什么是“大语文观”？

学好拼音？

背好课文？

熟练识别多音字？

精准默写古诗文？

No！

No！！

No！！！

黄老师听完直摇头

As a Chinese teacher in Cogdel School Chengdu, when we asked Mr Huang ZuoShu about “What a "Macro-Chinese" concept" was and how do we cultivate it in our children, he has many to say.

“我们说的‘大语文’观，就像‘大课观’一样，各门学科之间不再有那么明显的边界，在知识的教授上强调了知识的拓展与融汇贯通，老师们对孩子们进行学习技能的教授和引导，更多的让孩子们自己在学习和生活中进行体验、观察、感受，对于语文和课文，有更多自己的情感与理解。”

"The "Macro-Chinese" view emphasizes the expansion and integration of knowledge and children are allowed to experience, observe and feel for themselves in their studies and in life, and have more of their own emotions and understanding of the language and the text."

 Is it similar to the UOI and the Museum courses in the Primary and Junior School?

“你说的没错，在我们单元课程当中，语文就像是一把钥匙，一条串联所有知识点和内容的线，我们会基于教材，根据探索单元的不同主题，选择合适的课程进行教授，比如探索自然的单元，我们会学习课文中出现的自然现象，引导孩子们去观察和发现自然现象，而对于自然现象的评价，我们没有对与错的标准，而是让孩子们自己去感受、去总结。”

“博物馆课程那就更是如此了。在孩子们参观三星堆博物馆之前，我就给他们介绍了瓷器、古代建筑、古代等级制度等相关知识，我教给他们的不是一篇课文，几个生词，而是他们参观博物馆的通用方法，引导他们更多的去了解文物的来历，倾听文物为我们讲述的故事。当他们参观回来，告诉我他们的收获时，我就知道他们可以自己参观各类型的博物馆了。”

Language is like a key, a thread that connects all the knowledge points and contents. We will choose appropriate lessons based on the teaching materials and according to the different themes of the exploration unit.

"The museum course is just the same. Before the children visited the Sanxingdui Museum, I introduce them to porcelain, ancient architecture, the ancient hierarchy and other related knowledge, guiding them to learn more about the origins of the artifacts. When they come back from their visit and tell me what they have learned, I know they can visit all types of museums on their own."

These courses require teachers to have a vast amount of knowledge and to be able to draw on it when talking about relevant points.

“很幸运，我自己很喜欢读书，各个方面都喜欢涉猎，而且能够把我吸收到的知识分享给孩子们，是我最大的乐趣。我的课堂上往往会有两种方案，一个是模块化按部就班的教学内容，一个是增加相关知识点的拓展。比如讲到《前赤壁赋》，我会把《后赤壁赋》也进行展示，让孩子们感受两者的不同，无论是写作技巧还是情感表达。当孩子们很积极的在吸收知识的时候，我便会给予他们更多，很高兴的是，目前我们至少有三分之二以上的课堂，都会有拓展内容的讲解，证明孩子们也爱听，爱学。”

I tend to teach relevant knowledge in my class. For example, when I talk about The First Ode on the Red Cliff, I will also present The Second Ode on the Red Cliff, so that the children can feel the difference between the two, both in terms of writing techniques and emotional expression.

We teach children a way to feel the world, a way to express their emotions in Chinese class.

“道家讲求的‘无为’而治，那么放在教育上呢？不是不努力，而是不要忘记初心。现在我们太急于追求一个好的结果，或者分数，忘了我们为什么要学习。学习应该是一件非常快乐的事。我希望我可以成为孩子们的朋友，我们可以彼此分享学到的东西，看过的书，从孩子们视角看这个世界，我们会有很多不同的发现。”

Nowadays everyone is so anxious for a good marks, that we forget why we are learning. Learning should be a great joy.

“比如我们三年级课文讲到‘漏’，我们大人或许会觉得老爷爷、老婆婆很机智，用类似‘空城计’的方式，吓跑了老虎和贼，而孩子们告诉我的是，我们不应该被自己的‘想象’打倒，不陷于‘假想’的困难。再比如我们给1年级的小朋友讲‘喜、怒、哀、乐’的时候，希望他们能每个人都表现‘怒’。但有两个小朋友一直一来都很温和，在他们的生活里，他们不会‘发怒’。所以我们教学的时候，为什么一定要预设结果呢？孩子们真切的告诉我们，人是多元的，我们的课程、教学，也就应该是多元的。”

"For example, when we talked about 'leakage' in P3, children tell me is that we don't should be beaten down by our 'imagination' and not get stuck in 'imaginary' difficulties.

Mr. Huang's vision of education coincides with our school's values of 'Love, Innovation, Diversity and Success ', which is the 'gift' we want to give to our children

本科研习汉语言文学，硕士阶段选择前往韩国国立全南大学深造亚洲文化的黄作纾老师，对汉语言文化有种理性的执着，对“汉字文化圈”有自己独到的见解。结束海外的求学生涯后，黄老师毅然回到故乡，投身到教育事业中。之所以选择国际教育，他坦言“纸上得来终觉浅”，无论研习多少著作、古籍，亲自去到各个国家与地区体验的经历，更让他受益匪浅，这些经历让他的课堂更加鲜活生动，同时他也鼓励孩子们多走出去，“不要埋头造车，更要抬头看路”。

Having studied Chinese Language and Literature at undergraduate level and Asian Culture at Master's level at Chonnam National University in Korea, Mr. Huang returned to Chengdu to pursue a career in education.

在来到康礼学校之后，他对康礼的校园“一见倾心”，“这里非常适合学习与思考，同事们很友好，负责，孩子们很活泼，有想法，和别的孩子相比，他们多了一份从容。”

这份从容，或许源于孩子们内心目标的明确，或许源于老师们启发式的循循善诱，或许源于多元化的成长与评价体系，无论如何，我们希望康礼的孩子们，老师们，能够一直保持这一份从容与优雅，“酒盈杯，书满架，名利不将心挂”。

After arriving at Cogdel School Chengdu, he was 'instantly impressed' with the campus: "It's great for learning and thinking, the colleagues are friendly and responsible, the children are lively and thoughtful.”

黄老师为安仁中学高一年级学生教授“国际理解”课程