当孩子踏入SUIS JKGB的那天起，他们仿佛就进入了中西文化相互碰撞、相互交融的多彩世界。选择了融合课程的家长们是不是会有一丝担忧——与全中文的学习环境相比，双语环境是否会使孩子在母语学习上处于劣势？“鱼”和“熊掌”到底能不能兼得？

今天，我们将带领大家走进SUIS JKGB的中文课程，通过中文组老师们的真实课堂，了解融合学子是如何通过探索与实践来发展中文能力的。

When students begin to enter SUIS JKGB, they are very much stepping into a glorious intermediate zone where they may encounter both the conflict and integration of Chinese and Western cultures. Parents may often worry whether a bilingual environment, compared with public schools’ Chinese-only environment, may disadvantage children in their learning of Chinese.  

Today, we’d like to introduce to you an overview of how we deliver Chinese Curriculum at SUIS JKGB to help you gain insight into how our students develop their learning skills of Chinese through practice and exploration.  

Chinese Curriculum at SUIS JKGB

Part 01中文学科教学理念

在SUIS JKGB，“融合中西，和谐发展”是我们一直以来践行的教育理念。为了适应现代社会和智能化发展的新要求，我们中文学科的课堂教学力求以学生为中心，开展探究式学习、实用性学习和项目化学习。我们注重教给学生方法，注重学生能力的培养，注重学生素养的提高，以期把国家课程要求与融合课程构架和育人目标的实际有机地统一起来。

At SUIS JKGB, "East meets West" has been our educational philosophy. In order to adapt to the new requirements of modern society and intelligent development, our classroom teaching of Chinese-led subject strives to be student-centered and carries out inquiry learning, practical learning and project-based learning. We pay attention to teaching methods, to the inspire of students' abilities, and to the improvement of students' key competences. We are trying our best in order to integrate the national curriculum requirements with the curriculum and educational objectives of SUIS JKGB.

Part 02语文教学

Lisa LI////Grade 6///《两小儿辩日》

李老师基于“探索未知”单元，围绕“科学发现的机遇，总是等着好奇而又爱思考的人” 主题展开教学，旨在引导学生思考影响人类认识世界、探索世界的因素，分析思维方式与认知和行动的联系及感受，以及印证观点的主要方法。老师在学生总结归纳《两小儿辩日》主要内容及各自观点的基础上，通过不断抛出问题，激发学生对影响个体对世界认知的因素的思索和探究，反思自我的认知方法和过程，并讨论如何让其更科学。课上，李老师还通过自我反思、小组讨论、班级匿名展示等不同的活动方式使同学们更自主地参与其中，锻炼了大家的批判性思考和反思、迁移技能。

Based on the unit of "Exploring the Unknown", Ms. Li aimed to guide students to think about the factors that affected people’s understanding and exploration of the world, and analyzed the ways of thinking and action. By asking students to summarize the main idea of the context "The argument about the Sun" and to share their points of view, Ms. Li ignited students’ thinking about what were the factors that affected the individual's cognition of the world, and reflecting on the methods and processes of self-cognition by constantly raising deeper questions. Apart from that, she also encouraged students to participate more actively through different activities such as self-reflection, group discussion, and anonymous display in the class, which trained students’ critical thinking, reflection, and transfer skills.

语文课堂
而周老师则通过“两小儿”课堂“辩日” 来进行教学。学生们被分为两组，角色扮演文中的两小儿。从课文朗读到全文翻译，再到两小儿的观点分析，班级同学紧扣课堂任务，积极融入两小儿的角色。课堂讨论时，小组同学之间积极交流和发表观点，同时认真地做笔记。回答时，同学们踊跃举手，尽全力为小组夺分。全班“辩斗”氛围浓厚，轻松愉悦，在玩中学。

In another class, Ms Zhou held "An Argument about the Sun". The class was divided into two groups to act the “Two Children “in the text. Students started with text reading and full text translation. Then, they analyzed the “Two Children’s” points of view. Students were closely linked to the classroom tasks and actively integrated into the “Two Children’s” roles. During the discussion, the group members communicated passionately and took notes carefully. They raised hands enthusiastically to answer questions to win points for the group. 

Jane YU ////Grade 7///《陋室铭》

在教授《陋室铭》一课时，禹老师以“开课揭题，直入情境”的方式导入，通过“文人墨客书房居室名趣”、“名人座右铭”、诵读等激发学生的学习兴趣，引出课题。在疏通文意环节，引导学生以小组分享的方式，讨论重点难词的含义，特殊句式的运用，修辞手法等的使用，加深学生对文本的理解。在后续品读赏析文本时，设计问题式任务，通过小组讨论分享，进一步体会“陋室不陋”的特点，托物言志的写法，感悟作者安贫乐道的志趣。课后，学生练习托物言志的写法，完成了《陋室铭》的仿写。

Ms. Yu stimulated students' interest in learning through the "the name of famous writer’s study room or house", "famous person’s motto", and Audio reading. To develop students’ understanding about the classical texts, Ms. Jane Yu guided students to work in groups, discuss and share the meaning of the key words, the use of special sentence patterns, the use of rhetorical devices. In the follow-up appreciating of the text, Ms Jane Yu used the “task-based learning” strategy, encouraged students to work in group for further discussions. Eg. "why the humble house is not humble?" After class, the students practiced the writing strategy of expressing their aspirations from objects and completed the imitation writing.

