The Practice of ‘Cultural Identity’ Based Chinese Traditional Culture Curriculum Inquiry Unit

 

2021年11月30日，中华国际文凭学校协会（CISA）推出主题为《PYP探究案例| 基于“文化认同”的中华传统文化课程探究单元实践分享》的线上公益讲座。本次讲座邀请到CISA协会发起学校之一的上海市民办尚德实验学校融合部小学语文学科负责人陆丽丽，与大家分享了该系列课程的开发背景、概念驱动研究过程以及单元成果反思。

On the 30th of November, CISA conducted an online public lecture, with the theme of a "PYP Case Study | The Practice of ‘Cultural Identity’ Based Chinese Traditional Culture Curriculum Inquiry Unit”. Lily Lu, the Chinese Subject Leader of PYP, Shanghai Shangde Experimental School (SSES), was invited to share the curriculum development background, concept-driven research process, and reflection of curriculum achievement.

 

尚德的生源以中国学生为主，学校特别重视学生母语的发展，注重对中华传统文化的习得和感悟。该课程的超学科背景是“我们身处什么时空”，小学项目六大学科都围绕这一主题，从不同学科领域出发进行探究。课程实践的学科背景是义务教育教科书语文五年级下册、小学国学经典教材第九册《老子》以及语文学习资料册。师生共同思考真实世界中正在发生的事，提出一系列探究性问题，并完成课程单元框架的制定。

The students of SSES are mainly Chinese. The school pays special attention to the development of students' mother tongue and the acquisition and perception of traditional Chinese culture. The transdisciplinary background of the course is " Where we are in place and time ". Focusing on this theme, the six major subjects of PYP inquire from different subject areas. The subject background of curriculum practice is the second volume of the G5 Chinese textbook for compulsory education, the ninth volume of classic Chinese textbook for primary school — Lao Zi, and our own Chinese resource book. Teachers and students think together about what is happening in the real world, ask a series of inquiring questions, and complete the course unit framework.

该课程单元的探究由不同概念驱动，发展学生的概念性理解。The inquiry in this course unit is driven by different concepts, which develops students' conceptual understanding.

 

1.     “变化”驱动学生对“中华传统文学的发展和演变”整体探究。"Change" drives students' overall exploration of "the development and evolution of traditional Chinese literature".

 

课程单元一共持续八周，由“变化”这个概念驱动。八周内，学生进入中华传统文学发展的 历史长河，依次来到“诸子百家文学”阶段——“先秦文学”阶段——“两汉文学”阶段——“魏晋南北朝文学”阶段——“史传文学”阶段—— “唐诗”阶段——“宋词”阶段——“元曲”阶段，最后来到“明清小说”阶段。通过这个单元探究脉络，学生能感知到中华传统文学的发展与演变过程，对中华传统文学史建立整体的概念性理解。

The unit lasts eight weeks, driven by the concept of “Change”. In eight weeks, students enter the development history of traditional Chinese literature: " the literature of different philosophers and authors ", "pre-Qin literature", "Han literature", " Wei, Jin and the Southern and Northern Dynasties literature ", “historical literature”, "Tang poems", "Song Ci", "Yuan Qu", and finally "Ming and Qing novels". Based on the inquiry scheme of this unit, students can feel the development and evolution of traditional Chinese literature, and establish an overall conceptual understanding of the history of traditional Chinese literature.

 

2.  “功能”驱动学生理解并感悟“中华民族文化”。"Function" drives students to understand and feel "Chinese national culture".

 

学生在整个探究过程中，由“功能”驱动，从多种角度整合知识、发展技能，从不同方面发展对“传统经典文学体现民族的历史和文化”这一中心思想的概念性理解。通过文学专项课，学生初步了解不同文学体裁的功能，努力成为一个知识渊博的学习者。精读课中，学生以学习语文知识要素为重点，积极探究“传统文学”的历史和文化价值，以加深对中华民族文化的概念性理解。略读课上，学生以吟诵为主，发展交流技能。国学课则强调诵读及整体理解，主要发展学生的批判性思考及创造性思考技能。写作课中，学生了解不同写作形式和写作技巧的功能，并通过选择合适的写作方式，传达对真实世界的理解及对自我的认知。

In the whole inquiry process, students are driven by "Function", Integrating their knowledge and developing skills from various angles, and develop their understanding of "traditional classic literature embodies national history and culture" from different aspects of conceptual understanding of this central idea. Through the literature course, students have a preliminary understanding of the functions of different literary genres and strive to become knowledgeable learners. In intensive reading courses, students focus on the elements of learning Chinese knowledge, and actively explore the historical and cultural value of "traditional literature", in order to deepen their conceptual understanding of Chinese culture. In the skimming class, students chant mainly to develop their communication skills. Traditional Chinese studies emphasizes reading and overall understanding, mainly developing students' critical and creative thinking skills. In the writing class, students learn about the functions of different writing styles and writing skills, and convey their understanding of the real world and their self-awareness by choosing appropriate writing styles.

