世界文化周
GLOBAL AWARENESS WEEK
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In the first week of the new semester, HDBJ Secondary G6-G9 students had Global Awareness Week, an interdisciplinary, inquiry unit. Every year, the theme of our Global Awareness Week is closely related to the current world: in the first year, students studied the U.N. Sustainable Development Goals (SDG), learning the importance of different goals, including No Poverty, Clean Water and Sanitation, and their impact on the whole world. Last year, through the theme of "Public Service", students participated in a series of activities from "waste recycling", "advocating the use of environmentally friendly materials" to "public publicity" in various disciplines, calling on the whole society to pay attention to environmental pollution issue.
This year, all HDBJ students voted on which SDG they would like to study in depth, and they chose "Zero Hunger", UN SDG #2. Once the goal was decided, our international teachers developed a one-week, project-based unit of inquiry for all of our students to engage with.
Under the guidance of teachers, our students conducted small group, in-depth research on different countries’ approaches to achieving the UN goal. Topics for investigation included the current state of hunger in the country, possible reasons for the current situation, efforts made by the government to address the issue, and the actions we can take in the future. Finally, students were tasked with the challenge of identifying ways that we at HDBJ Secondary can work to better address this global issue. This inquiry culminated in students making a poster of their research results, as well as publicly presenting a PowerPoint to summarize their findings, analysis, and suggestions for our community.
Next, let us review the learning process and research results together!
Information Research
At the beginning of the project, the students needed to better understand the goal and research information on a country of their choosing. However, in the face of the extensive resources available on the internet, how did our students locate the information they wanted in a quick and accurate way? Our first step was to help our students how to best use technology to research accurate information.
Searching for keywords on a search engine is only the first step. Next, under the guidance of our teachers, students judged whether the information obtained is correct or reliable by further distinguishing the timeliness of the information, the authoritativeness of the author, and the relevance of the publishing group. Students then promptly recorded the source of the information they chose to include in their work in case they needed to verify or cite it later.
The GAW lessons were scaffolded for our students, and all of our international teachers, and some of our Chinese national teachers, all worked with our students at each phase of the project. Within groups, roles were divided among students: some students were responsible for research; some worked on recording information sources while other students summarized problems they encountered and asked for help from peers or teachers when appropriate. Soon, the students collected valid and reliable information they needed for the next step: presenting information in different formats/media.
Making a Poster
Facing a blank poster board, the challenge for our students at this stage was to refine, summarize, and integrate the huge amount of information they had gathered into a clear, neat, and engaging poster.
Under the guidance of our teaching team, students systematically learned ways to make a beautiful poster: from layout to graphics, text style to overall readability.
It’s Presentation Time
It"s finally time for the presentations! Each group took turns to present within their classes to present their research findings and analysis with the teachers and classmates. Within each class, two groups were selected to present to the entire grade. Finally, one group per grade level was selected, by student vote, as the best 2022-2023 GAW presentation.
What We Learned
Through interdisciplinary research and study, the students learned that hunger is not just a concern in developing countries - hunger still exists in many developed countries, and many countries are even facing serious food crisis. The causes are closely related to the climate, politics, economy of the country.
The students also undertook in-depth analysis of the decisions and efforts made by individual national governments and the World Food Program to solve the hunger problem based on the actual situation of each country studied. Furthermore, students also put forward a proposal from their own perspectives, indicating how HDBJ Secondary, and each HDBJ student, can live a green and sustainable life to help address this larger, global issue. For example: students could set up a campus growing area, donate excess food to food banks, and more.
This project embodies the awareness and reflection of students" global awareness in their daily life, and it is also the way for students to grow up to be responsible citizens of the world. Looking at the confident and excellent students on the stage, we believe that they will make the world a better place!
This week’s study continued to spark our students" global awareness and mindsets, and also developed their skills of independent exploration and teamwork. With this type of disciplined inquiry, investigation and engagement, our young students will become the masters of tomorrow"s world stage!
