如何让中文学习“活”起来?聚焦朝阳凯文的语文教学 Chinese Learning at CKWA


CHAO YANG


根深路远,中国自信。


相对于人们印象中的传统语文学科来说,语文在一所国际学校里,其实承载着更重要的职责——它教授的不仅仅是一门语言,更是教授一种文化


作为国际学校的学生,在未来的国际化竞争中的优势应该不仅仅是英语说得好,而是更应该认同自己的身份,为自己的母语文化自豪。


语言背后是文化,中国博大精深的传统文明需要中文这个载体。如果孩子们没有一个清晰的文化认同,也会影响他们未来的深度和广度,很难走得更远。


在凯文,根深路远,从同学们喜欢上中文开始,到喜欢用中文表达,学会用中文深刻思考,并学会用多元化、多视角、多学科、多层次的思考,让思考更周全,展现中国自信。



小学:让中文“活”起来



一年级同学们在拼音学习上就像是一张空白的纸。Lisa Tong老师为了给学生们创设一种生动活泼的学习氛围,使课堂“动”起来、“活”起来,激发学生学习汉语拼音的兴趣,Lisa老师把拼音练习融入有趣的游戏之中,比如用身体的手臂摆出拼音的声调,比如在教师贴满拼音卡片,随时教读和让同学们认读,把拼音教学融入到生活的方方面面


在二年级,随着古文学习的深入,Sonya Li老师在课堂上逐渐引导孩子们对现代诗和古诗进行对比,进而学习象形诗的表现形式,让同学们分享自己搜寻的象形诗作品后并进行创作。想象力是孩子思维的翅膀。在老师的带领下,每个朝阳凯文孩子的小小的心房里,都在孩童时期培养了他们细腻的情感和五彩缤纷的画面。在学习《一封信》这种书信的表现形式后,Sonya老师在班级组织了一场活动:让同学们给自己的妈妈写一封信,同时妈妈也回给孩子们一封信。在这场活动中,真情实感得以流露,孩子们的奇思妙想得以苏醒。写作的培养不是一蹴而就的,在老师的引领下,激发孩子们天马行空的想象力,引导他们不加修饰的童言童语,都是打好写作基础最好的佐料。



四年级的学生都有较强的好奇心和求知欲,Amanda Cui老师抓住学生这一阶段的特点,引导学生大胆地质疑问难,共同寻找解决问题的方法,使学生能够自主学习,做课堂真正的主人。在Amanda老师的课堂上,她通过给同学们分享《一个豌豆荚里的五粒豆》,用讲故事的方式导入课程,并引发同学们的思考。这个童话中,因为作者只交代了第五粒豆的结局,那么其他几粒豆的结局如何呢?Amanda老师通过引发学生们的思考,激发孩子们的思维和求知欲望。


同学们从生活中观察,把所学知识应用于生活的表达,展现中文的魅力。同学们在无声的中文浸润当中巩固了基础,在有趣的互动表达中收获成就感。教学相长,相得映彰。

 

中学: 用联结的观点看世界


在教师资质上,朝阳凯文中学部语文组教师队伍人均教龄10年以上,有着非常丰富的国际学校语文教学经验;在课程安排上,中学语文不仅仅是教授一门语言,更教授的一种文化、提供一种看待世界的角度。


相较于传统语文学科对字词句知识点和阅读写作能力的考察,朝阳凯文中学部的外延更广,融合了中外文学史,国学、传统文化、哲学等各个方面。在语文课培养一种眼光,一种格局,一种评说的能力。


在上学期举行的世界环境大会中,Connie Zhang老师把语文学习和IB倡导的概念性理解结合起来在第六单元“人与地球”中以“我们是大地的一部分,大地也是我们的一部分”为主旨,以《地球只有一个》、《青春不老》、《三黑与土地》等文章为基础,让学生结合不同国家所面临的环境问题加以探讨,在构建知识时对事实和主题加以组织和联系,引导他们对世界环境问题进行更深入的思考。


上学期世界环境大会活动现场


在谈及未来的活动安排中,语文组Lily Zhao老师分享道,“未来我们计划进行更多的跨学科教学,将语文课程与其他课程进行联结,打破语文与其他学科的界限,全面提高学生的中文素养,包括中文与哲学、历史、中文与艺术、中文与现代科技等等”。


