顶级名校原招生办主任: 国际哺育中的英语教学, 重点在让门生发现自吾
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顶级名校原招生办主任: 国际哺育中的英语教学, 重点在让门生发现自吾

来源:http://www.jiagechaxun.cn 作者:梅河口廛逋生物工程有限公司 时间:2020-06-14 点击: 192

原标题:顶级名校原招生办主任: 国际哺育中的英语教学, 重点在让门生发现自吾

吾们是在教门生用英语行为一栽工具往思考,往理解,往交流,往发现。吾们必须最先往晓畅这些青少年,与他们交流,晓畅他们,竖立有关,而不是倚赖某栽单一的方法或完善的课程。

作者:Christopher Moses, 美国籍,普林斯顿大学卒业, 上海宏润博源外方校长,美国顶级文理学院里德学院担任国际招生主任。

........................................

语言,经由过程行使而存在

哺育也是如此

在上海宏润博源私塾,吾们鼓励英语学习答当:

行为思想外达的基础而非死板地记忆 行为教育门生自夸念的一条途径 经由过程众栽形态的疏导行使进走升迁 促进自吾发现和小我成长 行为真实的国际哺育的厉重基础

语言经由过程行使而存在,经由过程人们之间创造性的交流而存在。哺育和知识也是如此——它们都必要人们之间的互动交流和一向创新。图书馆不会本身往思考,教科书不会主动往创新,实验室也不会本身往发现。教师、门生和学者在交谈中进走思想碰撞和探索,挑出题目,解决题目——这才是真实的学习过程。

英语行为国际哺育的通用语言,必须以相通的方式来构建其学习。但是,这一中央义务频繁在托福培训和追逐标化收获中,在以知识点记忆和技能演习为现在的的学习方式中被遗忘。

然而,要真实足够发挥英语的价值,并确保门生能真实流畅地行使这门语言,私塾必须从更高的角度来理解并设计语言教学,将其行为实现哺育使命的厉重片面。

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上海宏润博源私塾校园

为什么要学习英语?

为什么要以云云的方式来学习?

在上海宏润博源私塾,英语学习过程会塑造吾们的中央价值不益看,同时也会被吾们的中央价值不益看所塑造:门生在学习英语的过程中要发现自吾,认识到本身独有的潜力,理解并且珍惜本身在本地、国家以及国际社区中的位置以及本身为之贡献的能力。

行为别名教师和校长,吾的厉重义务是问为什么,并激励他人也云云做:为什么是英语,为什么要以云云的方式来学习?

要回答这些题目,必要对历史有肯定的晓畅,并认识到行为哺育者,吾们必须践走并表现吾们憧憬门生遵命的学习过程。不要有匮乏想象力的回答,不要有千篇相反的注释,异国永远不变的答案。任何正确的英语教学都必须是积极的、启发式的,并且有重大构思的。

英语在全球的主导地位能够追溯到18世纪末大英帝国的胜利。固然法语在启蒙活动时期占有了文学界的主导地位,但拿破仑战败后,以英语为母语的殖民地从澳大利亚到印度再到非洲南部的膨胀,使得说英语的人在全球周围内一向强盛。

随着美国在20世纪的兴首,稀奇是在第二次世界大战后,英语在全球商业、文化以及疏导中扮演着极为厉重的角色。

历史挑供了一个厉重的背景来注释这个“为什么”。同学们答当理解这一大英帝国遗留影响的复杂性。他们答该望到这栽大作的语言所带来的益处和代价。他们也答当能够思考本身活着界上的位置,以及本身所追寻的意义。然而,云云一栽认识也仅仅是稍微挑示吾们该如何学习语言。

保持盛开思想

拒绝僵化的教学方式

比首历史,吾更答该问的是这个题目: 语言从何最先,又将在那里终结?

这栽基本的探究,这两个在一切语言中都存在的咨询代词,也黑示了一个基本的作梗概念:尽管语言能够具有共通性的元素,但它也是吾们必须将本身与他人区分开来、形成吾们基本的、稀奇身份的主要工具。

异国“你”就异国“吾”,每一个“吾”都由特定的言语者定义了一个稀奇的含义。所以,望似浅易的事情远非浅易: 语言和该如何学习语言的形而上学基础,与同样厉重的童年和青少年发展过程纠缠在一首,而且后者从小儿园到高中以及之后的哺育过程中都在一向发生转折。

吾们经由过程语言塑造本身,就像吾们的文化塑造吾们相通。

上海宏润博源私塾门生与美国门生在线交流

不过,请自夸吾——这栽抽象的宣告,不论众么实在,却不会让绝大无数门生钦佩。孩子们想要游玩,他们想要触摸、感受和走动。由于有逆抗的倾向,青少年更爱详细和前后相反的事情。倘若吾们想让他们晓畅些语言背后的形而上学,吾们答该依照形而上学的智慧传统来做,即把本就能够幻化无穷的语言当成游玩。

尽管如此,吾的门生们照样会有理由质疑,那又怎样?吾们该怎么做?

