Organization)是三个非牟利性质的国际,(2)通过翻阅该语言的文艺术文化本亿万先生官方网站

Teach Literature at Key Stage 3? Yes we can!

学科能源的收获

纸质资料能够从官网上买
http://www.follettibstore.com/search
电子资料须要高校的注册码才能收获
http://occ.ibo.org/ibis/occ/guest/pypxx\_home.cfm?subject=pypxx

主讲人:Melissa Carr

以下一些为workshop的笔记:

1 缘何要教艺术学?(why)

(1)新现代语言国家课程标准(参见参考资料)

(2)通过翻阅该语言的农学文本,依然事,歌曲,随想,信件等来刺激学生的思索,创新意识表达以及扩充对该语言文化的掌握

(3)语言教学的为主组成都部队分,培养文化的洞察力,引起学生兴趣以及进步学员的加入度

2 什么时候能够教育和文化化?七个时刻(when)

(1)在单元的始发教—作为介绍及导入

(2)在单元结尾教—作为Project

3 怎样教经济学?能够遵守以下途径 (how)                        

       Radicals—Characters—understanding—phrases—creating
phrases

4 课件设计实例

(1)教学目标:

   a 领悟普通话诗及历史

   b 认识汉字部件及新的生词

   c 驾驭中文诗及背后的意思

   d 创制和谐的汉语诗

(2)教学课文:《悯农》

(3)教学步骤:

一举手一投足一:教师发放学习材质,学生根据材料将汉字部件意思,汉字及英文意义实行连线。

相关题材:Using the radicals and their meanings on the left, can you
match them to the characters which contain the radicals and then to
their English meaning?

扩张难点:What characters do you already know which contain any of these
radicals? Write them below with their English meanings.

学员应对难题,老师简易讲解新词的含义。

一举手一投足二:五人小组活动,朗读五言绝句《悯农》,并尝试找出诗在协会和意义上的特色。

相关题材: How many lines does the poem have?

                    How many characters does the poem have?

                    How many characters in each line?

                    What do you feel about the last words in each line?

移动三:教授播放动画录像请学生先听二回,再播放请学生跟读。并请学生应对上述难点。并总计该诗的表征。

移步四:教授引申讲解中国诗的野史

A Classic folks:《诗经》《天问》(先秦民歌)

B Poems from Tang dynasty to Qing dynasty: 李白《将进酒》 (绝句,律诗)

C Morden Poems: 徐章垿《再别康桥》(受西方影响,现代诗没有固定格局)

活动五:小组活动:请学生尝试将中文《悯农》翻译成英文,并找出翻译的难题。

(此处大家小组认为一贯翻译成有韵脚的英文诗难度相比大,所以最后大家同意先直译出意思。难度相比大的是终极两行,争议在于到底讲最后两句翻成一句英文依旧两句英文比较好。结果没译完时间到了)

               
小组体现:请学生呈现小组翻译作品。(此处掌声,因为某个个组翻译出来的作品美丽且押韵)

活动六:造诗

请学生用已学过的词汇造一首诗。可用字典,可配图画,但全诗要有鲜明的意思。造完后请学生翻译成英文,举办展示。

一抬手一动脚七:计算及延伸

结缘以上活动,总计中国诗的表征。教授可进一步延伸至文化类的歌曲,短遗闻等教学。小组活动写下可以拓展文化教学的素材并提出相应的语言教学要点,以下是自笔者所在的小组切磋的结果:

《静夜思》   时间名词

《春晓》        季节

《咏鹅》        e 的发音演习

《山村咏怀》数字

其它小组的显得:

《登越王楼》方位名词

————————————————————————————————————————————

自身的自省:

