国际上热议的“21世纪素养”(21st Century Skills,也有人翻译为“21世纪技能”,我认为“素养”更恰当一些)可以给我们以丰富启示。21世纪素养分为三大类:(1)学习与创新素养,包括:批判性思考和解决问题能力、沟通与协作能力、创造与革新能力;(2)数字化素养,包括:信息素养、媒体素养、信息与通信技术素养(ICT素养);(3)职业和生活技能,包括灵活性与适应能力、主动性与自我导向、社交与跨文化交流能力、高效的生产力、责任感、领导力等。
British Boarding Schools are amongst the most respected schools worldwide, they are split into Boys, Girls and co-educational school provision. Whilst British Boarding Schools traditionally prepare students for university entrance, and CDOIC does exactly the same, here at CDOIC we maintain Chinese Culture as a key part of our curriculum and by providing the formative years of pre-university study in China, this allows the maintenance of strong family ties at what we feel is a vulnerable age, possibly too vulnerable to pack a Chinese child off to the UK.
I need to explode the myth that teaching in the west is perceived to be so much more superior than teaching in China at traditional Chinese curriculum schools teaching Zhongkao through to the Gaokao curriculum. Traditionally Chinese students are taught to learn, recall and reproduce, whilst western students are taught the tools necessary to critically evaluate and analyse. Chinese students have the best Mathematical minds in the world. Chinese students who go to UK Universities perform equally well irrespective of the schooling they have had; the key exception here is that universities demand the highest Gaokao qualified students possible, and whilst they also demand high standards of ‘A’ level students, they expect the diversity and creativity that Gaokao students may be lacking. It has to be said that Chinese students advance through their studies in traditional Chinese schools, differently than Chinese students studying at Oxford International College of Chengdu, which I will refer to as CDOIC.
A Chinese parent chooses a British-Style Boarding School for varying reasons. When a student joins CDOIC, she/he is given a Cognitive Abilities Test. This allows us to measure progress, against predicted grades and assess the value that we are adding to students; i.e. their actual achievement, allowing us, at the same time, to measure the performance of our teachers. Here we operate a house system where we award points for good deeds and academic endeavor, which also introduces a competitive team-working environment.
At CDOIC all learning is in English, all conversation on the campus is in English; and whilst we may not achieve total language immersion, a facet of British Boarding Schools, the concept of boarding intends learning to be 24 hours a day, 7 days a week….except of course, when students are asleep. To enhance the boarding concept, we operate 21 extra-curricular activities for 100 students. We also run the Duke of Edinburgh’s Award, where all students aim for the bronze award and most students enhance that level to the silver award. The Duke of Edinburgh’s Award has been running since 1966 and students have to cover 4 areas over an extended period showing demonstrable progress. Students have to prepare for a complete and adventurous journey, increase one particular skill, take part in and contribute to a service, normally voluntary and/or charitable work, and finally enhance a physical recreational skill. Boarding, combined with these activities, ensure the broader and more holistic development of our Chinese students.
The environment of boarding at CDOIC ensures that teachers, administrative staff, mentors, tutors and peers work together to continually enforce self-discipline, creativity and independence of thought processes; the leadership potential and opportunities are limitless.
Boarding school staff immerse themselves in the education of every child, aimed at fully unlocking their potential. Often students are on independent learning plans. At CDOIC every student has bespoke subject teachers, 2 personal tutors (one western and one Chinese) and they often have additional school mentors with direct access to an electable student council. Our system requires that parents are contacted every week with respect to their child’s progress.
Boarding socializes Chinese students into becoming young adults who behave in an orderly manner, caring for and sharing with their fellow students, emphasizing the mutuality of self and peer respect allowing them to be fully prepared for life in a shrinking world where language ceases to be a barrier to becoming a globalized citizen. Students at CDOIC are constantly stretched and challenged, both academically and socially, and whilst they grasp the challenge (or opportunity) that 24/7 learning, living and advancing provide at varying levels, all of our students get accepted by top universities, not only in the UK and US but also in other international universities.
Our Chinese students are much sought-after by top universities world-wide, and we will continue to prepare lifelong critical learners who have the potential to return to China to ensure its country’s advancement.
21世纪学校教育的变革与创新
作者:Anne Marie Biggs 新西兰Glendowie Primary School校长
We are in an exciting age of change. We are already 15 years into the 21st century and we must reflect on whether we are recognising the changes, what changes are happening to meet our student’s needs and what needs will need to be addressed for the future.
The world has changed and the rate of change is greater than any previous era. Governments are recognising that the speed of change has caught many sectors unaware. Education is a major player which will determine a country’s ability to manage change and to lead to economic and social prosperities. For educators there is an inherent nervousness as the sector grapples with the speed of change, new technologies, the speed that knowledge changes, and the skills that will be needed for the students to live and work in these changed times.
Our learning programme needs to look at equipping our students to learn, work and contribute as active members of their community. We can no longer expect an education that prioritises the testing of clusters of knowledge to be sufficient. We need to teach life skills that draw on knowledge, attitudes and values in ways that lead to further investigation or independent thought. These life skills include relating to others, critical thinking and problem solving, and the ability to communicate in different ways so they can manage themselves, their learning pathways and aspirations. In other words what will success look like for them on this journey?
Challenges are often global by nature and people from all countries share in common issues. Therefore it is also vital that our 21st century learners are exposed to local, national and global issues in order for them to have authentic contexts for learning and opportunities to solve problem, care, collaborate and think critically.
The learning programme that we all must provide must be personal in that it meets the needs of their students, their interests and abilities of a diverse range of learners. It needs to be interactive allowing children to be creative and curious and collaborative both through digital platforms as well as the ability to choose the most appropriate ways of finding out. The learner needs the ability to share in groups, pairs or peers, to collaborate, to communicate including the use of social media, and the use of digital devices. Our students need the opportunities to explore and create and be curious, to ask questions and present solutions in a variety of ways.
The presentation at this International Summit on 21st Century skills and Key Competencies will provide opportunities to look at the key elements of change, what competencies students will need in our schools of change, how principals will lead the change, together with what modern learning looks like in classrooms.
We will see how our learning environment must provide learning which fosters in our students the skills and attitudes of curiosity, creativity, critical thinking, caring, collaborating, communicators and constructors of knowledge.
There are many curriculum designs and each school must look at their learning culture, the needs of their students and community as they create the learning programme for their student’s journey. We recognise that the journey will be one of small but important steps that will need continual revising and evaluating.
Our schools learning revolution began in 2004 when we adopted the IB model of the PYP programme. This programme is a framework that links the student inquiry around key concepts, knowledge, skills, attitudes and taking action. This is the model Glendowie School uses together with the attitudes and learner profile that encourage in our students the personal attributes and dispositions to be International students and life -long learners.