今天GJXX小編搜羅了上海閔行區(qū)諾德安達(dá)雙語(yǔ)學(xué)校學(xué)子加入聯(lián)合國(guó)氣候大會(huì)環(huán)境保護(hù)倡議希望給擇校的家長(zhǎng)們提供參考。

全球公民教育的目的是“使各年齡段的學(xué)習(xí)者都能認(rèn)識(shí)全球共同的問(wèn)題，從而積極推動(dòng)和建成一個(gè)更加和平、包容、安全和可持續(xù)發(fā)展的社會(huì)”。 ——聯(lián)合國(guó)教科文組織

我們的社會(huì)正在經(jīng)歷日新月異的變化，而學(xué)校教育應(yīng)創(chuàng)建學(xué)生與社會(huì)的紐帶，通過(guò)教學(xué)讓學(xué)生充分感知世界，思考怎樣用自己的行動(dòng)來(lái)創(chuàng)造美好。面對(duì)不確定的未來(lái)，我們需要具備多元文化理解能力，有勇氣探索未知，有能力走向世界，像一個(gè)全球公民一樣主動(dòng)行動(dòng)的開拓者。

近日，NACIS小學(xué)五年級(jí)的學(xué)生與老師攜手制作了“關(guān)于治理全球氣候變化”的視頻，該視頻在英國(guó)格拉斯哥舉辦的第26屆聯(lián)合國(guó)氣候變化大會(huì)上進(jìn)行了播出。這項(xiàng)活動(dòng)由劍橋公爵夫婦慈善基金會(huì)發(fā)起，旨在呼吁更多年輕人用自己的力量改變世界。

與此同時(shí)，中學(xué)部同學(xué)背上沉重的行囊踏上了為期三天兩夜的愛(ài)丁堡公爵獎(jiǎng)遠(yuǎn)足探險(xiǎn)。在挑戰(zhàn)身體和心理極限的野外探險(xiǎn)中鍛煉問(wèn)題解決、溝通技能、合作技能與創(chuàng)造力。經(jīng)歷了愛(ài)丁堡公爵銅級(jí)與銀級(jí)挑戰(zhàn)的Jenny說(shuō)道：多年“看山看水”的探險(xiǎn)機(jī)會(huì)讓我在面對(duì)生活中的挑戰(zhàn)時(shí)，有了更好的心態(tài)和更強(qiáng)的斗志。  

全球勝任力培養(yǎng)

我們都不是局外人

CULTIVATING

GLOBAL COMPETENCY

在千變?nèi)f化的全球背景之中，NACIS始終踐行全球勝任力的培養(yǎng)。每一個(gè)孩子，都是未來(lái)的建設(shè)者。因此，他們需要從今天的世界去汲取教訓(xùn)、積累經(jīng)驗(yàn)、鍛煉發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的能力。

今天的世界，就在他們眼中；未來(lái)的世界，已埋在他們的心中。

參加了此次視頻制作的同學(xué)之一，五年級(jí)的子高，立志成為一名可再生能源科學(xué)家，此次在聯(lián)合國(guó)氣候變化大會(huì)的亮相，讓他離自己的夢(mèng)想又近了一步。

子高從小癡迷于探索What和Why：“人體是怎樣運(yùn)作的？”、“汽車是怎樣開動(dòng)的”?？偸菬o(wú)時(shí)無(wú)刻，用眼睛看、用耳朵聽、用身體來(lái)探索周遭的世界。然后再用自己的手，把創(chuàng)意轉(zhuǎn)變?yōu)楝F(xiàn)實(shí)。

加入NACIS，他的“創(chuàng)客精神”有了更多機(jī)會(huì)和可能，學(xué)校的主題學(xué)習(xí)、STEAM學(xué)習(xí)、思賞行項(xiàng)目、藝術(shù)課......無(wú)一不在鼓勵(lì)他去探究、思考、連接，甚至改變這個(gè)世界。他開始不斷思索起How，比如：“我可以做些什么，來(lái)解決人類所面臨的問(wèn)題？”