KS3 (Key Stage
3)指的是大不列颠及英格兰联合王国七年级,八年级,九年级,学生年龄介于13周岁到十四岁,与本身事先教的上学的小孩子年龄相仿。在此以前即使做的是母语教学,但艺术学教学却是让教授很讨厌的一块。教材里全体散文单元,往往在开春的教学研商会里就被放弃,理由无非是太难了,老师教不了;可能固然老师教得了,学生也听不懂。但其实,语言教学离不开文化,由经济学教学牵引出的学问教学也是5c指标中的1个器重部分(此处可参见yanjun老师对5c的介绍-U.S.A.外语教学(一))就算主讲人最后介绍说这么的一节课如今还在尝试教学阶段,但自己个人认为是那些实用的。整个教学流程首即使任务型教学,服从了从部件到字词,再到知道应用的认知步骤,配对及小组活动贯穿始终,并且任其自然地引入了华夏诗歌的学问教学。workshop举办到最终,让自家操心的相反不是学生学不会,而是最后一环节的翻译及学生自创诗词阶段实际对中文老师的双学问能力是非常的大的挑衅,要是如此的教学能够开始展览,相信学员的双知识程度也有很好的提拔。

参照链接:

Yanjun: 美国外语教学(一)

Melissa Carr:  Teach Literature at Key Stage 3? Yes we
can!

大不列颠及苏格兰联合王国新现代语言国家课程-Key Stage
3

 

 

学科概略

国际文凭组织(International Baccalaureate
Organization)是1个非牟利性质的国际教育基金会,创造于一九六九年,总部设在瑞士日内瓦,在新加坡都柏林纽约个别设有办事处。国际文凭组织面向满世界的幼童和青年提供多少个国际文凭教育体系:小学项目(PYP)、中学项目(MYP)、高校预科项目(DP)和IBCC。在2008年四月,全世界有1三十三个国家地区的2572所学院和学校、超越69.8万上学的小孩子应用了那个教育种类。国际文凭协会的科目与评估主题(IBCA)设在United Kingdom的哈Rees堡。
国际文凭组织的义务宣言是:培养勤学好问、知识渊博、富有爱心的小伙,他们经过对文山会海文化的了然和重视,为开创更美好、更和平的社会风气奉献力量。为了促成这几个指标,国际文凭组织与众多的该校、政府以及任何国际社团开始展览同盟,开发出一名目繁多具有挑衅性的国际教育项目和严谨的评估制度。这个种类鼓励世界各市的上学的孩童​​成长为既积极进取又兼备同情心的一生学习者,他们领略固然人与人中间存在着差距,但外人的观点也可能是毋庸置疑的。

源于维基百科
https://zh.wikipedia.org/wiki/%E5%9B%BD%E9%99%85%E6%96%87%E5%87%AD%E7%BB%84%E7%BB%87

亿万先生官方网站 1

IB项目

在神州有10五个教学点,底特律有3个教学点,是大学预科项目Diploma Program

查找结果
http://ibo.org/programmes/find-an-ib-school/?SearchFields.Region=ibap&SearchFields.Country=CN&SearchFields.Keywords=&SearchFields.Language=&SearchFields.BoardingFacilities=&SearchFields.SchoolGender=&page=6
克利夫兰教学点 :Hangzhou International School
http://ibo.org/school/050082/
2014年4月9日注册
开办课程
Subjects included:
VISUAL ARTS
THEORY KNOWL.
PHYSICS
MATHEMATICS
MATH.STUDIES
ENGLISH B
ENGLISH A LAL
CHINESE B
CHINESE A LIT
CHEMISTRY
MANDARIN AB.
ENV. AND SOC.
ECONOMICS
SPANISH AB.
GERMAN A LIT
FRENCH B
KOREAN A LIT
FRENCH A LIT
CHINESE A LAL
BIOLOGY

全旅长网:http://hz.scis-his.net/

Primary Years Programme

http://ibo.org/programmes/primary-years-programme/
The International Baccalaureate® (IB) Primary Years Programme (PYP) is
for students aged 3-12.
It prepares students for the intellectual challenges of further
education and their future careers, focusing on the development of the
whole child as an inquirer, both in the classroom and in the world
outside.
课堂内外的商量者

What the PYP offers students
By choosing to implement the PYP, schools will develop students’
academic, social and emotional wellbeing, focusing on
international-mindedness and strong personal values. The PYP nurtures
independent learning skills, encouraging every student to take
responsibility for their learning.
单身学习的技艺,鼓励每一个学员为和谐的读书负担

The programme incorporates local and global issues into the curriculum,
asking students to look at six related, transdisciplinary themes and to
consider the links between them. The themes include** ‘who we are’,
‘where we are in place and time’ and ‘how the world works’**.

