上海協(xié)和雙語高級中學

所在地區(qū)：上海 閔行區(qū)學校性質：私立學校

學費：暫無信息招生階段：高中 初中

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今天GJXX小編搜羅了走進上海協(xié)和雙語高級中學中文課程 美好教育在這里相遇希望給擇校的家長們提供參考。

當孩子踏入SUIS JKGB的那天起，他們仿佛就進入了中西文化相互碰撞、相互交融的多彩世界。選擇了融合課程的家長們是不是會有一絲擔憂——與全中文的學習環(huán)境相比，雙語環(huán)境是否會使孩子在母語學習上處于劣勢？“魚”和“熊掌”到底能不能兼得？

今天，我們將帶領大家走進SUIS JKGB的中文課程，通過中文組老師們的真實課堂，了解融合學子是如何通過探索與實踐來發(fā)展中文能力的。

When students begin to enter SUIS JKGB, they are very much stepping into a glorious intermediate zone where they may encounter both the conflict and integration of Chinese and Western cultures. Parents may often worry whether a bilingual environment, compared with public schools’ Chinese-only environment, may disadvantage children in their learning of Chinese.  

Today, we’d like to introduce to you an overview of how we deliver Chinese Curriculum at SUIS JKGB to help you gain insight into how our students develop their learning skills of Chinese through practice and exploration.  

Chinese Curriculum at SUIS JKGB

Part 01中文學科教學理念

在SUIS JKGB，“融合中西，和諧發(fā)展”是我們一直以來踐行的教育理念。為了適應現(xiàn)代社會和智能化發(fā)展的新要求，我們中文學科的課堂教學力求以學生為中心，開展探究式學習、實用性學習和項目化學習。我們注重教給學生方法，注重學生能力的培養(yǎng)，注重學生素養(yǎng)的提高，以期把國家課程要求與融合課程構架和育人目標的實際有機地統(tǒng)一起來。

At SUIS JKGB, "East meets West" has been our educational philosophy. In order to adapt to the new requirements of modern society and intelligent development, our classroom teaching of Chinese-led subject strives to be student-centered and carries out inquiry learning, practical learning and project-based learning. We pay attention to teaching methods, to the inspire of students' abilities, and to the improvement of students' key competences. We are trying our best in order to integrate the national curriculum requirements with the curriculum and educational objectives of SUIS JKGB.

Part 02語文教學

Lisa LI////Grade 6///《兩小兒辯日》

李老師基于“探索未知”單元，圍繞“科學發(fā)現(xiàn)的機遇，總是等著好奇而又愛思考的人” 主題展開教學，旨在引導學生思考影響人類認識世界、探索世界的因素，分析思維方式與認知和行動的聯(lián)系及感受，以及印證觀點的主要方法。老師在學生總結歸納《兩小兒辯日》主要內容及各自觀點的基礎上，通過不斷拋出問題，激發(fā)學生對影響個體對世界認知的因素的思索和探究，反思自我的認知方法和過程，并討論如何讓其更科學。課上，李老師還通過自我反思、小組討論、班級匿名展示等不同的活動方式使同學們更自主地參與其中，鍛煉了大家的批判性思考和反思、遷移技能。

Based on the unit of "Exploring the Unknown", Ms. Li aimed to guide students to think about the factors that affected people’s understanding and exploration of the world, and analyzed the ways of thinking and action. By asking students to summarize the main idea of the context "The argument about the Sun" and to share their points of view, Ms. Li ignited students’ thinking about what were the factors that affected the individual's cognition of the world, and reflecting on the methods and processes of self-cognition by constantly raising deeper questions. Apart from that, she also encouraged students to participate more actively through different activities such as self-reflection, group discussion, and anonymous display in the class, which trained students’ critical thinking, reflection, and transfer skills.