对于中学部的阅读模式,中学语文组Lisa Zhang老师分享道,“在朝阳凯文的中学部,语文组为孩子们提供“三位一体”的阅读模式。“三位一体”的阅读教学模式即教读、自读以及课外阅读,它强调由课内阅读向课外阅读延伸,强调在语文课与学生生活之间建立一条通道”


首先是教读。在课堂中,由教师引领学生细读文本,从而使学生对词句含义、结构层次、情感意境、写作手法等进行多角度、多层面的咀嚼,让学生更多地感受语文的魅力。其次是自读。教师指导学生在自读过程中进行比较阅读、群文阅读和互文性阅读,将其有关内容与精读篇目、其他自读篇目及整书阅读文本做比较,把握各自的特点,提高鉴赏力。除此之外,就是由教师指定课外阅读书目及自选书进行课外阅读。中文组的老师们在国家新课程标准中,配置了推荐阅读书单,每个年级选取八至十本为必读书目,其余为选读书目。


在中学部,老师们通过对同学们语言建构与运用能力的培养、思维发展的提升和审美鉴赏能力的训练,打造独一无二的语文教学。



没有枯燥的学习,没有被割裂的学科,有的只是每个年龄段最适合的学习内容和思维方式。教育蕴藏于细节之中,这便是朝阳凯文的语文课。


学习最棒的中国文化,树立最强的中国自信,让孩子的每一天都充满成长的喜悦。





To be a school deeply rooted in China yet building an international education which prepares pupils for a global future.


In an international school, Chinese language teaching bears a more important responsibility compared with tradition schools, because this subject does not only teach a language but also a culture.


As an international bilingual school, how does CKWA help children to learn Chinese culture and establish Chinese confidence?


Primary School


In Grade 1, to motivate the interests of students learning Pinyin, Teacher Lisa Tong integrates the practice of Pinyin into entertaining games, such as using body languages or putting stickers around the classroom.


In Grade 2, Mrs. Sonya organized an activity in the class. She led students to write a letter to their mom, while asking their mom to write a letter back. The writing skills cannot be formed in one day. As a teacher, she protects the naturally wild imagination of the children while helping to polish their child language. These are all good practices in laying a solid writing foundation.


Grade 4 students have strong curiosity and thirst for knowledge. Teacher Amanda Cui grasps the characteristics of the children at this stage. By analyzing the fairy tale, she encourages students to ask questions boldly, and solve solutions to questions together. In this way, students can do study independently, and become the genuine owner of their class.


Interesting teaching motivates interests. At CKWA primary school, Chinese language teaching help children lay a solid foundation, develop lateral thinking skills, study little by little and consolidate the recognition of cultural identity.


Secondary School


In the secondary school, Chinese language not only teaches a language, but also a culture and a perspective to view the world.

In the World Environment Conference held last semester, Mrs. Connie Zhang combines Chinese language learning with IB-led concepts, leading students to discuss the environment issues that different countries face. While organizing and connecting facts and themes while constructing knowledge, students are guided to have deeper thinking regarding the issues of global environment.


While talking about future event arrangement, Teacher Lily Zhao from the Chinese language department plans to carry out more interdisciplinary teaching, combining Chinese curriculum with other courses, breaking the boundary between Chinese language and other disciplines, and comprehensively improve the Chinese literacy of students.


About the reading model of the secondary school, Lisa Zhang from the secondary Chinese language department shares with us, “in CKWA secondary school, the Chinese language department provides the ‘trinity’ reading model, namely guided reading, independent reading and after class reading. It emphasizes the extended reading from in-class to after class, focusing on building a channel between Chinese class and student life.”


In the secondary school, teachers create the unique Chinese language teaching through the cultivation of students’ language construction and application ability, the improvement of thinking skills and the training of aesthetic appreciation ability.


Education lies in details. This is the philosophy of the Chinese language class of CKWA.


Learn the best Chinese culture and establish the strongest Chinese confidence. Every day of our children should be filled with joy of growth.

 




本篇文章来源于微信公众号: 北京市朝阳区凯文学校

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