺术课程,并将外教戏剧课程打造成特色精品课程,将戏剧课本剧表演形式与本土英语课堂相融合,与艺术课程融合,形成多元戏剧课程群的建构,邀请专业名家进校园指导,开展戏剧班公演,双语戏剧节等活动,让戏剧元素融入了学校的艺术课程与校园文化,以学生的兴趣出发,向着戏剧课程系列化延伸,给学生更多的人生经历和体验,让学校在戏剧通识教育的实践探索道路上越走越宽。

兰生复旦中学赵敏老师,分享了学校基于“大文科大理科”的办学特色,将戏剧课程与基础型课程、拓展型课程融合,根据不同的年级选用大文科相应1.0—3.0版本,通过阅读、表演、英文讲故事,外教解读剧本,解析文本文化等方式,打通学科边界,通过多种类型的课程和活动融合戏剧元素,师生均从中获益良多。

同济一附中国际课程项目团队成员张瑾、张然和俞琴三位老师,从不同角度向大家介绍了学校国际课程本土化的借鉴与移植融合策略。在日常研究推进中,学校从课堂教学切入,比对外教与本土教师教学风格、方式方法等,根据学生学情,适时融入,同时以国际课程为依托,通过竞赛、课外活动的形式为学生提供展示平台,激发兴趣,开拓学生的国际视野,提升其综合素养。

2019关键词
随后,祝老师向与会人员发布了中心2019年各项工作重点内容。
国际化学校项目——协同合作
国际理解教育项目——集结 融汇 实践
国际课程项目——优化 聚焦 融合
外籍教师管理项目——规范 创新 合作
对外交流项目——汇聚 发展 创新

专家点评
上海市语文特级教师王白云女士点评本次活动。王老师从课程的发展性和现代性两个层面做了详尽的点评与建议。在课程的发展性上,从立足点、结构合理性、注重自身反省和固化三个角度,旁征博引,例证课程内容,区域国际理解教育和国际课程项目的课程建设逐步在这些方面作出改变;而对于现代性这一层面而言,她指出,区域的校本课程建设与研究中也在关注学生素养,关注多元课程,努力为学生创设和建设学习的空间和时间。关于项目的未来发展,王老师也提出了几点建议:1. 专业的学术与知识引领。为学生提供真正的知识和技能的仓库基地。2. 强化评价指标。每门课程要有独立的思想和魅力,制定指标考量标准时要与学生成长成才相匹配。

未来,中心将继续集结资源,借力专家,进一步聚焦国际交流项目课程建设的品质和内涵,为学生提供更丰富、高品质、可选择的课程资源;通过扩大课程品种、丰富课程内容,让我们的课程多元化,给孩子更多的选择,开拓他们的国际视野,让更多的孩子享受更优质的教育,为之成为宽视野、大格局、强学习能力的未来世界建设者奠定坚实基础。

