全球公民教育的目的是“使各年龄段的学习者都能认识全球共同的问题，从而积极推动和建成一个更加和平、包容、安全和可持续发展的社会”。

——联合国教科文组织

我们的社会正在经历日新月异的变化，而学校教育应创建学生与社会的纽带，通过教学让学生充分感知世界，思考怎样用自己的行动来创造美好。面对不确定的未来，我们需要具备多元文化理解能力，有勇气探索未知，有能力走向世界，像一个全球公民一样主动行动的开拓者。

近日，NACIS小学五年级的学生与老师携手制作了“关于治理全球气候变化”的视频，该视频在英国格拉斯哥举办的第26届联合国气候变化大会上进行了播出。这项活动由剑桥公爵夫妇慈善基金会发起，旨在呼吁更多年轻人用自己的力量改变世界。

与此同时，中学部同学背上沉重的行囊踏上了为期三天两夜的爱丁堡公爵奖远足探险。在挑战身体和心理极限的野外探险中锻炼问题解决、沟通技能、合作技能与创造力。经历了爱丁堡公爵铜级与银级挑战的Jenny说道：多年“看山看水”的探险机会让我在面对生活中的挑战时，有了更好的心态和更强的斗志。  

全球胜任力培养

我们都不是局外人

CULTIVATING

GLOBAL COMPETENCY

在千变万化的全球背景之中，NACIS始终践行全球胜任力的培养。每一个孩子，都是未来的建设者。因此，他们需要从今天的世界去汲取教训、积累经验、锻炼发现问题、解决问题的能力。

今天的世界，就在他们眼中；未来的世界，已埋在他们的心中。

参加了此次视频制作的同学之一，五年级的子高，立志成为一名可再生能源科学家，此次在联合国气候变化大会的亮相，让他离自己的梦想又近了一步。

子高从小痴迷于探索What和Why：“人体是怎样运作的？”、“汽车是怎样开动的”。总是无时无刻，用眼睛看、用耳朵听、用身体来探索周遭的世界。然后再用自己的手，把创意转变为现实。

加入NACIS，他的“创客精神”有了更多机会和可能，学校的主题学习、STEAM学习、思赏行项目、艺术课……无一不在鼓励他去探究、思考、连接，甚至改变这个世界。他开始不断思索起How，比如：“我可以做些什么，来解决人类所面临的问题？”

Zigao的创客世界 Zigao's creative ideas   

“耳濡目染”。

说到子高的在校学习，子高妈妈如是说：

得益于学校的Global Campus平台，从一年级开始，子高就耳濡目染了“17个全球可持续发展目标”。从“健康与福祉”，到“性别平等”；从“清洁饮水和卫生设施”，到“经济适用的清洁能源；从“保护水下生物”，到“气候变化行动”……这些令成年人都感到高深莫测的全球性话题，是NACIS的孩子们每天都在思考的问题。

在学习了“从咖啡豆到巧克力”的项目后，孩子们知道了“国际公平贸易”项目，并头脑风暴了鼓励人们在生活中购买贴有“Fairtrade”标签的产品。在学习了“森林采伐（Deforestation）”的后果后，孩子们设计了海报，呼吁人们珍惜保护地球家园。在探索了“地球上的生物”主题后，孩子们关于“气候变化”和“海洋污染”等话题进行辩论，并为保护世界濒危动物摇旗呐喊，制作宣传视频……

同时，学校PBL的教学模式也提升了子高习得新知识，获取新技能，以解决复杂问题的能力。为了做一个“水平尺”的产品，孩子们成立了自己的“公司”，从前期调研，到产品设计；从材料和工具的准备，到制作加工；从产品说明书的设计，到最终产品包装；从拍摄产品视频，到建立公司网站。这不仅传授了科学知识，还为未来储备了一批优秀的团队领袖、产品设计师、工程师。

参加此次视频录制的初衷来源于PSHE（幸福与健康）课上对于环境保护的学习。结合STEAM课上的学习成果和全球校园线上竞赛比赛作品，子高在不断的反思中，将自己的二氧化碳过滤器进行了改造升级：

“虽然在全球校园的比赛中没有获奖，但之后我还会接着拿着这个作品参赛，我的梦想就是让这个机器运用到现实中”。

子高设计的二氧化碳过滤器Zigao's design
而NACIS也正积极运用跨学科教学的教学模式，全面覆盖全球胜任力的培养目标。

数学、地理、STEAM、视觉艺术、表演艺术，各个学科间有效配合，保证学科知识充分铺垫之余，使每一位学生都能得到充分的个性释放。在这些不同纬度的学科交错中，采用更加联结化的教学模式，提供学生更多团队协作、主题式及国际化的学习机会，帮助学生习得适应全球生存和发展的能力或素养。

世界七大奇迹主题学习 Thematic learning

爱丁堡公爵奖银级挑战

打破与重塑自我

DUKE OF EDINBURGH CHALLENGE

BREAKING AND RENEWING

学生在单一学科的学习中获取优秀成绩已不足够，而是需要打破单线思维，将不同的点连成线，从他人的角度思考问题。这也是学生以后在多元文化社区中和谐相处、在不断变化的全球劳动力市场中脱颖而出的必备能力。

