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When Global Context Meets Project-Based Learning丨当宏观背景课遇上项目式学习

The world is changing quickly, so is our life. Seeing this fact, both teenagers and adults should develop some more personal skills for today and for the future.

世界并不是停滞不前的,它处于变化过程中,全球化的影响正在日益显现,我们生活在一个日益复杂化的的经济、政治环境及社会当中。另外生活中的事件也正在驱动我们,包括青少年和成年人,去挖掘更深层的个人技能。

The Global Context, based on conceptual learning and conducted around six themes, creates an effective learning experience through inquiry, action and reflection, which enables students to develop their critical thinking, problem-solving skills, teamwork spirit and self-management skills.

宏观背景课程围绕六大主题,以概念学习为基础,通过探究、行动和反思构成生动、真实和有效的学习体验。在这样的学习体验之下,我们希望帮助学生养成思辨性思维,提高他们的问题解决能力、团队协作能力以及自我管理能力等与未来职业与生活成功不可分割的素养。


01 Key Concept 主题概念
Identity & Relationship 身份与关系
02 Outcome 探究形式
Photograph Exhibition 身份与关系主题摄影展
Puberty Presentation 青春期专题讲座
03 Driving Question 驱动问题
What characteristics will the same person show in different identities and relationships?
同一个人在不同的身份和关系中会呈现出怎样的特点?
How gender understanding affects interpersonal interactions during adolescence?
性别的认识如何作用于青春期阶段的人际交往?

Global Context 宏观背景六大主题


Concept and Driving Questions

概念设定驱动问题

Compared with fact-based or theme-based knowledge, “Big Ideas” questions are more likely to enable students to achieve knowledge transformation, and once this is done, it will be easier for students to improve their analytical ability, inductive ability, and other higher-level learning skills.

相较于事实型和主题型的知识,这种“Big Idea”的问题更容易使学生产生知识的转化,而这种转化一旦产生,学生的分析能力、归纳能力以及推理、判断和创造这些高阶的学习能力就会变得更加容易获得。

In order to figure out the driving questions, students began to pay attention to their own identity and to the people around them, like family members, friends and even someone who is special for them. They generated the interest in observing and studying people. Then, on the basis of Project-Based Learning, we required students to prepare for a photograph exhibition or a presentation so they could demonstrate their understanding of people, gender and adolescence from their own perspectives.

探究问题提出后,学生们开始关注到自身的身份特点以及自己生活的周围,与自己有各种关系的人:家庭成员,身边朋友甚至于是某一个自己觉得很特别的人。他们对生活中的“人”产生了观察和研究的兴趣。当学生围绕主题产生了好奇心的时候,根据“形式”和“视角”这两个相关概念,结合PBL的理念,围绕解决真实生活中的问题,我们让不同年级的学生分别用摄影和讲座的形式,以他们自己的视角展示出对人、对性别、对青春期的理解。


Building a Learning Framework 

构建学习框架 

The biggest feature of Project-Based Learning is that students could acquire learning skillsthrough inquiry into real world problems. In a transdisciplinary frame, the main activities that students need to complete for the photograph exhibition and lectures are:

Photograph Exhibition: interviewing people to set up the photographic theme & taking pictures; Puberty Presentation: learning about iceberg model and REACH principles.

PBL(项目式学习)的最大特点是以学生为中心,通过一段时间内对真实世界的问题进行探究,从中获得知识和技能的学习方法。在各学科结合主题概念学习的前提下,为了完成摄影展和讲座,学生需要完成的主要活动有:

摄影展——采访并确定摄影主题&构图并进行主题摄影;青春期讲座——学习“冰山模型”理论和REACH原则。


ATL Learning 

学习方法的运用

After setting the driving questions and learning activities, we looked at the approaches to learning. The Global Context at the lower secondary level is devoted to the development of learning methods. In the first Unit, the main learning methods used were:

设定了驱动问题和学习活动后,我们接下来解决的是学生怎么学的问题。中学阶段的宏观背景课程致力于学生学习方法的培养,在第一单元的学习过程中,同学们主要使用到的学习方法有:


1 – Research skills 研究技能

Many people understand “research” by just putting keywords into the search box. In fact, using tools to support learning is an effective research skill. Mobile phones and iceberg model were applied in the first Unit.

很多人对“研究”的理解就是把关键词输入到搜索框当中,而实际上,利用工具支持自己的学习,何尝不是一种有效的研究技能。在第一单元的学习中,学生运用到的研究技能是手机摄影和冰山模型。

Mobile photography 手机摄影

Images are around our lives, and cameras have been in common use. Taking pictures can be an artistic expression or an effective tool for exploring “views”. One student, in her photographing process, shot her dad in different places with different angles. She said that she saw a father that she did not ever notice before. Photograph can not only enhance our aesthetic ability, but can actually help us to observe and capture details.

