作者：YPEIEC / 关注公众号：YPEIEC 发布：2018-12-07多元课程 理解世界
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
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。
——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.