More Diversified,
Better Understanding
——The 2018 International
Exchange Work Theme Exchange Activity Held Smoothly
On November 30, 2018, the 2018 International Exchange Work Theme Exchange Activity was held at Lecture Hall of Zhihe Building in Yangpu Education College. Ms. Wang Baiyun, Chinese Superfine Teacher in Shanghai, was present for guidance, and nearly 80 leaders and teachers of pilot school related to regional and international exchange programs participated. The activity was hosted by Ms. Zhu ling, Deputy Director of YPEIEC.
Participants watched the short video, International Understanding Vision, Yangpu Education Future——Review of Yangpu Education Internationalization. The Centre established in 2011, Ms. Zhu reviewed the research and practice of project-based work carried out in the process of regional education's opening to the outside world.
In 2013, the regional EIU project began to formally improvement led by the municipal-level project, and nearly 20 schools of compulsory education stage carried out theoretical and practical research on the regional EIU of school-based courses construction. The teachers representatives from No.2 Primary School Attached to Shanghai Normal School, Dahushan Road No.1 Primary Schooland Liaoyang Middle School focused on the five aspects of curriculum development, for instance, setting the course objectives, selecting course contents, carrying out classroom teaching, conducting the effective evaluations and feedbacks, docking and utilizing resources, had exchanged and shared the practices and ways of doing of the schools.
Ms. ShiBei, introduced the development and practice of the school's "Tea +" comprehensive curriculum. The project team first established three points of “basic point”, “link point” and “new starting point”, which formed the nine major themes. And as the regional EIU project pilot school, the school newly developed the theme of “tea + world” and organized a wealth of activities to let students understand the development of tea culture in the world and the drinking habits of local people. Through series of activities, tasting tea, playing games, doing inquiries and so on, children know more about the wonderful and interesting world.
Ms. FangFang, focus on the angle of course-teaching and evaluation, represented the change of the EIU school-based course. Experienced 8 years change and revise, the course changed its name from Playing Mud and Pottery to Playing the Mud to See the World. The content of the course also make change through the practice of classroom teaching. And Ms. Fang, as an art teacher, she also change her attitude toward the EIU course, that is passively accept in the very beginning, and then slowly transform into active participation, enjoy the process, and try to change her class from multiple angles, and lead students to learn about the world from the course. The student Lv Siyuan from the school also came to the activity to express his great interest in the EIU course learning.
Ms.KuangYijun, represented the school project team, focusing on the docking and integrating the resources, shared the story of the school. Liaoyang Middle School has a story of being sister schools with Sinomen Science School in Derbyshire of England for 11 years. Ms. Kuang reviewed the school how to integrate and utilize international exchange resources, and develop EIU school-based course. They stuck to make the cross-cultural education concept of the school-based course, the simple "going out" to deep into "going in", which taking the food culture as a bridge and setting up a bridge for cultural exchange and also has brought the closer distance between Chinese and English teachers and students.
In 2018, the Centre obtained the municipal-level project Cases Study of the Need-based Integration of District International Courses and Local Courses, marks the international curriculum project has entered a new height and a new period. Representatives from Xindaqiao Middle School, Lansheng Fudan Middle School, No.1 Senior High School Affiliated to Tongji University shared their stories themed on Fuion, We are on the way. Ms. LiangTing, the hostess of the micro-forum, divided into four parts, the goals, the practice, the features and the prospects, asked questions on the needs and purposes, the content of fusion, practices and strategies, features and highlights, as well as future plans and plans.
Ms. WangJing, introduced the practice and strategy of education integration of English drama from four aspects, the class teaching, curriculum setting, students’growth and teachers’ development. As about the outlook of the program, she said the school hopes more and more teaching elements could be obtained from the change of students and the teaching ways of foreign teacher of drama, so that it could be a further application in the native English classroom teaching, to promote the cultivation of students' innovative quality and the development of school curriculum construction of English drama.
Ms. CaoYan, shared that drama as a starting point, has been integrated the elements of drama into the school art course, and made the foreign drama course into the school’s brand, and furthermore, it has been integrating the drama textbook performance form with the local English class, and integrating with the art curriculum to form a multi-drama course group. The school also held various activities, for instance, invited professional experts to the campus, held the performance of the drama class and the bilingual drama festivals, so that the drama elements have been integrated into the school's art curriculum and campus culture, and extended the series of drama courses to give students more life experiences and experiences, therefore, let the school become wider and wider on the way of practical exploration of drama general education.
Ms. ZhaoMin, shared that based on the school philosophy of fusion of liberal arts and science, the drama course was tried to integrated with the basic course and the extended course. And according to different grades, the corresponding 1.0-3.0 version of liberal arts was selected. Through reading, performance, storytelling in English, and interpret scripts by foreign teachers and so on, get through the boundaries of disciplines, and integrate drama elements through various types of courses and activities, which teachers and students benefit a lot.
Ms. ZhangJin, Ms. ZhangRan, Ms. YuQin, separately introduced the reference and transplant fusion strategies of the localization of international courses from different perspectives. During daily study, they took the class teaching as the breakthrough point, to make the comparison between local teacher and foreign teacher on teaching styles and methods, so that to combine and modify according to the students learning, meanwhile, based on the international course, the school adhere to let students join in the various display platforms, such as competition, extracurricular activities to stimulate interest, develop the students' international vision and improve their comprehensive qualities.
Afterwards, Ms. Zhu released the key contents of the international projects of YPEIEC in 2019 to the participants.
International School Project:coordination and cooperation.
Education for International
UnderstandingProject(EIU):gather, integration, practice
International Course Project:optimize, focus, integration
Foreign Teacher Management Project:standard, innovation, cooperation
International Exchanges Project:convergence, development, innovation
Ms. Wang Baiyun, Chinese Superfine Teacher in Shanghai, made a comment on the activity. She made a detailed comments and suggestions on the development and modernity aspects of the curriculum. In the development of the curriculum, from the three perspectives of foothold, structural rationality, self-reflection and solidification, Ms. Wang founded and instructed the gradually changes of the reginal course construction. At the level of modernity, she pointed that the school-based curriculum construction and research in the region is also concerned with student accomplishment, paying attention to diverse courses, and striving to create and build learning space and time for students.
Regarding the future development of the project, Ms. Wang also made two suggestions: 1. Provide professional academic and knowledge leadership. A warehouse base should be provided with real knowledge and skills for students. 2. Strengthen evaluation indicators. Each course ought to have independent thoughts and fascination, in order to match the growth of the students when formulating the indicators.
In the near future, the Centre will continue to gather resources and leverage experts to further focus on the quality and connotation of international exchange project curriculum construction, and provide students with richer, higher quality and optional curriculum resources. By expanding the curriculum variety and enriching the curriculum content, offer more children access to quality education to help them become visionaries and quick learners who will shape a new world.


本文作者 :YPEIEC

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