仿写作品《梅花铭》 陈奕璇 Yuki 7LW

花不在艳，有香则灵。枝不在密，有型则亭。斯是梅花，惟其坚韧。寒雪里绽放，朔风中挺拔。凌寒不畏雪，傲霜怒绽放。可以享清幽，独秀美。无牡丹之富贵，无玫瑰之艳丽。疏影暗香浮，零落洁如故。王冕云：只留清气满乾坤。

STUDENT WORK

仿写作品《陋室铭》 杭忆 Markus 7LW

山不在高，有仙则名。水不在深，有龙则灵。斯是陋室，惟吾友诚。蛛网附墙壁，树影照窗前。谈笑有知己，往来无假心。可以话三国，逛园亭。无谎言之乱耳，无游戏之劳形。桃园三结义，鸡黍交真心。孔子云：何陋之有？

STUDENT WORK

CHINESE CLASS

Ariel WEI ////Grade 7///《卖油翁》

韦老这节课的教学主要目的是引导学生深入理解文本，分析人物形象。课堂上，韦老师教学思路清晰，擅长启发式教学，讲课亲切自然，活泼生动。整个课堂过渡自然，组织严密，有条不紊。师生在一种平等、协作、和谐的气氛下共同探讨、共同成长。

Ms. Wei's topic in this class was 'Oil Peddler'. The main teaching purpose was to guide students to understand the text in depth and analyse the character. She had a clear teaching idea and was good at heuristic teaching. The entire teaching was natural, well-organized and methodical. Students were offered enough space to learn and share their ideas.

Tina WU ////Grade 8///《石壕吏》

《石壕吏》是唐代杜甫的一首长篇叙事诗。邬老师在课堂教学设计上首先注重学生的朗读训练，在反复诵读中体会古体诗在句式、用韵等方面的特点；其次，在重点研读诗歌内容的过程中注重学生的口语表达，在对话中加深学生对诗歌内容及人物形象的理解；最后，在体悟作者情感的过程中，邬老师设计了“说书”这一独特的环节，让学生在复述故事内容的过程中进一步深入文本，揣摩作者的情感，同时这一新颖的形式更多地调动了学生的积极性、主动性，提高了课堂参与度，活跃了学习氛围。

"Shi Hao Li" is a long narrative poem written by Du Fu in the Tang Dynasty. Firstly, Ms. Wu asked students to read the poem aloud in order that they could realize the characteristics of the ancient poetry and rhyme during the repeated reading. Secondly, in the process of teaching the content of the poem, Ms. Wu focused on students’ oral expression to help them have a better understanding of the poem and the characters. Finally, to help students understand the author's emotion, Ms. Wu designed the ‘storyteller’ activity to help them be further familiar with the text and feel the author's emotion. At the same time, this unique form mobilized student's enthusiasm, initiative, improved the participation, and enlivened learning atmosphere.

语文课堂

CHINESE

Lina LI ////Grade 8///《卖炭翁》

如何能让文言文的学习摆脱其刻板印象，变得“有趣”起来？这是李老师在多年的语文教学中一直思考的问题。通过教学中的不断探索和尝试，李老师得出的答案是需要充分考虑学情，积极调动学生，使课堂教学的每一个环节都能够自然、生动、有趣，让学生在课堂上活动充分、积累丰富。在这一节的《卖炭翁》课堂教学过程中，老师注重了学生的批判性思维能力的培养，不再落入文言教学以翻译和讲解为主的窠臼，激发学生的内驱力，培养学生的感知和评价的能力。同时又引入了教育戏剧的环节，让学生深刻体会，与文本共舞，与作者共鸣。

How can we get rid of the stereotype and become "interesting" in classical Chinese learning? This is a question that Ms. Li has been thinking about in Chinese teaching for many years. Through the continuous exploration and attempt in teaching, the answer is that we need to fully consider the learning situation, actively motivate students, make every link of classroom teaching natural, vivid and interesting, and let students fully accumulate and enrich their activities in the classroom. In this lesson, the teacher pays attention to improve students' critical thinking, no longer focuses on translation and explanation only. She tries to stimulates students' internal drive, and cultivates students' ability of perception and evaluation. At the same time, educational drama is introduced to make students deeply understand, dance with the text and resonate with the author.

