在王府生活工作了5年之后，為了能夠充實(shí)自己的教育理念和教學(xué)方式，2016年9月，我們一行十位王府老師奔赴美國(guó)北科羅拉多大學(xué)進(jìn)修，身臨其境了解西方先進(jìn)的教育理念、教學(xué)模式以及異國(guó)文化底蘊(yùn)。

　　1

　　主動(dòng)學(xué)習(xí)的激勵(lì)模式

　　這學(xué)期我們主要有三門課程，門是 Wagner老師指導(dǎo)的Methods of Teaching World Languages，也是三門課程中的核心課程。

　　在本門課程中，老師教授多語(yǔ)言教學(xué)中的核心理念、教學(xué)方法、教學(xué)標(biāo)準(zhǔn)和教學(xué)大綱。這些理念和方法對(duì)于語(yǔ)言教學(xué)有極大的幫助，可以更加科學(xué)地指導(dǎo)和作用于實(shí)踐教學(xué)當(dāng)中。

　　令人印象深刻的是，老師可以靈活地運(yùn)用小組討論的方式，合理利用課堂資源，結(jié)合不同學(xué)生的語(yǔ)言背景和學(xué)習(xí)能力進(jìn)行科學(xué)分組，使得我們中國(guó)留學(xué)生能夠去和美國(guó)本土學(xué)生進(jìn)行相互討論和學(xué)習(xí)。

　　在這里，學(xué)生們沒(méi)有壓力，可以暢所欲言地探討學(xué)術(shù)，但每一節(jié)課都需要大家的頭腦風(fēng)暴，個(gè)人的思維可以在課堂無(wú)限地延展和飛躍。當(dāng)然，這種課堂也充滿了挑戰(zhàn)。比如課前預(yù)習(xí)需要大量閱讀，一周至少要有一本教科書(shū)的閱讀量

　　課堂上的放松并不等同于課下的輕松。這種主動(dòng)學(xué)習(xí)的激勵(lì)模式可以極大地開(kāi)發(fā)學(xué)生們學(xué)習(xí)的主動(dòng)性。

　　經(jīng)過(guò)將近5個(gè)月的學(xué)習(xí)，我發(fā)現(xiàn)原來(lái)我的閱讀量如此驚人。課后，王府的老師們分享了學(xué)習(xí)心得，對(duì)比中美課堂差異，感受頗多。

　　2

　　開(kāi)放性的學(xué)習(xí)方式

　　第二門課程是Milian老師教授的Second Language Acquisition Theory語(yǔ)言發(fā)展理論，為門課程奠定了更扎實(shí)的理論基礎(chǔ)。本學(xué)期，Milian老師要求每個(gè)學(xué)生根據(jù)自己讀書(shū)的章節(jié)做兩個(gè)Presentation，通過(guò)演講，可以從不同角度，更加深入地討論和了解語(yǔ)言學(xué)習(xí)的過(guò)程。同時(shí)，鍛煉培養(yǎng)了學(xué)生英文演講的能力。

　　第三門課程是網(wǎng)絡(luò)課程，由Cory老師指導(dǎo)的Foundations of Language and Linguistics for ESL/Bilingual Educators，這門網(wǎng)絡(luò)課程的高效性和科學(xué)性，給我留下深刻印象。

　　Cory老師本學(xué)期布置了周密的學(xué)習(xí)計(jì)劃，每周都有詳細(xì)的讀書(shū)安排。大家將讀書(shū)感受分享在討論區(qū)后，就可以在討論區(qū)相互分享彼此觀點(diǎn)。

　　這種互教互幫的開(kāi)放性學(xué)習(xí)方式，開(kāi)啟了新的學(xué)習(xí)模式，所有的學(xué)習(xí)任務(wù)和作業(yè)安排都可以在線上完成，簡(jiǎn)便快捷，可以隨時(shí)與同學(xué)和老師進(jìn)行互動(dòng)交流。

　　我認(rèn)為，在經(jīng)濟(jì)、科技迅速發(fā)展的中國(guó)，比較適合這種線上模式的學(xué)習(xí)體驗(yàn)。這無(wú)疑也是一種資源的共享——教育資源充分利用新型教育模式。

　　Cory老師教學(xué)的核心是語(yǔ)言學(xué)發(fā)展史和基本理念，同時(shí)結(jié)合語(yǔ)言學(xué)教學(xué)的方法，綜合了以上兩門課程內(nèi)容的核心。因此，本學(xué)期三門課程相輔相成，高效完成了多語(yǔ)言教學(xué)理論和方法的核心內(nèi)容。其中，課程與課程之間相互涉及，緊密銜接，這種呈現(xiàn)三角教學(xué)內(nèi)容的課程安排，值得我們學(xué)習(xí)和借鑒。