Written Curriculum

http://ibo.org/programmes/primary-years-programme/curriculum/written-curriculum/
The International Baccalaureate® (IB) Primary Years Programme (PYP)
balances the acquisition of significant and relevant knowledge and
skills, the development of conceptual understanding, the formation of
personal, positive attitudes and the capacity to take responsible
actions.
The PYP:
addresses students’ academic needs and their social and emotional
well-being
encourages students to develop independence and to take responsibility
for their own learning
supports students’ effort to gain understanding of the world and to
function effectively within it
helps students to establish personal values as a foundation on which
international-mindedness will flourish.

The written curriculum, outlined below, is made up of five essential
elements and details what students will learn.
Essential elements in the PYP
The five essential elements of the PYP are:
knowledge, which is both disciplinary, represented by traditional
subject areas (language, maths, science, social studies, arts, PSPE) and
transdisciplinary
concepts, which students explore through structured inquiry in order
to develop coherent, in-depth understanding, and which have relevance
both within and beyond subject areas
skills, which are the broad capabilities students develop and apply
during learning and in life beyond the classroom
attitudes, which contribute to international-mindedness and the
wellbeing of individuals and learning communities, and connect directly
to the IB learner
profile

action, which is an expectation in the PYP that successful inquiry
leads to responsible, thoughtful and appropriate action.

In order to implement the PYP, schools must have begun the process of
becoming an IB World
School
.
You can find information on how to do this on our website.

学科详情

亿万先生官方网站 2

课程-年龄

http://ibo.org/en/programmes/

IB中文

出处http://edu.163.com/13/1021/09/9BMVT4PC00294IPE.html

IB课程十一分爱戴学生的言语,有第2言语和第叁语言,甚至某些同学修读两门第③语言等。就拿IB中文来说,分成中文A,汉语B,普通话Ab
initio

每个课程上边又有小分支,比如闽南语A上面又分为普通话A:教育学和中文A:语言和文化艺术,种种上边又再细分为高级(High
Level,简称HL)和标准级(Standard
Level,简称SL),以供不相同中文背景的学童上学。说到此地,大家莫不觉得多少乱,看个示意图会比较清楚一些:
类别
切合对象
先是学科组
Chinese
中文A:文学
(分HL和SL)
貌似适合家庭母语为华语且仅全英文授课时间不足三年者
粤语A:语言和文学
(分HL和SL)
一般适合家庭母语为汉语但在国际学校读书超过三年以上者
普通话A:军事学与表演艺术(仅SL)
跨学科学科,结合中文经济学和艺术课程
第①学科组
Mandarin
中文B-HL
符合喜欢普通话及领悟一些中华文化艺术的异国学生
中文B-SL
顺应欣赏普通话的异域学生
中文Ab initio
本着外国学生上学入门普通话者
探望这里,很多学员和大人或然会想:中文A有点像中华夏族民共和国的语文,普通话B正是教奥地利人说的普通话。大家得以简不难单的那样精通,但实质上,汉语A与中华的中型小型学语文在诸多下边差别如故较大的。下边我们最主要讲一下IB粤语都学如何?
怎么学?
首先,中文A的科目教学重要不是中文语言的自小编,而是粤语及部分翻译的经典农学文章的解析与鉴赏。
“第叁学科组各门课程的统一筹划目的在于通过作育学生中度的社会洞察力、审美和知识功力、有效的调换联系技能,以支撑她们前途的学术研讨。“语言(此处应该为华语)A:历史学”关怀的是构建学生对教育学批评技巧的精晓,并升高他们独立做出艺术学判断的力量。
“语言(此处应该为华语)A:语言与文化艺术”则关怀作育学生精晓语意的建构性以及语境在这一经过中的功效。
“艺术学与表演艺术”则使学员将文艺分析与商讨表演艺术的效益结合起来,发展大家对戏曲历史学的打听。”(摘自IB粤语A大纲表达)