Part 03数学及人文教学

CHINESE MATHS & HUMANITY CLASSES

AnAn ZHAO ////Grade 6///中文数学

赵老师通过对实际问题的探索，引出不等式组，在教学时通过让学生回忆、讨论，理解相关关键词“一元一次”、“不等式”，“分组”,然后引导学生探索，一元一次不等式组的结构及特征。引导学生自己归纳总结“一元一次不等式组”的概念，从而提高学生探索问题的能力。在研究如何解不等式组时，让学生根据不等式组的解集的概念，以及对例题步骤的演示观察，自己探寻不等式组的解法，并采用教师引导，学生自主探索思路，最后由教师和学生共同书写展示的方式完成授课。在探索的过程中提高学生学习的积极性，在题目练习的过程中增强学生对题目解答的信心。

Ms. Zhao led out the linear inequality system in one variable, through the exploration of practical problems, When teaching, she asked students to review and discuss to help them understand the keywords: "inequality", " linear inequality in one variable ", and "grouping", and then directed students to explore the structure and characteristics of the inequality system. When teaching how to solve the system of inequalities, she asked the students to summarize the concept of " linear inequality system in one variable " by themselves.  Finally, students worked together with Ms. zhao and work out the way to solve the maths exercises. In the process of exploration students' learning enthusiasm was improved, and in the process of doing exercises their confidence on mathematics was enhanced.
Nora GUO ////Grade 6///中文地理

在《世界的人口》这节课中，郭老师以《2020年中国第七次人口普查数据》为引，用时事新闻的方式点出主题。根据本节课的教学目标，郭老师将学生进行分组，带领他们展开分阶段地探究。在教学过程中，郭老师注重小组评价，这样学生参与感就很强，思维与生活不断地进行连结。通过这节课，学生对人口分布的时空变化和人口问题有了更加深刻的认识，形成了一定的地理综合思维。

he topic of the class was ‘World Population’. Based on the data of the seventh census of China in 2020, the class pointed out the theme in the form of current news. According to the teaching objectives of this lesson, students were divided into groups to explore. In the teaching process, Ms. Guo paid attention to group evaluation so that students could have a strong sense of participation, and their thinking and life were constantly connected. During the class, they had a deeper understanding of the temporal and spatial changes of population distribution and population problem. And finally they could form geographical comprehensive thinking during this period.

中文地理课堂

世界人口

WORLD

POPULATION

Jason GAO ////Grade 7///中文历史

在主题为《明朝的科技建筑与文学》的这堂课上，高老师从徐光启和李时珍的身世为切入点展开架构，素材选取十分用心，展示了靖难之役和故宫航拍两个精彩视频片段。课堂上，他利用两个教学互动环节，包含分组探究以及持方辩论来加强学生知识整合以及思维发散能力。

In the class of "Science, Technology, Architecture and Literature of the Ming Dynasty", Mr. Gao started with the life experiences of Xu Guangqi and Li Shizhen. The material selection was very careful. Mr. Gao showed two wonderful video clips of the War of Jingnan and the aerial shot of the Forbidden City. Through the two interactive activities, including group exploration and side debate, students' ability of knowledge integration and critical thinking.

中文历史

HISTORY

Jessica CAO////Grade 8///道德与法治

《基本政治制度》这堂课是对学生自主学习探究的一次尝试。曹老师根据课本内容也就是《宪法》规定的三项基本政治制度将学生分为三组进行课前分内容探究。课上，学生们在老师的引导下，学习并分享探究结果，三组学生分别展示了课前查找到的有关资料，相关的采访和实地走访等内容。曹老师在学习中起到指导和知识串联的作用，努力将学习的主动权交给学生，通过这一课的探究学习让学生进一步了解到探究学习所用的基础方法，培养创新思维以及相关学习表达能力的提升。

The class of "The Basic political system" was an attempt to explore students' autonomous learning. According to the textbook content, that is, the three basic political system of the constitution, students were divided into three groups to explore before the class. In class, the students learned and shared the results of the inquiry. Three groups of students respectively showed the relevant information they found before class, relevant interviews and field visits. Mr. Cao was in charge of guidance and knowledge connection in class, and tried to give the initiative of learning to the students. Through the inquiry learning of this lesson, students could further understand the basic methods used in inquiry learning, and their innovative thinking and ability of expression were improved.

Student Presentation

无论公立还是私立，教育的本质都是一样的——让每一个孩子都能成为更好的自己。

在SUIS JKGB，我们的中文教研组将现代化的教学方法与差异化教学相结合，满足所有融合学子的学习需求。

我们致力于激发学生对母语学习的兴趣，培养学生的文化自信。

The essence of education in public schools and in private schools is the same – to help students grow into a better self. 

The Chinese curriculum at SUIS JKGB adheres to its own characteristics.

We strive to make every student love the Chinese language and to cultivate their cultural confidence.

CHINESE CURRICULUM

文章转载自：【 上海协和双语高级中学（古北）官方微信】