2015中小学名校校长国际峰会大会发言（1）(100576)-英语教育-(258)-21英语网

本文作者： 21ST

21世纪学生的核心素养及其培育

作者：褚宏启北京教育科学研究院副院长北京师范大学教授

改革开放以来，我国教育发展取得历史性进步，但也存在一些突出问题，集中表现在学生总体发展水平不高，片面发展严重，可持续发展能力不强。由于学校过度追求升学率，中小学生课业负担过重，其身心健康受到严重损害，学生的学习能力、创新能力、实践能力不足，各级各类学生适应社会和就业创业能力不强，以分数为本的教育导致了人的异化而不是人的解放，学生素质不能适应自身可持续发展的要求、不能适应经济社会变革的要求、不能满足国际竞争的要求。

正是基于这种研判，《教育规划纲要》明确提出:“把提高质量作为教育改革发展的核心任务。树立科学的质量观，把促进人的全面发展、适应社会需要作为衡量教育质量的根本标准。”

开展教育工作，必须回答两个基本问题:培养什么人？怎样培养人？其中第一个问题涉及教育发展与改革的方向，这是一个不能回避的根本问题。尽管我国一直在推进素质教育、强调立德树人、力求让学生全面发展，但基础教育的现实并不尽如人意。“应试教育”与片面追求升学率问题依然严重，素质教育推进困难。教育中片面追求分数与经济领域片面追求GDP颇为相似，都是片面的发展观在作祟。一些学校把主要精力甚至全部精力用于培养“会考试的人”，而不是“会创造的人”和“会生活的人”。面对21世纪的严峻挑战，必须重新思考“培养什么人”这一根本问题。

我认为，我们需要重新界定和确定21世纪中国学生的核心素养，并以之指导课程建设和教学实施。

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。

“21世纪素养”已经影响到很多国家的教育政策与教育实践。美国总统奥巴马大声疾呼:“我呼吁教育主管部门和学校制定新的21世纪评价标准，这些标准不是简单衡量学生会不会在考试中做一些不切实际的题目，而是考查他们是否具备21世纪素养。”

这些素养对于我国学生的发展、国家的发展至关重要，应该把这些维度纳入到当前正在推进的“学生综合素质评价”的指标体系中。

在确定了“培养什么人”之后，我们需要重点解决“怎样培养人”的问题。我认为需要转变教学方式和学习方式。当前教学方式与学习方式存在的突出问题是，教学方式和学习方式相对单一，比较陈旧，教师“满堂灌”、“一刀切”现象严重，学生“死读书”、“读死书”现象严重，学生学习往往是被动学习，不利于学生自主学习和合作学习以及探究能力的提升，不利于培养学生的创新精神和实践能力，教学效益低，严重影响学生的全面发展、个性发展、主动发展与可持续发展。因此，需要倡导启发式、探究式、讨论式、参与式教学，激发学生的好奇心，培养学生的兴趣爱好，营造独立思考、自由探索、勇于创新的良好环境，让学生学会发现学习、合作学习、自主学习。

通过教学方式和学习方式的转变，减负增效。学校要把减负落实到教育教学的各个环节，给学生留下了解社会、深入思考、动手实践、健身娱乐的时间。提高教师业务素质，改进教学方法，增强课堂教学效果，减少作业量和考试次数。培养学生学习兴趣和爱好。严格执行课程方案，不得增加课时和提高难度。各种等级考试和竞赛成绩不得作为义务教育阶段入学与升学的依据。

只有这样，才能促进学生的全面发展和自主发展，才能使我国教育适应21世纪的挑战。

中小学启智性英语课堂教学模式

作者：刘道义人民教育出版社编审、课程教材研究所研究员

建构主义学习理论强调以学生为主体，学生通过观察、感知、体验、探究与合作，发现语言规律，逐步掌握语言知识和技能，建构知识体系，形成有效的学习策略，发展自主学习的能力。然而，这决不否认教师的指导作用，更不能否认课堂教学的作用。建构主义者不仅关注学生认知结构重组过程，也研究教师怎样关心促进学生知识和技能发展的过程。

那么，建构主义教学理论给传统的教学观念带来了哪些影响？教师的教学观念和课堂教学模式都发生了什么变化?什么样的英语课堂教学能够有效地开启学生的心智?