语言最先是行为一栽交流和外达的手腕而存在的。固然考试和教材能够将浏览和口语、听力和写作别脱离来,但一个成功的英语课堂必须将它们整相符到一首。

一小我能够一镇日教语法组织,但只能是确认 “一只顽皮地在铺设海上奇不益看深处的管道的紫色独角兽刚最先游泳时很犹疑,之后又很自夸,直到末了望到本身是一只发现了宇宙的神秘恐龙。”是一个语法正确的复杂句子,却不会协助你认识到它也是十足异国意义的。

用你本身同样肆意的词汇依照语法规则拼集出来的句子,并不克协助你交到很众良朋,也不克协助你分享任何有价值的东西。

交流必须从门生已知的事物最先,从探索他们所处的世界最先。最大的挑衅不是源自于语言的复杂性,而是让他们自夸“浅易的语言演习积累能够最后达到精通的水平”以及这一过程的价值。

在吾们基础英语I的课堂上,与美国青少年的在线交流让同学们受到的启发最大。他们在课上尽最大的全力来写诗来外达他们的心理。他们在和先生一首用餐时的玩乐中,找到了对于英语学习的最大自夸。

上海宏润博源私塾门生与美国门生在线交流

迅速掌握大量新词汇是专门难得的,但也是专门必要的,这一过程必须要给门生带来清晰的,一向递添的收获感。倘若一路先就把赢得马拉松比赛就行为第一个成功的标准,第一个被认可的有意义的收获,那么能够就不会有人最先跑步锻炼。

换句话说,不克一上来就把托福120分行为最后现在的——云云会不走避免地让一切人(除了个别有极强先天的人以外)感到懊丧和挫败。

语言学习会令人怯生生,尤其是学习一门外语。所以,教学过程中必须要协助门生清除这栽恐惧,添强信念。门生犯错其实会带来机会;答当结相符同学们不均衡发展的实际情况进走分层教学,挑供声援,而不是一味纠正探求完善;这栽因材施教必须要添强学习基础和评估系统。再次强调:自夸念必然是门生成长的基石。

两年前,在第一学期刚最先的时候,吾的美国文学课的门生学习了清教徒关于天命的概念,即发现本身存在的意义。当轮到同学们展现自吾探索的效果时,一个最弱的门生专门徘徊地问:吾能经由过程本身的画儿来展现本身对自身存在意义的探索吗?

吾说:自然,这太棒了! 还有什么是比直接展现更益的外达方式呢?

在她拿手的艺术能力的协助下,她讲得很特出——首初很慢,望首来不足确信,但徐徐地,她讲得越来越清新,越来越容易。

这只是一个例子,但这次演讲经历却为她在整个一年以及之后的提高和成功奠定了基调。一次成功的尝试,倘若能够被很众同学一向地体验到,就具备了真实的转折的力量。

这栽体验也能够是另外一栽形态,吾们戏剧课同学的收获:同学们带着专用面具进走了大量外演训练,在浏览、钻研和仔细推敲了莎士比亚戏剧的奇妙之处之后,他们在全校师生眼前表现了令人波动和回味的外演。

上海宏润博源门生在戏剧课上的外演

他们外演的真实诀窍或者说高招在于:外演是十足无声的。他们什么也没说。但是,他们用身体和行为——用灯光和黑黑的转折,各栽浅易的道具和投射在他们背后的图像——分享意义,展现心理,挑衅了语言的边界,这超出了他们先前一切的想象。

所以,行为教师,行为一所私塾,吾们必须保持盛开的思想,与每位同学链接,晓畅他们的能力,而不是中止在某些僵化的教学公式中。

自夸会进一步催生自夸,吾们在课堂内外都能望到这一点。

上海宏润博源门生在戏剧课上的外演

一个门生能够能在测验中获得满分,但他们能真挚地与良朋分享本身的感受吗?他们能浏览、理解并对音信中的故事作出逆答吗?他们会参添申辩赛,或者主办全校大会吗?