Zigao的創(chuàng)客世界 Zigao's creative ideas   

“耳濡目染”。

說(shuō)到子高的在校學(xué)習(xí)，子高媽媽如是說(shuō)：

得益于學(xué)校的Global Campus平臺(tái)，從一年級(jí)開始，子高就耳濡目染了“17個(gè)全球可持續(xù)發(fā)展目標(biāo)”。從“健康與福祉”，到“性別平等”；從“清潔飲水和衛(wèi)生設(shè)施”，到“經(jīng)濟(jì)適用的清潔能源；從“保護(hù)水下生物”，到“氣候變化行動(dòng)”......這些令成年人都感到高深莫測(cè)的全球性話題，是NACIS的孩子們每天都在思考的問(wèn)題。

在學(xué)習(xí)了“從咖啡豆到巧克力”的項(xiàng)目后，孩子們知道了“國(guó)際公平貿(mào)易”項(xiàng)目，并頭腦風(fēng)暴了鼓勵(lì)人們?cè)谏钪匈?gòu)買貼有“Fairtrade”標(biāo)簽的產(chǎn)品。在學(xué)習(xí)了“森林采伐（Deforestation）”的后果后，孩子們?cè)O(shè)計(jì)了海報(bào)，呼吁人們珍惜保護(hù)地球家園。在探索了“地球上的生物”主題后，孩子們關(guān)于“氣候變化”和“海洋污染”等話題進(jìn)行辯論，并為保護(hù)世界瀕危動(dòng)物搖旗吶喊，制作宣傳視頻......

同時(shí)，學(xué)校PBL的教學(xué)模式也提升了子高習(xí)得新知識(shí)，獲取新技能，以解決復(fù)雜問(wèn)題的能力。為了做一個(gè)“水平尺”的產(chǎn)品，孩子們成立了自己的“公司”，從前期調(diào)研，到產(chǎn)品設(shè)計(jì)；從材料和工具的準(zhǔn)備，到制作加工；從產(chǎn)品說(shuō)明書的設(shè)計(jì)，到最終產(chǎn)品包裝；從拍攝產(chǎn)品視頻，到建立公司網(wǎng)站。這不僅傳授了科學(xué)知識(shí)，還為未來(lái)儲(chǔ)備了一批優(yōu)秀的團(tuán)隊(duì)領(lǐng)袖、產(chǎn)品設(shè)計(jì)師、工程師。

參加此次視頻錄制的初衷來(lái)源于PSHE（幸福與健康）課上對(duì)于環(huán)境保護(hù)的學(xué)習(xí)。結(jié)合STEAM課上的學(xué)習(xí)成果和全球校園線上競(jìng)賽比賽作品，子高在不斷的反思中，將自己的二氧化碳過(guò)濾器進(jìn)行了改造升級(jí)：

“雖然在全球校園的比賽中沒(méi)有獲獎(jiǎng)，但之后我還會(huì)接著拿著這個(gè)作品參賽，我的夢(mèng)想就是讓這個(gè)機(jī)器運(yùn)用到現(xiàn)實(shí)中”。

子高設(shè)計(jì)的二氧化碳過(guò)濾器Zigao's design
而NACIS也正積極運(yùn)用跨學(xué)科教學(xué)的教學(xué)模式，全面覆蓋全球勝任力的培養(yǎng)目標(biāo)。

數(shù)學(xué)、地理、STEAM、視覺(jué)藝術(shù)、表演藝術(shù)，各個(gè)學(xué)科間有效配合，保證學(xué)科知識(shí)充分鋪墊之余，使每一位學(xué)生都能得到充分的個(gè)性釋放。在這些不同緯度的學(xué)科交錯(cuò)中，采用更加聯(lián)結(jié)化的教學(xué)模式，提供學(xué)生更多團(tuán)隊(duì)協(xié)作、主題式及國(guó)際化的學(xué)習(xí)機(jī)會(huì)，幫助學(xué)生習(xí)得適應(yīng)全球生存和發(fā)展的能力或素養(yǎng)。

世界七大奇跡主題學(xué)習(xí) Thematic learning

愛(ài)丁堡公爵獎(jiǎng)銀級(jí)挑戰(zhàn)