我们生活周围充满了图像,相机的使用也已经普及。拍照可以是一种艺术表达,也可以是一种有效的探索“视角”的工具。有学生在摄影过程中,使用不同的角度,在不同的地点拍摄自己的爸爸。拍摄完成后,她说她在照片中看到了自己在日常生活中没见过的爸爸。所以摄影不仅可以提升我们的审美能力,而且能训练我们的观察力和对细节的捕捉力。

Iceberg model 冰山模型

This model was proposed by the famous American psychologist McClelland in 1973. The Iceberg model looks at a person’s visible behaviour, knowledge and skills and the underlying unexpressed and unconscious deeper layers. Students made an iceberg model based on their understanding of identity and relationship. The visible part in light blue stood for a person’s physical appearance and social performance; the underlying part in dark blue referred to people’s emotional, moral and intellectual attributes. Studying the iceberg model helped students to improve their critical thinking – do not judge people from the outside.

这是1973年美国著名心理学家麦克利兰提出的一个著名模型。 “冰山模型”是指对人的认知包括表面的“冰山以上部分”和深藏的“冰山以下部分”。学生们结合“身份与关系”的主题,制作出冰山模型图,一个人容易被看到的部分(浅色部分)有外在的物理属性,比如说样貌、身高、性别、社交方式、外向或内向等等;不容易被看到的部分(深色部分)则包含了情感、价值观念及思维方式等。冰山模型的学习有助于学生思辨性思考能力的提升:不轻易评判他人,对任何事物都要从表面和深层两方面进行思考。


2 – Thinking skills 思维技能

Thinking is the basis of all behaviors. In the first Unit, students used mind maps to come up with critical questions and then reflected on their activities.

思考是一切行为的基础。为了有效训练学生的思维能力,在第一单元的学习过程中,我们借助思维导图工具,主要通过提出思辨性问题和反思活动对学生进行思维训练。

Critical thinking 思辨性思维 

When talking about honesty, G8 students had a discussion on “whether or not to share all my secrets with my friends and family”. Am I still an honest person if I choose not to share secrets with them?  They at last concluded that we should correctly understand the difference between secret and privacy. We can share secrets with those close to us, but in the meantime we must know to respect personal privacy.

在探讨“真诚”这一话题时,八年级就“是否应该向我的朋友和家人分享我的所有秘密”展开了意义深远的讨论。如果不向亲近的人分享秘密,是不是意味着我就没有坦诚对待别人呢?最后学生们得出的结论是,我们需要正确认识秘密和隐私这两个概念,我们可以向关系亲近的人分享秘密,但更重要的是,在真诚待人的同时,也要注意养成个人的隐私观念,它有助于我们建立良好的边界意识。

Reflection 反思

The core of developing reflective ability lies in cultivating critical thinking skills. Students will become independent thinker only when their studies are focused on the process and when they learn things from different angles.

反思能力的培养,其核心是培养学生的思辨能力。只有当学习建立在注重过程、使用证据(回顾学习活动)和多角度认识事件的基础上,学生们才有可能成为具有独立思考能力的人。

Reflective thoughts of students

学生在展示完成后整理的反思内容


3 – Social skills

The development of social skills was achieved by people interview and setting up REACH principles. Interviewing someone required the students to express their inner feelings and raise effective questions while setting up REACH principles was a task about dealing with social problems.

在第一单元中,社交技能的训练主要是通过采访他人与制定REACH原则实现的。采访的目的是训练学生准确表达个人内心想法的能力,以及通过有效合理的提问实现自己意图的能力。REACH原则的制定则训练了学生处理日常社交中的社交关系生活的能力。在课堂上,学生们用REACH原则对自己的社交关系做了健康与不健康的诊断,并提出了建立健康社交关系的建议。


Learning Outcome – Presentation

公众展示

This was a crucial part of this Unit. It was not only about expression and communication, but more importantly it gave the students a specific idea of “view”. The students made Feedback Forms to collect views from different groups of people. Their conclusion was that different views were helpful to build a learning community.

公众展示是第一单元学习中至关重要的一个环节, 不仅仅锻炼了学生的语言表达和沟通交流的能力,更关键的他们具象化了所学的“视角”概念。同学们制作了反馈表格,收集不同群体带来的观点。大家得出的结论是:不同的视角有助于形成一种学习社区的氛围。

Keep Calm, It’s Only Puberty

青春期主题讲座

Photograph Exhibition

“身份与关系”主题摄影展

Student Feedback

学生反馈


New Beginning 新的开始

The Unit 1 is finished. However, it is never the end but a new beginning. After a series of learning activities, students learned that knowledge and skills can transform into each other and share close connection with everyday life. They are gradually becoming a real independent thinker and problem solver.

宏观背景课程第一单元的学习就此画上了句点,但同学们所感受到的并不是结束,而是新的开始,因为在一系列学习活动的帮助下,他们逐渐形成了知识和技能的转化,他们会觉得与生活的关系更紧密了,拥有了更多的能力去思考和解决生活中的问题 。

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