IB普通话该怎么学吧?一定要在教师职员和工人教导下学!一般老师会规行矩步大纲的考核要求并依照学生特殊须求和兴趣布署教学,选定要读的书目。那个书目也不是随便选的,IBO会给出钦命小说家名单以及文章的大表,老师们得以从中选用。比如翻译小说2-3部;精读小说2-4部,且富含分歧管管理学样式,照有趣的事集,戏剧,随笔,小说等;遵照同样艺术学样式编组的作品3-4部;自行选购文章3部。
老师们不时会让学员相比较一些小说并作出分析,比如,举例表达“短篇小说中的背景交待或条件描写的别样细节都无法不对人物刻画或内容发展具有援助”;也有局地综合难题,比如“成功的法学小说能感动差异时期的读者。请通过对所学过的起码两篇(部)小说的具体分析,解释毕竟是什么样因素使法学文章具有那种超过时间的感染力。”(摘自二零一一年IB汉语考卷)
看看那里,或者你会问:原来是读书啊,不考字、词、句子,也不考文言文?
是的。IB粤语A看中学生对小说的明白,看中学生对语言的应用、对小说的剖析水平和革命性反思考。所以在就学的内容上反映出去是阅读小说并考虑、分析;在考核上重视学生的口头评论和表明,以及书面包车型大巴辨析和公布等。
大家平时听的“语文”,是境内高级中学的华语课程,它含有了中文基本的听他们讲读写,也蕴含了有的管军事学文章的翻阅欣赏,学习格局首要以名师讲解,学生学习为主。和IB普通话的出入依旧相当的大的。IB中文不再只是局限于国文的根底学习,越多地关爱在文学小说的玩味上,对经济学文章的解析,不再是任天由命老师说,而是以学生积极学习,主动剖析为主,更强调了学生的我学习,自我思考,自小编认知,不再是应试的考试了。
有好几急需提示的是,有的IB高校没有IB粤语老师,不过学生也足以选取IB汉语,那类学生称为在校自修生(Self-taught)。那类学生只好够选修语言A:管经济学的SL。他们要和别的SL的学员平等达到教学大纲中的基本要求。
由此看来,中文A的就学爱护学生对教育学小说的阅读,驾驭,分析,相比。要求学员以显然、鲜明的语言,有效地组织本身的思想观点,通晓专业公布和进展管医学分析所需求的词汇。平日的上学要留心积累各个差异法学样式,写作手法,创作手段,表达技术等。
支持,汉语B的科目中央在于培育学生的书皮表达和口头交际能力。那几个大家相比较好掌握,就好像大家平日学习阿拉伯语一样,传闻读写那几个剧情。说得一向一些,汉语A侧重管理学的读书,必要阅读欣赏,而中文B侧重基本的中文听别人说读写能力。由于学习普通话B的学习者多是异国学生依旧是从小平素在国际高校读书的且不情愿把汉语学习到高难度的中原学生,我们在此就不再介绍。
据他们说汉通多年的调研究开发现,一般选中文A:经济学的学生,初中结束学业生升学考试后起始读IB的学员选的多一些;选普通话A:语言和文化艺术的上学的儿童,家庭语言虽是中文,但在国际高校读初高级中学并愿意得到双语文凭的学习者较多,京西、乐成,顺义,耀中等国际学校拿双语文凭的此类学生较多。那些普通话选A,英文也选A的学员,通过考试就可以得到双语文凭。那也等于IBDP课程针对国际流动子女家中提供的一项语言优势。
成百上千父母和学生或然好奇,到底学IB粤语A的男女们,他们都读什么书呢?大家现在就给大家附上一人IB教授给学员的书单:
粤语A高级课程纲学习小说
授课内容 Texts
1.社会风气教育学作品1《咆哮山庄》爱Milly.白朗蒂
World Literature 1 “Wuthering Heights” by Emily Bronte