打破與重塑自我

DUKE OF EDINBURGH CHALLENGE

BREAKING AND RENEWING

學(xué)生在單一學(xué)科的學(xué)習(xí)中獲取優(yōu)秀成績(jī)已不足夠，而是需要打破單線思維，將不同的點(diǎn)連成線，從他人的角度思考問(wèn)題。這也是學(xué)生以后在多元文化社區(qū)中和諧相處、在不斷變化的全球勞動(dòng)力市場(chǎng)中脫穎而出的必備能力。

為期三天兩夜的愛(ài)丁堡公爵獎(jiǎng)遠(yuǎn)足探險(xiǎn)對(duì)于我們的學(xué)生來(lái)說(shuō)，就是一次打破與重塑的蛻變之旅。

作為公爵獎(jiǎng)銀級(jí)四個(gè)必打卡的挑戰(zhàn)板塊之一，體力關(guān)是常具有挑戰(zhàn)的環(huán)節(jié)。

3天，每天7小時(shí)的徒步，需要學(xué)生在沒(méi)有老師協(xié)助的情況下，分組獨(dú)立完成。在體力透支下，學(xué)生們要經(jīng)歷迷路、疲憊等心理困境。

而在這個(gè)基礎(chǔ)之上學(xué)生還要完成Skill（技能）、Service（服務(wù)）等自我提升的學(xué)習(xí)任務(wù)，有的需要觀察當(dāng)?shù)氐奈幕?、有的需要記錄下每個(gè)成員在徒步過(guò)程的心理狀態(tài)變化，并上交完整的學(xué)習(xí)報(bào)告。整個(gè)過(guò)程形成了完整的點(diǎn)與線的連接。

隊(duì)友們需要獨(dú)立制定路線 Team working together

愛(ài)丁堡公爵獎(jiǎng)最大的特色便是對(duì)綜合能力的顯著提升，在將近12個(gè)月，100小時(shí)的規(guī)定時(shí)間內(nèi)，各個(gè)方面包括體力、合作、溝通都會(huì)得到非常多的鍛煉，且都有別于我們課堂。

——銀級(jí)挑戰(zhàn)者Jenny

挑戰(zhàn)之后，我們的心境都產(chǎn)生了變化，當(dāng)我們經(jīng)歷了7小時(shí)的體力極限，抵達(dá)終點(diǎn)的營(yíng)地，看著山下的風(fēng)景，覺(jué)得之后不論遇到什么困境，都不是不可逾越的。

——銀級(jí)挑戰(zhàn)者M(jìn)arilyn

而在挑戰(zhàn)的過(guò)程中，學(xué)生不僅編織起了一張全球性的社交網(wǎng)絡(luò)，更是打破了語(yǔ)言和文化的界限，幫助他們更好地走近不同地語(yǔ)言和文化環(huán)境，為走向世界做好準(zhǔn)備。

上一次去淀山湖地徒步，打破了我對(duì)于農(nóng)村的一些刻板印象，我用一些基本的手語(yǔ)和當(dāng)?shù)氐拿@啞人進(jìn)行了交流，了解了他們豐富自在的鄉(xiāng)間生活。

這次經(jīng)歷告訴我不要用慣性思維去看待問(wèn)題，而應(yīng)用包容的心態(tài)去接受不同的文化。

——銀級(jí)挑戰(zhàn)者Sophie

NACIS挑戰(zhàn)者們 Students from NACIS Secondary  

此時(shí)此刻

非我莫屬

IF NOT ME, THEN WHO?

IF NOT NOW, THEN WHEN?