新學(xué)期的第一周，北京赫德金盞校區(qū)中學(xué)部G6-G8的同學(xué)們進(jìn)行了世界文化周 (Global Awareness Week) 的探索學(xué)習(xí)。
每年，我們世界文化周的主題都與當(dāng)前世界緊密相連：第一年，同學(xué)們接觸了解聯(lián)合國(guó)可持續(xù)發(fā)展目標(biāo)（Sustainable Development Goals，簡(jiǎn)稱(chēng)SDGs）學(xué)習(xí)包括消除貧困、清潔水與衛(wèi)生在內(nèi)的不同目標(biāo)的重要性，并且對(duì)整個(gè)世界的影響；
接下來(lái)的一年，同學(xué)們通過(guò)“公共服務(wù)”這一主題，在各個(gè)學(xué)科的學(xué)習(xí)中，圍繞“廢品循環(huán)利用”“提倡環(huán)保材料使用”“公共宣傳”等角度，參與了一系列創(chuàng)意實(shí)踐課程，呼吁全社會(huì)關(guān)注環(huán)境污染問(wèn)題。
今年國(guó)際文化周的學(xué)習(xí)主題，是由學(xué)生們自行投票來(lái)決定的。孩子們選擇了聯(lián)合國(guó)可持續(xù)發(fā)展目標(biāo)#2“零饑餓”作為他們今年深入研究的項(xiàng)目。確定了學(xué)習(xí)目標(biāo)之后，北京赫德中學(xué)部的國(guó)際教師們專(zhuān)門(mén)針對(duì)這一主題，共同開(kāi)發(fā)了一個(gè)為期一周的項(xiàng)目研究課程，讓所有的同學(xué)們都可以深入地參與其中。
在老師的指導(dǎo)下，我們的學(xué)生以小組形式深入研究了不同國(guó)家為了實(shí)現(xiàn)聯(lián)合國(guó)這一目標(biāo)所采用的方法和途徑，調(diào)查的主題包括該國(guó)目前的饑餓狀況、導(dǎo)致這一現(xiàn)狀的可能原因、政府為解決問(wèn)題所做的努力以及我們未來(lái)可以采取的行動(dòng)等。
最終，學(xué)生們的任務(wù)是總結(jié)出北京赫德可以采取哪些方式或行動(dòng)來(lái)更好地幫助解決這一全球性問(wèn)題。同學(xué)們需要將自己的研究成果制作成一張海報(bào)，并且通過(guò)一個(gè)公開(kāi)的演講，與赫德社區(qū)分享他們的研究發(fā)現(xiàn)、分析成果以及最終對(duì)赫德社區(qū)的建議。
下面，讓我們一起回顧一下同學(xué)們的學(xué)習(xí)過(guò)程以及研究成果吧！
你真的會(huì)檢索信息嗎？
Information Research
項(xiàng)目之初，同學(xué)們需要對(duì)他們所選擇國(guó)家的聯(lián)合國(guó)目標(biāo)以及研究信息有一個(gè)更全面的了解，因此，同學(xué)們面臨著大量的檢索與研究工作，可是，面對(duì)海量的資源，我們的同學(xué)們是如何又快又準(zhǔn)確地定位到自己想要的信息呢？我們的第一步便是教會(huì)同學(xué)們?nèi)绾螠?zhǔn)確地獲得信息。
在搜索引擎上通過(guò)關(guān)鍵詞搜索只是第一步，接下來(lái)，在老師的引導(dǎo)下，同學(xué)們通過(guò)進(jìn)一步分辨信息的時(shí)效性、作者的權(quán)威性以及發(fā)布團(tuán)體的相關(guān)性等，來(lái)判斷獲取的信息是否真實(shí)可靠；緊接著，孩子們會(huì)及時(shí)記錄下已采用信息的來(lái)源，為日后需要核實(shí)或引用節(jié)省時(shí)間。