所以,除了课程以外,吾们私塾还竖立了能激发云云的主动性的氛围,既有实际的也有深切的。吾们期待门生不光仅是学习英语,而是将英语行为他们自身的一片面,行为平时生活中必不走少的一片面。

吾们鼓励他们将语言实践从校园延迟到社区自愿活动,到印度的领导力项现在,到意大利的文化交流等。在每一次实践中,他们的英语能力给他们挑供了机会,这些机会也会进一步添强他们的能力。

印度的领导力项现在

在上海宏润博源私塾,吾们至首至终都认识到吾们并不是在教英语——吾们是在教门生用英语行为一栽工具往思考,往理解,往交流,往发现。吾们必须最先往晓畅这些青少年,与他们交流,晓畅他们,竖立有关,而不是倚赖某栽单一的方法或完善的课程(这栽完善只存在于倾销和光鲜的广告语中)。

这栽疏导和链接意味着激发门生的外达能力,云云以来,教他们的同时吾们也能够聆听他们的思想——在他们行使英语的过程中、参与音乐外演或者体育比赛中,或者主导视频剪辑中,吾们能够听到、望到并见证他们行为年轻人的成长。

吾们必须在理性分析和心理外达、创造性和建设性之间取得均衡——由于语言逆映了他们是谁,逆映了他们行为年轻人的栽栽精彩和紊乱,逆映了他们一向转折,令人惊讶的年轻人的方式。

实际上,在上海宏润博源私塾,吾们发现成功的英语教学必要聆听,图片中心一遍又一遍地聆听门生外达本身,让他们自夸地、创造性地、流畅地分享本身正在成为怎样的人。

▼ 上下划动可查望英文版原文:

At SHBS, we inspire English learning:

• with a philosophical, rather than formulaic, foundation

• as a means for students to develop confidence

• through diverse forms of communication

• in tandem with self-discovery and personal growth

• as essential to truly international education

Language exists through its use, through creative exchanges between and amongst people. So too education, and knowledge—both embody dynamic engagement and constant creation. Libraries do not think; textbooks do not innovate; laboratories do not discover. Teachers and students and scholars, who explore through encounter, who ask questions and solve problems—this is the work of learning.

English as the language of international education must be conceived of in similar terms. Too often this essential task becomes lost in TOEFL training and test scores, in memorization and mastery as a goal in and of itself. Yet to truly, fully develop the value of English—and to ensure a student’s fluency—a school must conceptualize language instruction as part of its larger educational mission.

For SHBS, English learning both shapes and is shaped by our core values—students’ self-discovery, the recognition of their unique potential, and an appreciation for their place in, and ability to contribute to, local, national, and global communities.

As a teacher and a principal, my first responsibility is to ask why—and to inspire others to do the same: why English, and why learn in the ways we do?

To answer these questions requires a sense of history and a recognition that our project as educators must reflect and embody the same processes in which we expect students to engage. No unimaginative response, no static because, no timeless formula ought to be accepted as answers. Any yes, any affirmative commitment to English instruction, must be positive, heuristic, and robustly conceived.

English has a global dominance that can be traced back to the triumph of the British empire in the late eighteenth century. While French dominated the Enlightenment republic of letters, the defeat of Napoleon and the development of Anglophone colonies from Australia to India to southern Africa created a growing and global community of English speakers. With the ascendance of the United States in the twentieth century, and particularly after World War II, the language became an essential element of world-wide commerce, culture, and communication.

History offers one important context for why—and students should appreciate the complexity of that imperial legacy. They should see the benefits, and also the costs, of such a universalized language. They should be able to reflect on their own position in the world, and the purposes of their own pursuits. Yet such awareness only begins to hint at how language learning should take place.

More than history, I should ask you, truthfully, to answer this question for yourself: where does language begin and end?

This basic inquiry, the delicate dance of two pronouns, of two indexical signifiers that exist in every language, hints at an essential quandary: while language may have universal elements, it is also the primary tool we have to differentiate ourselves from one another, to form our basic, unique identities. There can be no I without you, and every I defines a unique utterance by its particular speaker. Thus what might appear simple is far from simplistic: the philosophical underpinnings of language, of how language ought to be learned, entangle with the equally important processes of childhood and adolescent development that occur during the educational journey from kindergarten to high school and beyond. We make ourselves, as much as our culture make us, through language.

Believe me, though—such abstract pronouncements, however real, won’t get you very far with the vast majority of students. Kids want to play, they want to touch and feel and act. Teenagers, because and not in spite of their tendencies toward defiance, crave the concrete and consistent. If they’re to get a dose of language as philosophy, we should do so in that smart tradition of the philosophy that recognizes language as much as a game as it is anything else.

Still, my students will rightfully query, so what—and, so what do we do?

Language exists first and foremost as a matter of communication, and a means for expression. While tests and textbooks may separate reading and speaking, listening and writing, a successful classroom must integrate them into a single foundation. One can teach structure all day long. But simply confirming that ‘a purple unicorn, playful in its plumbing of the depths of maritime wonder, swims, at first hesitantly, and then confidently, until finally seeing itself as a dinosaur discovering the furthest reaches of the universe,’ is a grammatically correct complex sentence, doesn’t help you realize that it’s also entirely meaningless. And plugging and chugging with your own equally arbitrary vocabulary won’t help you make many friends, or share anything worthwhile.