語文課堂
而周老師則通過“兩小兒”課堂“辯日” 來進行教學。學生們被分為兩組，角色扮演文中的兩小兒。從課文朗讀到全文翻譯，再到兩小兒的觀點分析，班級同學緊扣課堂任務，積極融入兩小兒的角色。課堂討論時，小組同學之間積極交流和發(fā)表觀點，同時認真地做筆記?；卮饡r，同學們踴躍舉手，盡全力為小組奪分。全班“辯斗”氛圍濃厚，輕松愉悅，在玩中學。

In another class, Ms Zhou held "An Argument about the Sun". The class was divided into two groups to act the “Two Children “in the text. Students started with text reading and full text translation. Then, they analyzed the “Two Children’s” points of view. Students were closely linked to the classroom tasks and actively integrated into the “Two Children’s” roles. During the discussion, the group members communicated passionately and took notes carefully. They raised hands enthusiastically to answer questions to win points for the group. 

Jane YU ////Grade 7///《陋室銘》

在教授《陋室銘》一課時，禹老師以“開課揭題，直入情境”的方式導入，通過“文人墨客書房居室名趣”、“名人座右銘”、誦讀等激發(fā)學生的學習興趣，引出課題。在疏通文意環(huán)節(jié)，引導學生以小組分享的方式，討論重點難詞的含義，特殊句式的運用，修辭手法等的使用，加深學生對文本的理解。在后續(xù)品讀賞析文本時，設計問題式任務，通過小組討論分享，進一步體會“陋室不陋”的特點，托物言志的寫法，感悟作者安貧樂道的志趣。課后，學生練習托物言志的寫法，完成了《陋室銘》的仿寫。

Ms. Yu stimulated students' interest in learning through the "the name of famous writer’s study room or house", "famous person’s motto", and Audio reading. To develop students’ understanding about the classical texts, Ms. Jane Yu guided students to work in groups, discuss and share the meaning of the key words, the use of special sentence patterns, the use of rhetorical devices. In the follow-up appreciating of the text, Ms Jane Yu used the “task-based learning” strategy, encouraged students to work in group for further discussions. Eg. "why the humble house is not humble?" After class, the students practiced the writing strategy of expressing their aspirations from objects and completed the imitation writing.

仿寫作品《梅花銘》 陳奕璇 Yuki 7LW

花不在艷，有香則靈。枝不在密，有型則亭。斯是梅花，惟其堅韌。寒雪里綻放，朔風中挺拔。凌寒不畏雪，傲霜怒綻放?？梢韵砬逵模毿忝?。無牡丹之富貴，無玫瑰之艷麗。疏影暗香浮，零落潔如故。王冕云：只留清氣滿乾坤。

STUDENT WORK

仿寫作品《陋室銘》 杭憶 Markus 7LW

山不在高，有仙則名。水不在深，有龍則靈。斯是陋室，惟吾友誠。蛛網附墻壁，樹影照窗前。談笑有知己，往來無假心?？梢栽捜龂?，逛園亭。無謊言之亂耳，無游戲之勞形。桃園三結義，雞黍交真心?？鬃釉疲汉温?？

STUDENT WORK

CHINESE CLASS

Ariel WEI ////Grade 7///《賣油翁》

韋老這節(jié)課的教學主要目的是引導學生深入理解文本，分析人物形象。課堂上，韋老師教學思路清晰，擅長啟發(fā)式教學，講課親切自然，活潑生動。整個課堂過渡自然，組織嚴密，有條不紊。師生在一種平等、協(xié)作、和諧的氣氛下共同探討、共同成長。

Ms. Wei's topic in this class was 'Oil Peddler'. The main teaching purpose was to guide students to understand the text in depth and analyse the character. She had a clear teaching idea and was good at heuristic teaching. The entire teaching was natural, well-organized and methodical. Students were offered enough space to learn and share their ideas.

