眼中有世界，心中有国家|IB框架下的语文融合课程 Eyes on the World, Heart for the Nation

无论是世界各地丰富多彩的自然景观，还是不同国家独具魅力的人文景观，都为地球勾勒出共享价值的动人轮廓，提醒着人类同处一个家园。五年级语文下册第七单元以“足下万里，移步换景，寰宇纷呈万花筒”作为单元导语页开篇，指向了人文主题“世界美景”，意在让学生学会在品读语言文字的过程中，欣赏不同地域不同风景之美，体会人与自然的和谐之美。 

《威尼斯的小艇》《牧场之国》《金字塔》三篇文本分别向我们展现了水城威尼斯独特的城市风光、荷兰安闲的牧场、古老的埃及金字塔，配合口语交际“我是小小讲解员”与习作“中国的世界文化遗产”，引导学生增强民族自豪感，学会把中国的世界文化遗产介绍清楚。 

结合五年级UOI第五单元超学科主题“共享地球”，学生提取了重要概念——责任，融合语文课标中第三学段“阅读与鉴赏”“表达与交流”领域的目标要求，师生共同设计了“眼中有世界，心中有国家”这一学习大情境。

通过本单元学习， 学生将知道（K）

• 景观有静态美与动态美。静态景观，安静且沉稳；动态景观则活力满满，各有魅力。

• 每个地方都有标志性事物，如北京长城、巴黎埃菲尔铁塔。介绍地方时聚焦标志性事物，能凸显地域特点。

• 描写景观的文章蕴含人与自然和谐之美，人们爱护自然，自然馈赠美景。

• 介绍地方需多渠道找资料，如看书、上网、问长辈，筛选整理后再介绍才清晰。

• 图片直观、表格清晰、提纲理顺内容，它们都能让介绍更有条理。

学生将理解（U）

• 从风景、历史、风俗等多方面了解一个地方，才能清晰介绍它。

• 按介绍目的与受众选方式，灵活运用材料。

• 我们有责任保护世界文化遗产。

学生将能够（D）

• 阅读时能分辨景观的静态与动态描写，感受它们让文章生动的效果。

• 学会找资料、筛选整理，借助图片、表格，用自己的话有条理地介绍景物或事物。

• 通过不同方式采取行动，以保护世界文化遗产。

问题驱动：

• 你知道哪些世界文化遗产？

• 中国有哪些世界文化遗产？

• 我们可以通过什么方式来保护中国的世界文化遗产？

任务一：实习储备期——跟着课本去旅行

• 子任务一：品威尼斯动静之美。

• 子任务二：赏荷兰动静之闲。

• 子任务三：探金字塔静中之秘。

通过三篇文本的学习，学生体会到威尼斯水城之灵动，荷兰牧场之闲适，夕阳西照金字塔的雄浑。通过比较，发现三篇文本写法各有特点，锻炼思维；感受动态描写、静态描写的美，提高品鉴能力。

任务二：小试牛刀期——环球文化讲解员

• 子任务一：世界美景我知道；

• 子任务二：我是小小讲解员。

学生通过搜集资料、请教老师、查阅地图等方法，利用数学、美术等知识，设计游览各地景观的旅行路线图、绘制旅行手账、制作景观介绍海报等，为下一个学习任务做铺垫。在这个过程中，学生初步掌握了搜集资料的基本方法。 

过程性评估：

• 解说时条理清楚，语气适当，动作自然大方，吸引听众。 
  

• 解说时能运用海报、图片、PPT等形式辅助讲解。

• “下次如何更有效地规划时间？”

任务三：大展拳脚期——共享地球，保护中国文化遗产

结合单元习作要求，围绕“中国的世界文化遗产”，老师设计了三个进阶性的子任务。

• 子任务一：找一找。有目的地收集我国“世界文化遗产”的相关资料。 

• 子任务二：写一写。选择一处自己最感兴趣的世界文化遗产，用文字、图片、表格等形式把它介绍清楚，并尝试在写景部分运用动态描写与静态描写。

• 子任务三：采取行动——撰写保护中国文化遗产倡议书。

有趣而真实发生的探究活动能让学生找到习作的乐趣，在搜集资料过程中，学生的研究技能得以训练，整理资料则让他们不断反思并调整自己的搜集资料的目的与方向。最后将资料整合，用自己的语言形成一篇介绍中国的世界文化遗产的习作，成为展示自己的学习成果，为自己感兴趣的中国世界文化遗产代言，进一步培养文化自信。通过搜集资料、撰写作文，学生自然而然得出中国世界文化遗产需要宣扬与保护的结论。