下面，我简要介绍一下启智性英语课堂教学模式。

1.启智性课堂教学重视教学过程，英语知识与技能的发展都离不开听说读写的活动，从学生的学习过程可以发现，每一项技能的训练都开始于激活学生的已有知识与经验的步骤，称作“预热”或“预测”，即“预备”阶段，旨在启发学生开动脑筋，自主探究。这不同于传统课堂上教师宣讲灌输课本知识，学生被动接受、“鹦鹉学舌”式地模仿记忆。例如在围绕话题Great Scientists教阅读课文John Snow Defeats “King Cholera”时，同课异构的教师在热身步骤都用图片展示了一些世界著名的科学家，一位教师把每个科学家的姓名及其成就都呈现出来，讲给学生听。而另一位教师则先呈现照片，向学生提问，让他们回答。学生的思维很活跃，回答正确时他们很得意，当他们回答不了时，教师会及时出手，学生也很佩服教师。虽然二者略有差别，却反映了教学观念上的差异。

2.在听、说、读的语境中介绍和呈现新的语言知识和信息，特别注意启发学生观察和发现，而不仅让他们被动地接受教师的灌输。教师帮助学生及时归纳词汇和语法规则，分析语篇，让学生在分析问题、解决问题的同时学习和掌握语言规则。教师要运用多媒体拓展教学资源，尤其是真实的语言材料，保证让学生有足够的语言输入，使他们形成语感。这样便可使“习得”（Acquiring）和“学得”（Learning）相结合。

3.英语的听说读写是技能，只懂得规则是掌握不了的，必须进行大量的实践，即练习。学生在用中学，在学中用，学用结合，这样记忆才能长久，英语才能进入自己的语言机制，形成习惯。为了激发学生的兴趣，教师需设计形式多样的练习和真实的任务，但是练习要循序渐进，由机械操练到灵活运用，任务也要由易到难、层层深入，由以形式为主的使能性、非交际性任务，发展到以意义为主的交际性任务，形成任务链。这样一来，封闭的课堂开放了，教师单向注入式变成了师生双向互动式，学生合作结对成组活动，课堂气氛活跃，学生常常处于亢奋状态，思维变得敏捷、灵活。

4.听说读写教学均有前、中、后三个活动步骤。前指的是预备，中指的是呈现与练习，后面接下来就是产出了。孔子曾把学习过程概括为学一思一行的发展过程，语言学习也如此，听读输入的信息经过思维加以内化，重组整合后以说写的形式输出，即表达自己的思想。这就达到了英语教学“学以致用”的目的了。在这一步骤，教师要启发学生联系实际推断、评判、思辨、想象、创造，没有创造性和批判性思维是很难完成交际性口笔语任务的，譬如给故事写个结局，或对作者的态度加以评判等。这时，学生的答案各异，有的会闪出智慧的火花，令人惊喜。

5. 启智性课堂重视以学生发展为目的的评价，教学反馈贯穿教学全过程，不再仅靠测试、考试评价，而是特别重视行为评价，通过自主评价与同伴评价和师生评价，充分肯定学生的进步，使他们享受成功感，并由此增强信心，产生新的动力，在已丰富的经验基础上继续前行。启智性课堂教学的五个步骤“预备、呈现、练习、产出、进步”，可用由五个以P为首的词来表示。这幅图显示了英语教学的过程与方法，及其承载的知识、技能、情感态度与价值观，还显示了这是一个动态的过程，循环反复，周而复始。这是符合英语课程标准所提倡的理念的。

中小学基础外语教育发展道路的探索

作者：郝又明北京市朝阳外国语学校校长

一、中小学基础外语教育的定位

外语教育是基础教育不可或缺的一个组成部分，因为外语教育不仅赋予青少年基础的外语素养，更重要的是使他们具有国际视野和跨文化交际的意识，而且能让青少年发展思维，开启心智。