世界文化周的課程是北京赫德中學(xué)部為學(xué)生們專(zhuān)門(mén)搭建的，我們所有的國(guó)際教師和部分中國(guó)老師們?cè)陧?xiàng)目的各個(gè)階段與同學(xué)們一同工作研究。
在做項(xiàng)目時(shí)，每個(gè)小組內(nèi)成員分工明確，各司其職。有的同學(xué)負(fù)責(zé)檢索，另外的人員及時(shí)記錄信息源，還有的同學(xué)負(fù)責(zé)總結(jié)問(wèn)題和困難，適當(dāng)?shù)臅r(shí)候?qū)で笸榛蛘呃蠋煹膸椭：芸欤瑢W(xué)生們收集到了足夠的有效可靠的信息，接下來(lái)就該用不同的形式/媒介將它們呈現(xiàn)出來(lái)了！
優(yōu)質(zhì)海報(bào)是如何誕生的？
Making a Poster
面對(duì)空白的海報(bào)板，同學(xué)們這個(gè)階段的難題就是如何將搜索到的巨量信息提煉、總結(jié)、整合到一張有限的海報(bào)上，并且還能做到重點(diǎn)突出、排版清晰、設(shè)計(jì)吸睛。
在我們教學(xué)團(tuán)隊(duì)的指導(dǎo)下，學(xué)生們系統(tǒng)地學(xué)習(xí)了制作精美海報(bào)的方法：從布局到圖形、文字風(fēng)格到整體可讀性。
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未來(lái)的領(lǐng)袖登上舞臺(tái)！
It"s Presentation Time!
終于到了展示的時(shí)間了！每個(gè)小組輪流在課堂上向老師和同學(xué)們展示他們的研究成果與結(jié)論分析。之后，每個(gè)班級(jí)推選兩個(gè)小組再次向整個(gè)年級(jí)進(jìn)行展示。最后，學(xué)生們集體投票，每個(gè)年級(jí)評(píng)選出一個(gè)小組作為2022-2023年度世界文化周最佳演示！
我們的收獲
What We Learned
通過(guò)跨學(xué)科研究學(xué)習(xí)，同學(xué)們知道了饑餓問(wèn)題并非只在發(fā)展中國(guó)家存在，當(dāng)下許多發(fā)達(dá)國(guó)家依然存在饑餓的難題，許多國(guó)家甚至面臨著嚴(yán)重的食物危機(jī)。而其中的原因，與氣候、政治、經(jīng)濟(jì)等息息相關(guān)。
學(xué)生們還根據(jù)所研究國(guó)家的實(shí)際情況，深入分析了各國(guó)政府和世界糧食計(jì)劃署為解決饑餓問(wèn)題所做的決策和努力。此外，學(xué)生們還從自身的角度提出了提案，包括北京赫德社區(qū)的每一個(gè)人如何通過(guò)自身綠色和可持續(xù)的生活，來(lái)幫助緩解這個(gè)全球性問(wèn)題。例如：學(xué)生可以建立校園種植區(qū)，將多余的食物捐贈(zèng)給食物銀行等等。
這是孩子們?nèi)蛞庾R(shí)在日常生活的體現(xiàn)，這也是孩子們成長(zhǎng)為負(fù)責(zé)任的世界公民的必經(jīng)之路。看著舞臺(tái)上落落大方，風(fēng)采飛揚(yáng)的同學(xué)們，讓我們不由得相信這些未來(lái)的主人翁會(huì)讓世界變得更加美好！
此次世界文化周的學(xué)習(xí)經(jīng)歷持續(xù)啟迪著學(xué)生們的全球意識(shí)和思維方式，同時(shí)也培養(yǎng)了他們獨(dú)立探索和團(tuán)隊(duì)合作的技能。北京赫德通過(guò)深入探究的精品項(xiàng)目制學(xué)習(xí)，助力今天的小小少年成為明天世界舞臺(tái)的主人！
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