为期三天两夜的爱丁堡公爵奖远足探险对于我们的学生来说，就是一次打破与重塑的蜕变之旅。

作为公爵奖银级四个必打卡的挑战板块之一，体力关是常具有挑战的环节。

3天，每天7小时的徒步，需要学生在没有老师协助的情况下，分组独立完成。在体力透支下，学生们要经历迷路、疲惫等心理困境。

而在这个基础之上学生还要完成Skill（技能）、Service（服务）等自我提升的学习任务，有的需要观察当地的文化、有的需要记录下每个成员在徒步过程的心理状态变化，并上交完整的学习报告。整个过程形成了完整的点与线的连接。

队友们需要独立制定路线 Team working together

爱丁堡公爵奖最大的特色便是对综合能力的显著提升，在将近12个月，100小时的规定时间内，各个方面包括体力、合作、沟通都会得到非常多的锻炼，且都有别于我们课堂。

——银级挑战者Jenny

挑战之后，我们的心境都产生了变化，当我们经历了7小时的体力极限，抵达终点的营地，看着山下的风景，觉得之后不论遇到什么困境，都不是不可逾越的。

——银级挑战者Marilyn

而在挑战的过程中，学生不仅编织起了一张全球性的社交网络，更是打破了语言和文化的界限，帮助他们更好地走近不同地语言和文化环境，为走向世界做好准备。

上一次去淀山湖地徒步，打破了我对于农村的一些刻板印象，我用一些基本的手语和当地的聋哑人进行了交流，了解了他们丰富自在的乡间生活。

这次经历告诉我不要用惯性思维去看待问题，而应用包容的心态去接受不同的文化。

——银级挑战者Sophie

NACIS挑战者们 Students from NACIS Secondary  

此时此刻

非我莫属

IF NOT ME, THEN WHO?

IF NOT NOW, THEN WHEN?

有一次，子高观看了一部关于年轻女科学家如何发现新技术，帮助人们攻克癌症的纪录片。子高被其中的两句话深深震撼 —— If not me, then who? If not now, then when?（此时此刻，非我莫属！）”。

从此，这种与生俱来“舍我其谁”的使命感和责任感从此烙印在了他的心里。

子高进行“我的梦想”的个人演讲Zigao's Speech

这也正是NACIS所背负的全球胜任力培养的教育使命。教育的目的不仅是教授知识，而更是培养内心丰盈、并能够积极行动的未来公民。欣喜的是，NACIS的每一位学生，都正在积极地行动着。

也很感谢NACIS的孩子们，正因为他们，让我们看到了未来社会的希望。

活动预告：

校园探索日预约已开放

Upcoming Event 

日期

时间

活动

11月27日

（周六）

09:30-12:00

校园探索日

（席位有限，请尽快预约）  

The global citizenship education aims “to enable learners of all ages to understand the common problems of the world, so as to promote and build a more peaceful, inclusive, safe and sustainable society."

——UNESCO

As the society is undergoing rapid changes, school education should create a bond between students and society and help students fully perceive the world and think about how to create a better world through action. In the face of an uncertain future, we need pioneers who have the ability to understand multiculturalism, explore the unknown world, and take the initiative to act like a global citizen.

Recently, students from Grade 5 produced a video "On Governing Global Climate Change" together with their teachers, which was broadcast at the 26th United Nations Climate Change Conference in Glasgow, UK. This event was launched by Duke and Duchess of Cambridge Charity Foundation, aiming to call on more young people to change the world with their own power.

The secondary students also embarked on Duke of Edinburgh Expedition for three days and two nights, which helps them challenge their physical and mental limits and to develop their problem-solving, communication, and cooperation skills as well as their creativity. Jenny, who participated in the Duke of Edinburgh's Bronze and Silver challenge, said: “During years of adventures, I have developed a better mentality and stronger fighting spirit when facing challenges in life”.  

全球胜任力培养

我们都不是局外人

CULTIVATING

GLOBAL COMPETENCY

In the ever-changing global background, NACIS has always been cultivating global competence. Every child is a builder of the future. Therefore, they need to learn lessons from the current world, accumulate experience, and develop their ability to discover and solve problems. The current world is in their eyes, while the future world is in their hearts.

Zi Gao from Grade 5 wants to be a renewable energy scientist. He participated in the video production, which enabled him to come closer to his dream.

Zi Gao has been obsessed with exploring “What” and “Why” since he was a child. For example, "How does the human body work?" and "How do cars move?" He always explores the world through his eyes, ears and body. Then he turns creativity into reality by his hands. After joining NACIS, he has had more opportunities and possibilities to develop his "maker spirit". Through thematic learning, STEAM learning, thinking series projects, and art classes, he is always encouraged to explore, think, connect, and even change this world. He often thinks "What can I do to solve the problems faced by human beings?"