Tina WU ////Grade 8///《石壕吏》

《石壕吏》是唐代杜甫的一首長篇敘事詩。鄔老師在課堂教學設計上首先注重學生的朗讀訓練，在反復誦讀中體會古體詩在句式、用韻等方面的特點；其次，在重點研讀詩歌內容的過程中注重學生的口語表達，在對話中加深學生對詩歌內容及人物形象的理解；最后，在體悟作者情感的過程中，鄔老師設計了“說書”這一獨特的環(huán)節(jié)，讓學生在復述故事內容的過程中進一步深入文本，揣摩作者的情感，同時這一新穎的形式更多地調動了學生的積極性、主動性，提高了課堂參與度，活躍了學習氛圍。

"Shi Hao Li" is a long narrative poem written by Du Fu in the Tang Dynasty. Firstly, Ms. Wu asked students to read the poem aloud in order that they could realize the characteristics of the ancient poetry and rhyme during the repeated reading. Secondly, in the process of teaching the content of the poem, Ms. Wu focused on students’ oral expression to help them have a better understanding of the poem and the characters. Finally, to help students understand the author's emotion, Ms. Wu designed the ‘storyteller’ activity to help them be further familiar with the text and feel the author's emotion. At the same time, this unique form mobilized student's enthusiasm, initiative, improved the participation, and enlivened learning atmosphere.

語文課堂

CHINESE

Lina LI ////Grade 8///《賣炭翁》

如何能讓文言文的學習擺脫其刻板印象，變得“有趣”起來？這是李老師在多年的語文教學中一直思考的問題。通過教學中的不斷探索和嘗試，李老師得出的答案是需要充分考慮學情，積極調動學生，使課堂教學的每一個環(huán)節(jié)都能夠自然、生動、有趣，讓學生在課堂上活動充分、積累豐富。在這一節(jié)的《賣炭翁》課堂教學過程中，老師注重了學生的批判性思維能力的培養(yǎng)，不再落入文言教學以翻譯和講解為主的窠臼，激發(fā)學生的內驅力，培養(yǎng)學生的感知和評價的能力。同時又引入了教育戲劇的環(huán)節(jié)，讓學生深刻體會，與文本共舞，與作者共鳴。

How can we get rid of the stereotype and become "interesting" in classical Chinese learning? This is a question that Ms. Li has been thinking about in Chinese teaching for many years. Through the continuous exploration and attempt in teaching, the answer is that we need to fully consider the learning situation, actively motivate students, make every link of classroom teaching natural, vivid and interesting, and let students fully accumulate and enrich their activities in the classroom. In this lesson, the teacher pays attention to improve students' critical thinking, no longer focuses on translation and explanation only. She tries to stimulates students' internal drive, and cultivates students' ability of perception and evaluation. At the same time, educational drama is introduced to make students deeply understand, dance with the text and resonate with the author.

Part 03數(shù)學及人文教學

CHINESE MATHS & HUMANITY CLASSES

AnAn ZHAO ////Grade 6///中文數(shù)學

趙老師通過對實際問題的探索，引出不等式組，在教學時通過讓學生回憶、討論，理解相關關鍵詞“一元一次”、“不等式”，“分組”,然后引導學生探索，一元一次不等式組的結構及特征。引導學生自己歸納總結“一元一次不等式組”的概念，從而提高學生探索問題的能力。在研究如何解不等式組時，讓學生根據(jù)不等式組的解集的概念，以及對例題步驟的演示觀察，自己探尋不等式組的解法，并采用教師引導，學生自主探索思路，最后由教師和學生共同書寫展示的方式完成授課。在探索的過程中提高學生學習的積極性，在題目練習的過程中增強學生對題目解答的信心。

Ms. Zhao led out the linear inequality system in one variable, through the exploration of practical problems, When teaching, she asked students to review and discuss to help them understand the keywords: "inequality", " linear inequality in one variable ", and "grouping", and then directed students to explore the structure and characteristics of the inequality system. When teaching how to solve the system of inequalities, she asked the students to summarize the concept of " linear inequality system in one variable " by themselves.  Finally, students worked together with Ms. zhao and work out the way to solve the maths exercises. In the process of exploration students' learning enthusiasm was improved, and in the process of doing exercises their confidence on mathematics was enhanced.
Nora GUO ////Grade 6///中文地理