 

3.     “责任”驱动学生交流与传承 “中华传统文化”的行动。"Responsibility" drives students to exchange and inherit "traditional Chinese culture".

 

学生在探究之初便参与制定评估方案和评估细则，这就促使他们在整个探究过程中成为有效和自律的学习者。在探究的过程中，随着对“中华传统文化”理解的加深，学生作为中华儿女的自豪感和使命感也被充分激发。而又在这份责任感的驱动下，学生探究的能动性也越来越强。学生不仅精心绘制 “中华传统经典文学历史长卷”，同时自发产生新的行动——为历史长卷配上讲解说明，并制成视频对外发布，向他人宣传中华传统文学，并倡导更多人承担起交流和传承中华优秀传统文化的责任。

At the beginning of inquiry, students participate in the formulation of assessment plans and assessment rules, which promotes them to become effective and disciplined learners throughout the whole process of inquiry. In the inquiry process, students’ pride and sense of mission as Children of China are also fully stimulated, with the deepened understanding of "traditional Chinese culture". Driven by this sense of responsibility, the initiative of students' inquiry is becoming stronger and stronger. The students not only carefully drew "Long Scroll of Traditional Chinese Classic Literature History", but also spontaneously produced new actions—explaining the scroll of history and making videos to publicize traditional Chinese literature to others, and advocating more people to assume the responsibility of communicating and inheriting the excellent traditional Chinese culture.

 

通过讲座分享，能感受到通过该课程单元的探究学习，小学项目框架中各超学科要素都得到了很大程度的发展。在超学科主题下的语言探究单元中，学生在该课程单元探究过程中学习语言、学习语言相关知识，并通过语言开展学习，成为知识渊博的学习者。学习不仅在课堂内发生，也在课堂之外发生；不仅有知识层面上的习得，更有学习方法上的提升和对超学科主题的理解；最重要的是在很大程度上为学生反思真实世界中发生的问题和现象提供了经验。在多种形式的学习机会中，学生积极思考，通过口头语言、视觉语言和书面语言等多种形式展开积极的自我表达，成为善于交流的学习者。

Through the lecture sharing, we can feel that through the inquiry learning of the curriculum unit, all the transdisciplinary elements of the PYP have been developed to a large extent. In a language inquiry unit under a transdisciplinary theme, students learn language, linguistic knowledge, and carry out their learning through language. They become knowledgeable learners. Learning takes place inside the classroom, as well as outside the classroom; There’s not only the acquisition of knowledge, but also the improvement of learning methods and understanding of transdisciplinary theme. The most important thing is that it provides experience for students to reflect on problems and phenomenon in the real world to a large extent. In various forms of learning opportunities, students think actively, and express themselves through oral, visual and written language, and become communicative learners.

 

讲座的最后，陆老师还分享了尚德的课程融合经验。以语文学科为例，可以是超学科主题与人文要素的融合，ATL与语文要素的融合，概念与学习材料主题的融合，语言学习分支与课标训练要素的融合……讲座中也提到了中国IB学校在课程融合之路上所面临的挑战，更提出了对学校教师专业化培养的重要性。

At the end of the lecture, Lily also shared the curriculum integration experience of Shangde. Taking Chinese subject as an example, it can be the integration of transdisciplinary themes and humanistic elements, ATL and Chinese elements, concepts and learning material themes, language learning branches and curriculum training elements. In addition, the lecture mentioned the challenges faced by IB schools in China on the road of curriculum integration, and the importance of professional training for school teachers.

期待通过此次讲座的分享，可以为在中国创办国际课程的学校的 “国家课程要求与IB课程超学科模式融合”之路提供一些可借鉴的经验。

It is expected that this seminar will provide some useful experiences for the schools establishing international courses in China, while they are on the way to achieving the “required integration of national curriculum and IB transdisciplinary model".

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