Zigao的创客世界 Zigao's creative ideas

"Natural Learning”

Zi Gao’s mother spoke of his learning journey at NACIS. She said:

“Thanks to the Global Campus platform, Zi Gao has been fascinated by the 17 Global Sustainable Development Goals since he was in Grade 1. NACIS children often think about the global topics such as health and well-being, gender equality, clean water and sanitation facilities, clean energy, protection of underwater organisms, climate change action".

After learning the project "From Coffee Bean to Chocolate", children learned about the "International Fair Trade" project and encouraged people to buy products with the "Fairtrade" label in their lives. After learning about the consequences of "Deforestation", children designed posters calling on people to cherish and protect the earth. After exploring the theme of "Life on Earth", the children debated on topics such as "climate change" and "ocean pollution” and made publicity videos for protecting the endangered animals in the world.

The thematic teaching model has also helped improve Zi Gao’s ability to acquire new knowledge and new skills and solve complex problems. In order to make a "level ruler", children set up their own "company" including preliminary research, product design, material and tool preparation, manufacturing and processing, final packaging, video shooting and website design. This project not only helps children learn scientific knowledge, but also cultivates a group of outstanding team leaders, product designers, and engineers for the future.

The original intention for video recording comes from the environmental protection learning in the PSHE class. Based on the learning results in the STEAM class and the works of the global campus online competition, Zi Gao has remodeled and upgraded his carbon dioxide filter in constant reflection. "Although I did not win a prize in the Global Campus competition, I will continue to participate in competitions with this work and hope to use this machine in daily life."

NACIS is committed to realizing the training goals of global competence through interdisciplinary teaching model.

Various subjects such as Mathematics, geography, STEAM, visual arts, and performing arts are effectively coordinated to ensure that the students learn subject knowledge and develop their personality. In the interlacing of different disciplines, we provide students with more teamwork, thematic and international learning opportunities, so as to help them acquire the ability to adapt to global survival and development through a more connected teaching mode.

世界七大奇迹主题学习 Thematic learning 

爱丁堡公爵奖银级挑战

打破与重塑自我

DUKE OF EDINBURGH CHALLENGE

BREAKING AND RENEWING

It is not enough for students to obtain excellent results in a single subject. They also need to break the single line thinking and think about problems from the perspective of others. This is also a necessary ability for students to live in harmony in a multicultural community and stand out in the ever-changing global labor market.

The Duke of Edinburgh Expedition is a journey of transformation for our students.

As one of the four challenge sections for the Duke of Edinburgh Award Silver Level, the physical strength test is a great challenge. Students need to complete the hiking for 3 days, 7 hours a day in groups without the assistance of teachers. Under physical exhaustion, they have to experience psychological dilemmas such as getting lost and exhausted. In addition, they must complete self-improvement tasks such as Skill and Service. Some students need to observe the local culture, and others need to record the changes in the mental state of each member during the expedition and submit a complete study report.

队友们需要独立制定路线 Team working together

We can improve our comprehensive abilities, which is the biggest feature of the Duke of Edinburgh Award.  We need participate in activities for 100 hours in nearly 12 months. During activities, we can improve physical strength, cooperation, and communication.

——Jenny, Silver Challenger

Our mood changed after the challenge. When we experienced 7 hours of physical strength, arrived at the campsite at the end, and looked at the scenery under the mountain, we felt that nothing is impossible with a willing heart. 

——Marilyn, Silver Challenger

During the challenge, students can build a global social network, break the boundaries of language and culture, get a better understanding of different languages and cultural environments, and prepare for the world.

Last time, I went on a hike to Dianshan Lake, which broke some of my stereotypes about the countryside. I communicated with the local deaf-mute people with basic sign language and learned about their rich and comfortable rural life. This experience taught me to look at problems with an inclusive attitude instead of conventional thinking. 

——Sophie, Silver Challenger

NACIS挑战者们 Students from NACIS Secondary  

此时此刻

非我莫属

IF NOT ME, THEN WHO?

IF NOT NOW, THEN WHEN?

Zi Gao once watched a documentary about how young female scientists discovered new technologies to help people overcome cancers. Zi Gao was deeply shocked by the words - If not me, then who? If not now, then when? From then on, the sense of mission and responsibility has been imprinted in his heart.

子高进行“我的梦想”的个人演讲Zigao's Speech  

Our education mission is to help students cultivate global competence. We not only to impart knowledge, but also cultivate future citizens with inner enrichment and ability to take active actions. What makes us delighted is that every NACIS student is taking active actions. 

We are grateful to our students, for they make us see the hope of the future society.

活动预告：

校园探索日预约已开放

Upcoming Event 

Date

Time

Event

November 27

09:30-12:00

Open Day

联系我们  

CONTACT US

apply@nacis.cn    

(021) 2403 8800 ext. 4019/4045

陈老师：‭+86 21 24038800转4045‬

卫老师：+86 21 24038800转4019‬

www.nacisminhang.cn    

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文章转载自：【上海闵行区诺德安达双语学校】