11-18 08:45发布于湖南
在英国博物学家托马斯·亨利·赫胥黎（Thomas Henry Huxley）的著名演讲《通识教育》（A Liberal Education）中，他将人生比作一场游戏，而教育的目的就是让受教育者掌握这套游戏规则——自然法则，并培养他们与这些自然法则和谐相处的“情感”与“意志”。然而，掌握自然法则并不是为了征服自然，而是为了服从这些支配人和事物的法则，并学会利用和感恩自然的赏赐。这便是赫胥黎眼中的“通识教育”，即与“自然教育”相对的“人为教育”。这种“人为教育”能弥补“自然教育”的不足，为孩子接受大自然的教育做准备。
在彼一米森林学校，理科课程主要负责教授学生掌握自然法则，而文科课程则致力于培养学生与自然和谐相处的情感和意志。英语作为文科的一门主干课程，理应承担起这一重任。英语教育的终极目的在于锻造学生以意志驾驭身体的能力，培养他们“敏感、坚毅、冷静而有逻辑性”的心智。这样，他们既能充满生机和热情地生活，又能凭借“强大的意志力和敏感的心智”作出明智的决策，成为国际化教育的受益者和真正的社会栋梁。
At Changsha BeeMee Forest School, the sciences primarily focus on teaching students to understand the laws of nature, while the humanities aim to cultivate the emotions and will necessary to live harmoniously with nature. As a core subject in the humanities, English should take on this responsibility. The ultimate aim of English education is to forge the ability of students to control their bodies with their will, and to develop a “sensitive, resolute, calm, and logical” mind. In doing so, students can live vibrantly and passionately, while also making wise decisions with “strong will and a sensitive mind,” thus benefiting from international education and becoming pillars of society.
家长通常认为英语教学的主要目的是培养学生听、说、读、写、译的能力。这些能力的培养是基石，不可或缺。然而，这些工具性的目标只是英语教学的直接目的，最终应服务于更大的目标，即培养学生的高尚道德情操和健全人格。学生对语言知识的掌握和教师对学生语言技能的培养应在学生理解读物和尝试表达中自然发生，这类似于“做中学”的理念，而非机械的操练。
Parents often perceive the primary goal of English teaching to be the development of students' listening, speaking, reading, writing, and translation skills. While these skills are foundational and indispensable, they are merely the immediate goals of English instruction. The ultimate purpose should be to cultivate students’ noble moral character and sound personality. Mastery of language knowledge and the development of students' language skills should naturally occur in the process of understanding readings and attempting to express themselves, much like the principle of “learning by doing,” rather than through mechanical drills.
01
让文学带我们走得更远：
理解和思考人性与情感
Let Literature Take Us Further: Understanding
and Reflecting on Human Nature and Emotions
文学作品是探索人性、理解世界的一扇窗。无论是古老的戏剧，还是现代的小说，文学都能让我们与不同文化和时代的人物产生共鸣。《Hatchet》这本书不仅让学生理解冒险的刺激，更重要的是展示了人类在困境中的坚韧与成长。主角Brian在荒野中的求生经历，不仅考验了他的智慧和勇气，也让学生从中汲取力量，理解生活中的挑战与抉择。通过这样的故事，学生不仅掌握了语言技巧，还在情感和价值观层面得到滋养。
Literary works serve as a window into human nature and the world around us. Whether ancient dramas or modern novels, literature allows us to resonate with characters from different cultures and eras. The novel Hatchet not only lets students experience the thrill of adventure but, more importantly, it showcases human resilience and growth in times of adversity. The protagonist, Brian, faces survival in the wilderness, testing his intelligence and courage, but also offering students the chance to draw strength from his experience and understand life’s challenges and choices. Through such stories, students not only master language skills but also nourish their emotional and value-based development.
Understanding Language Knowledge
教授语言知识，这是最基础的层面，离开它，一切都无从谈起。
Recognising and This is the foundational level, without which everything else is meaningless.
分段精读与分析：引导学生分段精读《Hatchet》，逐段分析人物的情感变化与情节的推进。这不仅帮助学生理解文本，还提升了他们的理解力和表达能力。
Close Reading and Analysis by Paragraph: Guide students to engage in close reading of Hatchet, analysing the emotional changes of characters and the progression of the plot. This not only helps students understand the text but also enhances their comprehension and expression abilities.
词汇学习与语境推测：通过词汇表和上下文的推测法，帮助学生理解新词的意思，提高词汇量和语言理解能力。例如，学生可能遇到一些生词，如amphibious、turbulence、hummocks、pulverize、convulse等，以及一些复杂的语法结构，如条件句和被动语态。教师应通过词汇表和语法解释帮助学生理解。
Vocabulary Learning and Contextual Inference: Using vocabulary lists and contextual inference techniques, help students grasp the meaning of new words, expand their vocabulary, and improve language comprehension. For example, students may encounter unfamiliar words such as amphibious, turbulence, hummocks, pulverize, convulse, as well as complex grammatical structures like conditional sentences and passive voice. Teachers should assist students by explaining the vocabulary and grammar.
Understanding Structure and Themes
引导学生分析文章的布局谋篇，把握核心论点或主题。通过结构分析，帮助学生理解文章的主旨和架构，有利于他们自己的写作。
Guide students to analyse the structure and core themes of the text. Structural analysis will help students grasp the main ideas and composition of the text, which will be beneficial for their own writing.
分段精读与分析：继续引导学生分段精读《Hatchet》，逐段分析文章的结构，如如何引入主题、如何层层推进。通过讨论，帮助学生理解Brian的心理变化和成长。
Close Reading and Analysis by Paragraph: Continue guiding students through the close reading of Hatchet, analysing how the theme is introduced and developed in each div. Discussions will help students understand Brian’s psychological changes and growth.