  1. 世界法学小说2《Tess》Thomas.哈帝
    World Literature 2 “Tess of d’Urbervilles” by Thomas Hardy
  2. 世界法学文章3《包法利妻子》福楼拜
    World Literature 3 “Madame Bovary” by Gustave Flaubert
  3. 世界艺术学文章4《局外人》阿尔贝.卡缪
    World Literature 4 “L’Etranger” by Albert Camus
  4. 古轶事事集《杜少陵诗选》
    Classical Poetry “Du Fu Selected Poems”
  5. 古典长篇小说《水浒传》 施耐庵
    Classical Novel “The Water Margin“ by Shi Nai An
  6. 古典戏剧《西廂记》王实甫
    Classical Drama “The West Chamber” by Wang Shi Fu
  7. 古典短篇随笔《喻世名言》冯梦龙
    Classical Short Stories “Tales of Morals” by Feng Meng Long
  8. 现当代长篇小说《家》巴金
    Contemporary Novel “Family” by Ba Jin
  9. 现当代长篇小说《骆驼祥子》老舍
    Contemporary Novel “Camel Xiang Zi” by Lao She
  10. 《围城》钱钟书
    Contemporary Novel ”Fortress” by Qian Zhong Shu
  11. 现代随想《徐章垿诗选》
    Modern Poetry “Xu Zhi Mo Selected Poems”
  12. 现代小说《冰心(bīng xīn )文集》
    Modern Literary Works “Bing Xin Collected Works”
  13. 现代短篇小说《彷徨》周树人
    Modern Short Stories “Indecision” by Lu Xun
  14. 吉林及外国文章《又见棕榈,又见棕榈》於梨华
    Taiwan and Overseas Novel “Again the Palm Trees” by Yu Li Hua
    扶持阅读 Supplementary
  15. 《管理学理论基本常识》
    ”Basic Concept of Literature”
  16. 《中文A1科目精要》
    “Students Guide to Success in IB Chinese A1”
  17. 古典长篇随笔《红楼》曹雪芹
    Classical Novel “Dream of the Red Chamber” by Cao Xue Qin
  18. 现代长篇随笔《边城》Shen Congwen
    Modern Novel “The Border Town and Other Stories” by Shen Cong Wen
  19. 现代长篇小说《子夜》茅盾
    Modern Novel “Midnight” by Mao Dun
  20. 世界法学文章《老人与海》Hemingway
    World Literature ”The Old Man and the Sea” by Hemingway, Ernest
  21. 掌故长篇小说《三国演义》罗贯中
    Classical Novel “Romance of the Three Kingdoms” by Luo Guan Zhong
  22. 当代诗剧《酒店》Lau Shaw
    Modern Drama “Tea House” by Lao She

能够勾搭IB老师的地方

http://blogs.ibo.org/sharingpyp/2016/12/27/using-literacy-to-drive-inquiry/

IB探索历程中找到的体育场面建设新工具
Titlewave
就算还没有详查“底细”,看介绍,口气依旧非常大的。
Titlewave, the leading tool used by school librarians everywhere to
improve and measure their
collections

有道是是一家体育场面建设服务提供商
https://www.ebscohost.com/ebooks/manage-order/follett-titlewave
还可以够从该服务商订阅EBSCO的图书,感觉能量十分的大。
https://www.ebscohost.com/ebooks/academic
http://www.follettlearning.com/books-materials/learn/library-books
http://www.follettlearning.com/about-us/how-we-help-education
Libraries

Follett is the premier name in PreK-12 library solutions, in part
because of great platforms like Follett Destiny® Library
Manager™

and Titlewave ,
the most powerful collection development tool available. We supply
everything you need to make your library a learning hub, including
print and digital materials. We also offer assistance with identifying
gaps in your current collection and can even help with opening a new
library.
Learn more about our solutions for
Libraries

http://www.follettlearning.com/about-us/how-we-help-education/libraries
教室化解方案

亿万先生官方网站 3

体育场面图书

中夏族民共和国区代表
http://www2.follettlearning.com/find-your-follett-team.cfm

Curriculum

http://ibo.org/programmes/primary-years-programme/curriculum/
The Primary Years Programme (PYP) presents schools with a comprehensive
plan for high quality, international education.
It provides schools with a curriculum framework of essential elements —
the knowledge, concepts, skills, attitudes, and action that young
students need to equip them for successful lives, both now and in the
future.
Schools work with the five elements to construct a rigorous and
challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant,
challenging and significant for learners in the 3–12 age range. The
curriculum is transdisciplinary, meaning that it focuses on issues that
go across subject areas.
The PYP is organized according to:
The written
curriculum
,

which explains what PYP students will learn
The taught
curriculum
,
which sets out how educators teach the PYP
The assessed
curriculum
,
which details the principles and practice of effective assessment in the
PYP

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