　　3

　　教育理念和方法是王道

　　2016年12月9日，本學(xué)期全部課程結(jié)束，緊張忙碌了將近1個(gè)月的Paper也全部寫完。對(duì)于我個(gè)人來(lái)講，最大突破就是打破了原有教育理念的瓶頸。國(guó)際學(xué)校的教育無(wú)疑是將來(lái)要對(duì)接國(guó)際大學(xué)，所以教育的過(guò)程中最重要的就是思維，要解放思想。教學(xué)內(nèi)容只是其一，教育理念和方法才是王道。

　　新世紀(jì)對(duì)于優(yōu)秀教師也應(yīng)有新的要求，我認(rèn)為，創(chuàng)新、革新、突破、與時(shí)俱進(jìn)并像科學(xué)家一樣探究教育教學(xué)，才是新時(shí)代教師的核心理念。

　　王府學(xué)校正在開(kāi)展的IB教學(xué)理念，非常符合國(guó)際教學(xué)目標(biāo)：Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, reflective 這些充分體現(xiàn)出了對(duì)國(guó)際人才的發(fā)展要求，而王府學(xué)校所要培養(yǎng)的也就是這樣的人才。

　　在美國(guó)學(xué)習(xí)這段時(shí)間，我對(duì)美國(guó)的教育、文化和課堂體現(xiàn)出來(lái)的教育教學(xué)理念也有了更深刻的體驗(yàn)。

　　UNC‘s curriculum is comprehensive and impressive

　　Peng Cui /University of Northern Colorado

　　After working at BRS for five years, ten teachers were chosen to the go to the University of Northern Colorado to develop and refresh our teaching philosophy and methods, as well as to further study and develop a better understanding of the American education model. In addition, I now have a more in-depth knowledge of American culture.

　　UNC’s teaching style is a model to encourage actively learning

　　Dr. Wagner led the learning process in the core course of the curriculum: The Methods of Teaching World Languages.

　　Dr. Wagner introduced the key concepts of teaching methods, the teaching standards and the syllabus, which are extremely important and useful in Multilingual Education. The concepts taught are invaluable to me as a teacher now and will guide me in the future to effectively and successfully scaffold learning in students.

　　The most impressive teaching strategy applied in the class was group learning. Dr. Wagner always carefully divided the class into smaller groups according to our language backgrounds and learning ability so we could share and discuss different perspectives on education. Furthermore, there was at least one native English speaker in each group to facilitate fluent cultural interaction. The group learning experience was a super learning climate enjoyed by all in the class.

　　I felt completely comfortable participating in this course, because the professor built a positive classroom culture and climate which encouraged us to collaborate and participate. We brainstormed together each week as we received a huge amount of reading material each week. By working and researching together we maintained a high level of academic achievement, even though the work load really challenged us to keep up, and we began to understand the benefit of these active learning strategies.

　　After this five months of study, I have found that my reading ability has improved markedly. I sometimes cannot believe I finished so many assignments in this semester. After class, we always shared the learning experience and compared the differences and similarities between Chinese classrooms and American classrooms.

　　Open-ended learning model

　　Our next course, Second Language Acquisition Theory, was taught by Dr. Millian. So that we could develop a deeper understanding of the core course and how to create new ways to learn language, Dr. Milian directed us to prepare two different reading assignment presentations on our own. By using this method, we learned from each other and not just the professor, seeing the same lesson through another teacher’s eyes. This allowed us to learn from the perspective of a student just how the theories function through the methods of another teacher.

　　The third course was an online course called Foundations of Language and Linguistics for ESL/Bilingual Educators led by Dr. Cory. It was amazing to experience how Dr. Cory applied the technology to the scientific curriculum.

　　Dr. Corry prepared a very detailed reading process schedule and we were required to complete a reading every week. Once we finished reading a book, we wrote an online reflection or summarization so we could view others’ perspectives on the reading, and we provided feedback for each other. I benefited greatly from the discussion and think this way of learning is super fun.

　　Learning in this open-ended learning model is a new kind of learning style: All the assignments and discussion are posted online. This allows students and professors to interact with each other all the time. I think we should put this style of learning into the Mobile Learning project so that everyone can share learning resources anywhere and anytime.

　　These three courses complemented each other so well because we could learn the core concepts from different perspectives and through different activities. I think it is very similar to the IB curriculum.

　　Teaching philosophy and teaching method

　　To me, the biggest breakthrough is to embrace breaking out of the ordinary educational methods to some extent. There are numerous teaching resources and new teaching strategies for us to try and we need to explore fresh perspectives to teaching all the time ... never, ever stop.

　　A teacher is a life-long learner, so we need to spend a lot of time studying and refreshing ourselves in order to be innovative and creative for our students. We need to keep up with the ever-developing and evolving methods of teaching, because teaching is a belief in learning more than just a subject. It’s a sort of thought transference, and those thoughts should be refreshed and renewed constantly.

　　Teachers should be qualified professions, as well as inquirers, thinkers, communicators, risk-takers. They should be principled, knowledgeable, open-minded, caring, balanced and reflective. These requirements are what we should expect the future teachers to be.

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