过程性评估：

• 习作：

• 倡议书：

  1）内容完整性

  遗产认知：是否清晰阐述至少两个中国世界文化遗产的名称及独特之处，展现对其基本特征的了解。

  问题分析：能否指出当前中国世界文化遗产面临的至少两种威胁，并简单分析其产生原因。

  倡议内容：是否提出三条及以上切实可行的保护措施，涵盖从自身行动到向他人宣传等不同层面。

  2）语言表达

  语句通顺：全文语句连贯流畅，不存在明显的语病。

  用词恰当：使用合适的词汇表达观点。

  情感真挚：不是生硬地罗列倡议内容。

  3）格式规范

  标题明确；称呼合理；落款正确。

学生反思：

• 学生A：我的思考技能得到了提升，学习描写不同景观的课文时，我能准确分辨出静态与动态描写，这让我在阅读其他文章时，也能快速抓住关键描写手法，理解作者意图。在资料收集过程中，面对网上繁杂的信息，我会思考资料的可靠性，学会筛选对我有用的内容，批判性思维得到了锻炼。

• 学生B：在这个单元学习前，我对 “责任” 的理解是模糊的。但随着学习的深入，特别是了解到世界文化遗产面临的各种威胁，我才意识到保护它们是我们每个人的责任。我明白了，责任不是一句空话，而是要落实到行动上，从自己做起，为保护地球珍贵的文化遗产贡献力量，这不仅是对过去负责，更是对未来负责。

• 学生C：经过 “共享地球” 单元的学习，我收获满满，但也产生了一些新疑惑。在全球化这么发达的今天，不同国家文化、经济情况差异很大，怎么才能把各国力量联合起来，制定一个大家都能遵守且有效的全球性保护机制呢？

教师反思：

• 遵循“探究与提问-知识构建与合作-反思与行动”的方法，让反思成为教学环节实实在在的有机构成，是非常重要的。随着整个大单元探究的推进，在最后一个子任务：采取行动——撰写保护中国文化遗产倡议书的深入过程中，学生认为倡议书不能只面向中国的世界文化遗产保护这一方面，资源的节约、环境的保护也是他们力所能及的责任范围。于是我马上调整倡议书的要求，扩大倡议书的内容范围，让学生在主题框架下，根据主旨与探究线索确定自己倡议书的内容。根据学生的反思反馈调节教学内容和方式，形成实践-反馈-调整-再实践的循环，不断提升课堂教学水平，达成了更好的育人目标。

Whether it is the diverse natural landscapes or the captivating human-made wonders across the globe, they collectively outline a shared vision of our planet's value, reminding humanity that we inhabit a single home. The grade 5 Chinese textbook (Volume 2), Unit 7, opens with the guiding statement: "Travel thousands of miles, shift perspectives with every step, and behold the kaleidoscope of our world," anchoring the humanities theme of "Global Wonders." This unit aims to guide students to appreciate the beauty of diverse landscapes and the harmony between humans and nature through critical engagement with language and texts. 

The unit includes three texts: "The Gondolas of Venice," showcasing the unique urban scenery of Venice; "The Dutch Meadows," depicting the tranquil pastoral life of the Netherlands; and "The Pyramids of Egypt," exploring the ancient marvels of Egyptian civilization. It also features an oral communication activity titled "I Am a Young Guide" and a writing assignment titled "China's World Cultural Heritage." These components foster students' national pride and equip them with skills to clearly articulate the significance of China's world cultural heritage. 

Drawing from the transdisciplinary theme "Sharing the Planet" in Grade 5’s fifth UOI, students identified the core concept of Responsibility. By integrating the objectives of the Chinese curriculum’s third learning stage—specifically, the domains of "Reading and Appreciation" and "Expression and Communication"—teachers and students co-designed the overarching learning scenario: "Eyes on the World, Heart for the Nation".

Through this unit, students will know (K):

• Landscapes exhibit both static and dynamic beauty. Static landscapes are quiet and serene, while dynamic landscapes are vibrant and energetic, each possessing unique charm. 

• Every place has iconic landmarks (e.g., the Great Wall in Beijing, the Eiffel Tower in Paris). Focusing on these landmarks when introducing a location helps highlight its distinctive regional characteristics.

• Descriptive texts about landscapes embody the beauty of harmony between humans and nature – where people cherish the natural world, and nature reciprocates with breathtaking scenery.

• Introducing a location requires gathering information through multiple channels (e.g., consulting books, browsing the internet, interviewing elders), followed by filtering, organizing, and presenting the content coherently.

• Visual aids like images, tables, and outlines enhance the logical flow and effectiveness of presentations.

Students will understand (U):

• A place must be understood comprehensively through its landscapes, history, customs, and other dimensions to introduce it clearly.

• Select presentation methods based on purpose and audience, flexibly adapting materials to suit communicative goals.

• We bear a responsibility to protect world cultural heritage as stewards of shared human civilization. 

Students will be able to (D):

• Distinguish between static and dynamic descriptions of landscapes in texts and analyze how these techniques enhance the vividness and appeal of writing.

• Develop research skills to gather, evaluate, and synthesize information, using visual supports (e.g., images, charts) to deliver structured and engaging presentations about places or objects in their own words.

• Take proactive actions to protect and promote awareness of world cultural heritage. 

Driving Question:

• What World Heritage Sites do you know? 