情节复述与讨论：让学生复述故事的情节，并与同学讨论人物的动机和行为，增强口语表达能力和批判性思维。例如，讨论Brian在荒野中的生存策略和心理变化，分析这些策略背后的智慧和勇气。
Plot Recounting and Discussion: Encourage students to retell the story and discuss characters’ motives and actions, which enhances their oral expression and critical thinking. For example, discussing Brian’s survival strategies in the wilderness and his psychological changes, analysing the wisdom and courage behind these strategies.
引导学生跳出文本，思考作品与生活的关系，有意识地思考阅读材料带来的启发，认识以前未曾了解的人性或世界的方方面面。在这个层面，教师还应培养学生的批判性阅读能力，引导他们分析所阅读的材料中哪些观点是对的，哪些是不完整甚至是错的。
Guide students to step beyond the text and reflect on the relationship between the work and life, encouraging them to consciously think about the insights gained from the reading material, and explore aspects of human nature or the world they may not have understood before. At this level, teachers should also foster critical reading skills, helping students analyse which ideas in the material are valid, which are incomplete, or even erroneous.
分段精读与分析：引导学生思考《Hatchet》中的人性、生存和成长主题，鼓励他们联系自己的生活经验，提出自己的见解和批评。例如，讨论Brian在逆境中的坚韧与成长，思考这些经历对个人发展的启示。
Close Reading and Analysis by Paragraph:Encourage students to reflect on the themes of human nature, survival, and growth in Hatchet, and connect these themes to their own life experiences, offering personal insights and critiques. For instance, discussing Brian’s resilience in adversity and reflecting on how these experiences shape personal development.
角色扮演与写作练习：通过角色扮演活动，使故事中的角色更加生动。在写作练习中，学生可以根据自己的理解，写下角色的内心独白或重述一个情节，通过写作加深对小说内容的理解与感悟。例如，让学生写一篇关于Brian在荒野中的内心独白，或重述某个关键情节，表达自己的感受和思考。
Role Play and Writing Exercises: Through role-playing, bring the characters in the story to life. In writing exercises, students can write internal monologues for the characters or retell key scenes, deepening their understanding and reflection on the novel. For example, students could write a monologue for Brian in the wilderness or re-tell a critical scene, expressing their own emotions and thoughts.
02
跨文化视角的深度探索
Cross-Cultural Exploration and Depth
在全球化的今天，理解不同文化间的差异与联系尤为重要。《Hatchet》不仅是一部青少年冒险小说，也是一部关于文化适应与生存挑战的文学作品。通过这样的阅读，学生不仅学习英语语言技巧，还能深入理解作品背后的文化背景与人类共同的情感体验。这种跨文化的阅读过程，帮助学生开阔视野，增强他们对世界的认知与理解。
In today’s globalised world, understanding the differences and connections between cultures is more important than ever. Hatchet is not just a teen adventure novel; it is also a literary work about cultural adaptation and survival challenges. Through this reading, students not only learn English language skills but also gain deeper insights into the cultural background of the story and the shared human emotional experiences. This cross-cultural reading process helps students broaden their perspectives and enhances their understanding of the world.
文学的魅力在于它不仅让我们从纸上走进另一种生活，还帮助我们更加清晰地审视自身与周围的世界。《Hatchet》不仅是一部冒险小说，也是一部关于人类生存挑战与自我成长的深刻教材。通过这种文学作品的学习，学生能在虚构的世界中发现人生的智慧，并将其应用到现实生活中。
The beauty of literature lies in its ability to take us into another life, while also helping us reflect more clearly on ourselves and the world around us. Hatchet is not only an adventure novel but also a profound textbook on human survival challenges and personal growth. Through learning such literary works, students can discover the wisdom of life within the fictional world and apply it to their own reality.
彼一米国际课程教师充分发挥主观能动性，精心设计教学，让阅读成为一种享受。通过文学的学习，学生不仅能够提高英语水平，还能在情感和价值观层面得到滋养，成为全面发展的终生学习者。这种综合素养的培养不仅有助于他们在全球化环境中更好地适应和竞争，还能促进他们对人类共同命运的深刻理解与尊重，为未来的社会贡献更多智慧和力量。
Teachers in the international curriculum at Changsha BeeMee Forest School actively design lessons to make reading a pleasure. Through the study of literature, students not only improve their English proficiency but also nourish their emotional and value-based growth, becoming lifelong learners with well-rounded development. This holistic cultivation not only helps them adapt and compete better in a globalised environment but also fosters a deep understanding and respect for humanity’s shared destiny, contributing more wisdom and strength to the future of society.
因此，我们应该从一开始就设法开拓学生的视野，培养他们的文化、历史乃至哲学意识，而不仅仅是让他们追求实用性，被功利性所累。在经典阅读和教学的过程中，教师应逐步培养学生辨别高尚与卑贱的价值标准的能力，引导他们向往贤达、见贤思齐，鄙视庸俗、远离宵小之辈，心中始终怀有崇高的理想追求。总之，教师应引导学生阅读经典，启发他们思考人生与社会，将个体的人生定位与他人及社会紧密联系起来，关注人类整体的利益与发展。
Therefore, we should aim to broaden students' horizons from the outset, nurturing their awareness of culture, history, and even philosophy, rather than simply focusing on practicality and utilitarian goals. During the process of teaching classical literature, teachers should gradually develop students’ ability to distinguish noble from base values, guiding them to aspire towards virtue, to emulate the wise, to disdain the vulgar, and to keep lofty ideals in their hearts. In short, teachers should guide students to read the classics, inspire them to reflect on life and society, and connect their individual lives with others and society, always focusing on the greater good and development of humanity.
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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