Communication must begin with what the student knows, and an exploration of the world they inhabit. The greatest challenge comes not from complexity, but convincing them of the value of how simple linguistic acts can, cumulatively, lead to an achievement of mastery.

Students in our most basic Foundations One course have been inspired the most by an online exchange with teenagers in the United States. They’ve done their best work writing poems that express their emotions. They’ve found their greatest confidence joking with teachers at mealtime.

The hard work that’s also necessary, the struggle to acquire quickly a massive new vocabulary, must have clear and incremental fulfillment. No one would ever start running for exercise if the first available benchmark of success, the first moment of meaningful recognition, was winning a marathon. In other words, TOEFL 120 can’t be both the beginning and the end—it creates discouragement and failure as an inevitability for all but the most exceptionally talented.

Language is intimidating, especially learning a foreign language. So instruction must dismantle that fear, and bolster confidence. Errors offer opportunity; support for uneven evolution, rather than perfection demanded through correction, must undergird learning and assessment. Again: confidence must be the bedrock of students’ growth.

Two years ago, early in the first semester, my American literature class learned about the Puritan idea of a calling, the notion of discovering one’s sense of purpose. When it came time to give speeches of their own, one of the weakest students asked with great hesitation: could she share her drawings? Of course, I said—brilliant! How better to explain herself than to show, as much as to tell. Aided by her artistic strength, she spoke brilliantly—slowly, unsure at first, but ever more clearly and deliberately as the minutes went by. This is just one example, but it set the tone for her growth and success throughout the year and beyond. And one successful experiment, multiplied many times amongst many students, has truly transformative potential.

Or in another forum, the fulfilling work of students in our drama class: after extensive training with masks, after reading and studying and scrutinizing the nuances of plays by Shakespeare, they gave an astoundingly evocative performance in front of the entire school. The real trick, the brilliance of their display: it was entirely silent. They said nothing. But they used their bodies, and their movement—they used the interplay of light and darkness, an assortment of simple props, and images projected behind them—to share a sense of meaning, to offer a display of emotion, that challenged the boundaries of language beyond anything they could have imagined previously.

Thus as teachers, as a school, we must remain open, we must connect with and learn about each student and her capabilities, and not remain ingrained in some rigid formula of instruction.

Confidence begets confidence, and we see this as much in the classroom as beyond.

A student may be able to score perfect marks on a quiz, but can they share their feelings, honestly, with a friend? Can they read, understand, and respond to a story in the news? Will they take part in a debate competition, or host an all-school assembly?

Thus beyond curriculum, our school creates a community that enables such initiative, both practical and profound. We want students not simply to learn English, but to use it as a part of who they are, as an essential aspect of their daily lives. We encourage them to extend their linguistic practice from campus, to volunteer efforts in the community, to leadership programs in India, to cultural exchanges in Italy. In each case, their English ability provides access to such opportunities, just as those opportunities amplify their abilities.

Throughout, at SHBS, we recognize that we’re not teaching English—we’re teaching students to think, to understand, to communicate, to discover using English as a tool. We must first engage with them as young people, not depend on some singular method or perfect curriculum (since none exists beyond sales pitches and glossy advertisements).

Such engagement means to inspire students’ expression, so that as much as we teach, we can then listen—we can hear and see and witness their growth as young people, in their use of English as much as in their musical performances or athletic competitions or video editing compilations. We must balance the analytical and the emotional, the creative and the constructive—because language is a reflection of who they are, in all of their wonderful and messy and ever-shifting and always surprising ways of being young people.

Indeed, at SHBS, we find success in teaching English as a celebration of listening, of listening over and again to students, as they share who they are becoming, confidently, creatively and fluently.

上海宏润博源私塾

2020年校园盛开日在即

6月14日(周日)下昼1点最先签到

7月11日(周六)下昼1点最先签到

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最新讲座

在宏润博源,门生被激发了学习的亲炎

讲座内容:

激发学习亲炎是:

1、行为教育门生信念的一栽手腕;

2、与自吾发现和小我成长同步 ;

3、是真实的国际化哺育的厉重载体。

讲座嘉宾:

外方校长:Christopher Moses

美国籍,普林斯顿大学卒业。从前有普林斯顿大学任教经历,先后在美国顶级精英高中St Pauls School任主任、美国顶级文理学院里德学院(苹果公司创首人乔布斯的母校)担任国际招生主任。具有雄厚的寄宿制中学管理、美国大学升学请示经验。

讲座时间:

6月12日(周五)20:30-21:30



Tag:顶级,名校,原,招生办,主任,国际,哺育,中的,原,

 

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