• What are the world cultural heritages in China? 

• In what ways can we protect China's world cultural heritage? 

Task 1: Internship Reserve Period - Traveling with Textbooks 

• Sub-task 1: Appreciate the beauty of Venice. 

• Sub-task 2: Appreciate the leisure of movement and static in Holland. 

• Sub-task 3: Explore the secrets of the pyramids in silence. Translation into English 

Through the study of three literary texts, students have immersed themselves in the poetic essence of distinct global landscapes: experiencing the fluid charm of Venice's water city, the pastoral serenity of Dutch meadows, and the majestic solemnity of pyramids bathed in twilight. By comparing these works, they have cultivated analytical thinking through examining diverse narrative techniques, while refining their aesthetic discernment by appreciating the artistic interplay between dynamic descriptions and static depictions. 

Task 2: Small Trial Period - Global Culture Interpreter 

• Sub-task 1: I know the beauty of the world.

• Sub-task 2: I am a little docent. 

By collecting information, asking teachers and consulting maps, students use their knowledge of mathematics and art to design travel maps for visiting landscapes around the world, draw travel handbooks, and make posters introducing landscapes, etc., so as to pave the way for the next learning task. In this process, students initially master the basic methods of collecting information.  

Process Evaluation:

• Explain in a well-organized manner, with appropriate tone of voice and natural and generous movements to attract the audience. 

• The ability to use posters, pictures, PPT and other forms to support the explanation. 

• Be able to make appropriate adjustments to the content of the narration according to the audience's response. 

Task 3: Expanding Horizons — Sharing the Planet, Safeguarding China's Cultural Heritage 

• Subtask 1: Curate & Explore Conduct purpose-driven research to gather and curate targeted information about China's UNESCO-listed cultural heritage sites. 

• Subtask 2: Write about it. Choose a world cultural heritage site that you are most interested in, introduce it clearly in words, pictures, tables, etc., and try to use dynamic description and static description in the part of writing scenery.   

• Sub-task 3: Take action - Write an initiative to protect China's cultural heritage. 

Interesting and real-life exploratory activities enable students to find joy in their work. In the process of collecting information, students are trained in research skills, and organizing the information allows them to constantly reflect on and adjust the purpose and direction of their own data collection. Finally, they integrate the information and use their own language to form an assignment to introduce China's world cultural heritage, which becomes a way to show their learning achievements, advocate for China's world cultural heritage they are interested in, and further cultivate cultural self-confidence. 

Process Assessment

• Exercise:

• Initiative:

1）Content Integrity 

• Heritage Awareness: Whether the names and unique features of at least two Chinese World Heritage Sites are clearly articulated, demonstrating an understanding of their basic characteristics.   

• Problem analysis: Can you point out at least two threats currently facing Chinese World Heritage sites and briefly analyze their causes?  

2）Linguistic expression 

• Smoothness of phrases: the whole text is coherent and fluent, with no obvious speech defects. 

• Appropriate vocabulary: Use appropriate vocabulary to express your views.   Sincere emotion: it is not a raw listing of the content of the initiative.

3）Format standardization 

• The title is clear; the address is reasonable; the paragraph is correct. 

Student Reflection:

• Student A: My thinking skills have been improved. When studying texts that describe different landscapes, I can accurately distinguish between static and dynamic descriptions, which enables me to quickly grasp key descriptive techniques and understand the author's intention when reading other texts. In the process of data collection, in the face of the complicated information on the Internet, I can think about the reliability of the information and learn to filter the content that is useful to me, so my critical thinking has been practiced. 

• Student B: Before this unit of study, my understanding of “responsibility” was vague. However, with the deepening of the study, especially when I learned about the various threats to the world's cultural heritage, I realized that it is the responsibility of every one of us to protect them. I realized that responsibility is not an empty word, but should be put into action. Starting from ourselves and contributing to the protection of the precious cultural heritage of the earth is not only responsible for the past, but also for the future. 

• Student C: After studying the unit “Sharing the planet”, I have gained a lot, but I also have some new questions. With globalization so advanced and the cultural and economic situations of different countries so different, how can we unite the strengths of all countries to develop a global protection mechanism that everyone can follow and that is effective?

Teacher reflection:

• It is very important to follow the method of “Inquiry and Questioning - Knowledge Construction and Collaboration - Reflection and Action”, so that reflection becomes a real and organic part of the teaching process. As the whole unit of inquiry progressed, in the last sub-task: taking action - writing an initiative to protect China's cultural heritage, students thought that the initiative could not only be oriented to the protection of China's world cultural heritage, but also the conservation of resources and the protection of the environment. So, the teacher immediately adjusted the requirements of the initiative, expanding the content of the initiative, allowing students to determine the content of their own initiative under the framework of the theme, according to the central idea and lines of inquiry. According to the students' reflective feedback to adjust the content and mode of teaching, the formation of practice-feedback-adjustment-practice cycle, and constantly improve the level of classroom teaching, reached a better goal of educating people.