近年来，我国实力空前增强，但在国际事务中的话语权、影响力还显得不够强，其中一个原因就是我国的外语水平不够高。我国的外语人才从数量和质量上看都不能满足国家发展的需要，尤其是高端的外语人才奇缺。据《英孚英语熟练度指标》提供的数据表明，2013年抽样调查的国家和地区有60个，中国位列第34名，得分50.77分，属于低熟练程度，但国家急需高端外语人才，如何解决这个矛盾？

二、53年的教育教学实践与点滴进步

我从上世纪60年代初开始从事英语教学工作，一直围绕着摸索满足大众需求与培养高端外语人才有机结合的方向不断实践，从英语课堂教学与英语教育有机结合的方向不断实践，渐渐地取得了些成绩，积累了经验，在一些学校感到困惑的问题上有一定的突破。

我将自己的工作经历分为三个阶段。

1.1962年—1990年

我刚开始做英语教师时是在所谓的“三类”校工作，生源水平很低。市里规定重点校学生三年学习六册书，而普通校学生只要求学完四册，这导致大批普通校学生无法升入重点高中。当时我的做法是:①用Ugly Duckling作为迎接新生的礼物去唤醒学生的自信。（这种做法延续至今）②在起始阶段摒弃音标教学，采取自然拼音法加入音节划分训练，让学生见词会读并会拼写，降低单词遗忘率，从而降低了初二学生的分化率。③听说读写依次排开，扩大阅读量，持之以恒。④分层次课堂提问，分层次组织活动。课上每个教学环节精心设计，精心落实，精心记录每个学生学习过程中的各种表现。⑤大力开展唱歌、背绕口令、朗诵等活动。⑥在英语口试中，用分层法提高口试实效。在初中阶段，在一个普通的三类校，我们连续两届仅用两年时间就完成了六册书的学习，学生提前参加中考且成绩优异，超过市里所有重点校学生三年的教学成绩，使“被人遗忘”的一群孩子得到了公平的升入高中的机会。⑦在高中阶段，我所在的学校学生无法学习当时的部编教材，我试用“新概念”第二册在高一教学一学期，后逐渐选择部编教材的部分内容，效果很好。

2.1990年—1998年

1989年，我有幸随中国教育代表团参加21世纪教育研讨会圆桌会议，会上提出的“学会求知、学会做事、学会共处、学会做人”对我启发很大。90年至94年，我退休后来到市某职高，用同样的观念、同样的策略进行实验，该校取得了职高全国英语联考第一名的成绩，创立了国内首个职高与大学合作过渡的项目，帮助职高学生走向高端。

1994年到1998年，我在海淀某中学开展了整体分层教学实验，积极因材施教，将普及与高端更好地结合。由于教学资源的不断增多，我在外语教学中引进了国外教材。

3.1998年至今

1998年，我在总结以往多年经验的基础上创办了朝阳外国语学校，集中探索外语教育对青少年全面发展的影响。17年来，学校从无到有，从小到大，从弱到比较强，从民办公助到2010年完全公办，从最初办学时只有初一一个年级（约260名学生）发展到今天有小学、初中、高中三部，学生总数达到4300人左右。学校以“品格第一”作为校训，以“做最好的自己”为学生的座右铭，管理严格有序，校风良好、和谐，使学生兼备高雅的气质和朴实的劳动习惯。我校学生已经脱离了狭隘的以应试为目的无休止的题海，毕业生文理兼优，高考升学率高于一般学校。

三、对教育国际化的几点认识

我曾经读到一篇文章:教育国际化，就是要找到“别人能理解的方式”，同时也推动自身的文明，通过验证获得信心，通过融合获得更新，以及在这个“人人都是国际人”的时代，要找到人人都能互相理解的方式。在国际课程方面，我校将IB、AP、SAT等教材备齐，组织教师学习、分析，找出差距及可融合部分，选用必修或选修教材。我们希望由教育部组织这方面的研究工作，以此推动中国基础教育的课程改革。学校还有计划地持续大力开展与国外学校的交流活动，帮助高考成绩优秀的高三毕业生直接进入美国名校学习。

总之，中小学外语学习应打好基础，不能仅以出国为目的，应按照应有的定位，稳扎稳打，一步一个脚印地不断进步。

中国学生在英制寄宿国际学校综合素质培养实践

作者：David Bryce 牛津国际公学成都学校总校长

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.