有一次，子高觀看了一部關(guān)于年輕女科學(xué)家如何發(fā)現(xiàn)新技術(shù)，幫助人們攻克癌癥的紀(jì)錄片。子高被其中的兩句話深深震撼 —— If not me, then who? If not now, then when?（此時(shí)此刻，非我莫屬?。薄?/p>

從此，這種與生俱來(lái)“舍我其誰(shuí)”的使命感和責(zé)任感從此烙印在了他的心里。

子高進(jìn)行“我的夢(mèng)想”的個(gè)人演講Zigao's Speech

這也正是NACIS所背負(fù)的全球勝任力培養(yǎng)的教育使命。教育的目的不僅是教授知識(shí)，而更是培養(yǎng)內(nèi)心豐盈、并能夠積極行動(dòng)的未來(lái)公民。欣喜的是，NACIS的每一位學(xué)生，都正在積極地行動(dòng)著。

也很感謝NACIS的孩子們，正因?yàn)樗麄儯屛覀兛吹搅宋磥?lái)社會(huì)的希望。

活動(dòng)預(yù)告：

校園探索日預(yù)約已開放

Upcoming Event 

日期

時(shí)間

活動(dòng)

11月27日

（周六）

09:30-12:00

校園探索日

（席位有限，請(qǐng)盡快預(yù)約）  

The global citizenship education aims “to enable learners of all ages to understand the common problems of the world, so as to promote and build a more peaceful, inclusive, safe and sustainable society."

——UNESCO

As the society is undergoing rapid changes, school education should create a bond between students and society and help students fully perceive the world and think about how to create a better world through action. In the face of an uncertain future, we need pioneers who have the ability to understand multiculturalism, explore the unknown world, and take the initiative to act like a global citizen.

Recently, students from Grade 5 produced a video "On Governing Global Climate Change" together with their teachers, which was broadcast at the 26th United Nations Climate Change Conference in Glasgow, UK. This event was launched by Duke and Duchess of Cambridge Charity Foundation, aiming to call on more young people to change the world with their own power.

The secondary students also embarked on Duke of Edinburgh Expedition for three days and two nights, which helps them challenge their physical and mental limits and to develop their problem-solving, communication, and cooperation skills as well as their creativity. Jenny, who participated in the Duke of Edinburgh's Bronze and Silver challenge, said: “During years of adventures, I have developed a better mentality and stronger fighting spirit when facing challenges in life”.  

全球勝任力培養(yǎng)

我們都不是局外人

CULTIVATING

GLOBAL COMPETENCY

In the ever-changing global background, NACIS has always been cultivating global competence. Every child is a builder of the future. Therefore, they need to learn lessons from the current world, accumulate experience, and develop their ability to discover and solve problems. The current world is in their eyes, while the future world is in their hearts.

Zi Gao from Grade 5 wants to be a renewable energy scientist. He participated in the video production, which enabled him to come closer to his dream.

Zi Gao has been obsessed with exploring “What” and “Why” since he was a child. For example, "How does the human body work?" and "How do cars move?" He always explores the world through his eyes, ears and body. Then he turns creativity into reality by his hands. After joining NACIS, he has had more opportunities and possibilities to develop his "maker spirit". Through thematic learning, STEAM learning, thinking series projects, and art classes, he is always encouraged to explore, think, connect, and even change this world. He often thinks "What can I do to solve the problems faced by human beings?"

Zigao的創(chuàng)客世界 Zigao's creative ideas

"Natural Learning”

Zi Gao’s mother spoke of his learning journey at NACIS. She said:

“Thanks to the Global Campus platform, Zi Gao has been fascinated by the 17 Global Sustainable Development Goals since he was in Grade 1. NACIS children often think about the global topics such as health and well-being, gender equality, clean water and sanitation facilities, clean energy, protection of underwater organisms, climate change action".

After learning the project "From Coffee Bean to Chocolate", children learned about the "International Fair Trade" project and encouraged people to buy products with the "Fairtrade" label in their lives. After learning about the consequences of "Deforestation", children designed posters calling on people to cherish and protect the earth. After exploring the theme of "Life on Earth", the children debated on topics such as "climate change" and "ocean pollution” and made publicity videos for protecting the endangered animals in the world.

The thematic teaching model has also helped improve Zi Gao’s ability to acquire new knowledge and new skills and solve complex problems. In order to make a "level ruler", children set up their own "company" including preliminary research, product design, material and tool preparation, manufacturing and processing, final packaging, video shooting and website design. This project not only helps children learn scientific knowledge, but also cultivates a group of outstanding team leaders, product designers, and engineers for the future.

