The Practice of ‘Cultural Identity’ Based Chinese Traditional Culture Curriculum Inquiry Unit
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.
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".
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".
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.
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.
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.
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".
［1］International Baccalaureate. Primary Years Programme Language scope and sequence［M］. United Kingdom: International Baccalaureate Organization (UK) Ltd,2018.
［2］International Baccalaureate. Primary Years Programme Learning and teaching［M］.United Kingdom: International Baccalaureate Organization (UK) Ltd,2018.
［3］International Baccalaureate. Primary Years Programme The learning community［M］. United Kingdom: International Baccalaureate Organization (UK) Ltd,2018.
［4］International Baccalaureate. Primary Years Programme The learner［M］. United Kingdom: International Baccalaureate Organization (UK) Ltd,2018.