在《世界的人口》這節(jié)課中，郭老師以《2020年中國第七次人口普查數(shù)據(jù)》為引，用時事新聞的方式點出主題。根據(jù)本節(jié)課的教學目標，郭老師將學生進行分組，帶領他們展開分階段地探究。在教學過程中，郭老師注重小組評價，這樣學生參與感就很強，思維與生活不斷地進行連結。通過這節(jié)課，學生對人口分布的時空變化和人口問題有了更加深刻的認識，形成了一定的地理綜合思維。

he topic of the class was ‘World Population’. Based on the data of the seventh census of China in 2020, the class pointed out the theme in the form of current news. According to the teaching objectives of this lesson, students were divided into groups to explore. In the teaching process, Ms. Guo paid attention to group evaluation so that students could have a strong sense of participation, and their thinking and life were constantly connected. During the class, they had a deeper understanding of the temporal and spatial changes of population distribution and population problem. And finally they could form geographical comprehensive thinking during this period.

中文地理課堂

世界人口

WORLD

POPULATION

Jason GAO ////Grade 7///中文歷史

在主題為《明朝的科技建筑與文學》的這堂課上，高老師從徐光啟和李時珍的身世為切入點展開架構，素材選取十分用心，展示了靖難之役和故宮航拍兩個精彩視頻片段。課堂上，他利用兩個教學互動環(huán)節(jié)，包含分組探究以及持方辯論來加強學生知識整合以及思維發(fā)散能力。

In the class of "Science, Technology, Architecture and Literature of the Ming Dynasty", Mr. Gao started with the life experiences of Xu Guangqi and Li Shizhen. The material selection was very careful. Mr. Gao showed two wonderful video clips of the War of Jingnan and the aerial shot of the Forbidden City. Through the two interactive activities, including group exploration and side debate, students' ability of knowledge integration and critical thinking.

中文歷史

HISTORY

Jessica CAO////Grade 8///道德與法治

《基本政治制度》這堂課是對學生自主學習探究的一次嘗試。曹老師根據(jù)課本內容也就是《憲法》規(guī)定的三項基本政治制度將學生分為三組進行課前分內容探究。課上，學生們在老師的引導下，學習并分享探究結果，三組學生分別展示了課前查找到的有關資料，相關的采訪和實地走訪等內容。曹老師在學習中起到指導和知識串聯(lián)的作用，努力將學習的主動權交給學生，通過這一課的探究學習讓學生進一步了解到探究學習所用的基礎方法，培養(yǎng)創(chuàng)新思維以及相關學習表達能力的提升。

The class of "The Basic political system" was an attempt to explore students' autonomous learning. According to the textbook content, that is, the three basic political system of the constitution, students were divided into three groups to explore before the class. In class, the students learned and shared the results of the inquiry. Three groups of students respectively showed the relevant information they found before class, relevant interviews and field visits. Mr. Cao was in charge of guidance and knowledge connection in class, and tried to give the initiative of learning to the students. Through the inquiry learning of this lesson, students could further understand the basic methods used in inquiry learning, and their innovative thinking and ability of expression were improved.

Student Presentation

無論公立還是私立，教育的本質都是一樣的——讓每一個孩子都能成為更好的自己。

在SUIS JKGB，我們的中文教研組將現(xiàn)代化的教學方法與差異化教學相結合，滿足所有融合學子的學習需求。

我們致力于激發(fā)學生對母語學習的興趣，培養(yǎng)學生的文化自信。

The essence of education in public schools and in private schools is the same – to help students grow into a better self. 

The Chinese curriculum at SUIS JKGB adheres to its own characteristics.

We strive to make every student love the Chinese language and to cultivate their cultural confidence.

CHINESE CURRICULUM