The original intention for video recording comes from the environmental protection learning in the PSHE class. Based on the learning results in the STEAM class and the works of the global campus online competition, Zi Gao has remodeled and upgraded his carbon dioxide filter in constant reflection. "Although I did not win a prize in the Global Campus competition, I will continue to participate in competitions with this work and hope to use this machine in daily life."

NACIS is committed to realizing the training goals of global competence through interdisciplinary teaching model.

Various subjects such as Mathematics, geography, STEAM, visual arts, and performing arts are effectively coordinated to ensure that the students learn subject knowledge and develop their personality. In the interlacing of different disciplines, we provide students with more teamwork, thematic and international learning opportunities, so as to help them acquire the ability to adapt to global survival and development through a more connected teaching mode.

世界七大奇跡主題學(xué)習(xí) Thematic learning 

愛(ài)丁堡公爵獎(jiǎng)銀級(jí)挑戰(zhàn)

打破與重塑自我

DUKE OF EDINBURGH CHALLENGE

BREAKING AND RENEWING

It is not enough for students to obtain excellent results in a single subject. They also need to break the single line thinking and think about problems from the perspective of others. This is also a necessary ability for students to live in harmony in a multicultural community and stand out in the ever-changing global labor market.

The Duke of Edinburgh Expedition is a journey of transformation for our students.

As one of the four challenge sections for the Duke of Edinburgh Award Silver Level, the physical strength test is a great challenge. Students need to complete the hiking for 3 days, 7 hours a day in groups without the assistance of teachers. Under physical exhaustion, they have to experience psychological dilemmas such as getting lost and exhausted. In addition, they must complete self-improvement tasks such as Skill and Service. Some students need to observe the local culture, and others need to record the changes in the mental state of each member during the expedition and submit a complete study report.

隊(duì)友們需要獨(dú)立制定路線 Team working together

We can improve our comprehensive abilities, which is the biggest feature of the Duke of Edinburgh Award.  We need participate in activities for 100 hours in nearly 12 months. During activities, we can improve physical strength, cooperation, and communication.

——Jenny, Silver Challenger

Our mood changed after the challenge. When we experienced 7 hours of physical strength, arrived at the campsite at the end, and looked at the scenery under the mountain, we felt that nothing is impossible with a willing heart. 

——Marilyn, Silver Challenger

During the challenge, students can build a global social network, break the boundaries of language and culture, get a better understanding of different languages and cultural environments, and prepare for the world.

Last time, I went on a hike to Dianshan Lake, which broke some of my stereotypes about the countryside. I communicated with the local deaf-mute people with basic sign language and learned about their rich and comfortable rural life. This experience taught me to look at problems with an inclusive attitude instead of conventional thinking. 

——Sophie, Silver Challenger

NACIS挑戰(zhàn)者們 Students from NACIS Secondary  

此時(shí)此刻

非我莫屬

IF NOT ME, THEN WHO?

IF NOT NOW, THEN WHEN?

Zi Gao once watched a documentary about how young female scientists discovered new technologies to help people overcome cancers. Zi Gao was deeply shocked by the words - If not me, then who? If not now, then when? From then on, the sense of mission and responsibility has been imprinted in his heart.

子高進(jìn)行“我的夢(mèng)想”的個(gè)人演講Zigao's Speech  

Our education mission is to help students cultivate global competence. We not only to impart knowledge, but also cultivate future citizens with inner enrichment and ability to take active actions. What makes us delighted is that every NACIS student is taking active actions. 

We are grateful to our students, for they make us see the hope of the future society.

活動(dòng)預(yù)告：

校園探索日預(yù)約已開放

Upcoming Event 

Date

Time

Event

November 27

09:30-12:00

Open Day

聯(lián)系我們  

CONTACT US

apply@nacis.cn    

(021) 2403 8800 ext. 4019/4045

陳老師：?+86 21 24038800轉(zhuǎn)4045?

衛(wèi)老師：+86 21 24038800轉(zhuǎn)4019?

www.nacisminhang.cn    

上海市閔行區(qū)金輝路1399號(hào)