【PBL华美国际化课程】PBL跨学科项目化学习初探
随着核心素养的深化推进，国家新课程方案中规定有10%的时间用于跨学科主题学习，华美外国语学校的PBL跨学科项目化学习有怎样的设计逻辑与实践原型呢？我们一起来理解几个概念吧！
它离不开学科学习，与多学科学习也不同，是为解决一个真实的问题，运用一种真实的综合方法，整合来自不同学科的知识和方法，产生整体理解。
项目化学习是为了促进素养目标而围绕一个真实问题进行深入持续的探索，形成项目成果。
项目化学习包含了多种课程样态：
从最广为人知的基于问题的学习、探究学习、STEAM到最新的基于现象的教学，从最具有系统性和跨学科项目化学习特征的IB课程到主题式活动、研究性学习，都有项目化学习的影子。
总而言之，跨学科学习和项目化学习有共性特征也各有侧重。它们都需要围绕真实问题进行探索，其本质上是对固化的知识逻辑的挑战，都追求在复杂问题中的创新与回应。但是跨学科学习侧重学科整合，项目化学习侧重持续探究。
跨学科项目化学习就是取项目化学习和跨学科学习之间的合集。英文全称是：Project-Based Learning，简称PBL,是一种以学生为主导、围绕某一项目开展学习的教学方式。跨学科项目化学习不是简单地拼凑不同学科的知识解决问题，而是在解决真实而复杂的问题中学习不同学科的知识，产生整合性的成果与理解。
跨学科项目化学习不仅需要学科立场，更需要跨学科的整合立场。
学期初，华美外国语学校总校长邓登江提出要重新构建教师、学生、知识三者的关系：
变学生和知识之间的次要关系为主要关系。之前老师先备课，再传递给学生。现在让学生尽可能多地直接和知识多接触，让老师成为桥梁的作用。
启发式教学，推进学生主动学习。教师要引起学生活动、促进学生活动、维持学生活动。
邓登江校长还提出要重视四个更加关注：
既关注教师的教学，又关注学生的学；
既关注课堂的45分钟，又关注课前课后的延伸（差异化辅导）；
既关注学生的学习情况，又关注学生的学习品质；
既关注师生课堂不足，更关注师生课堂长处、闪光点。
教师们在课堂上要三个达成80%：
小班化教学，输出有有效信息量达到80%以上，专指符合学生学情；
在课堂上调动80%以上学生的积极性；
学生当场消化80%以上有效信息。
“坚守国家基础课程，凸显国际理解课程，发展未来公民素养课程”。华美外国语学校正在以“项目制为载体，以四环节为核心”，扎实深入地实施PBL华美国际化课程。
*以下为英译版，上下滑动查看。
*The following is the English translation of the article, swipe up and down to view.
PBL
INTERDISCIPLINARY
PROJECT-BASED
LEARNING AT HUAMEI
As the promotion of core competencies deepens, the national new curriculum plan stipulates that 10% of the time should be allocated for interdisciplinary thematic learning. What is the design logic and practical prototype of Huamei Foreign Language School's PBL interdisciplinary project-based learning? Let's understand some key concepts together!
What is interdisciplinary learning?
It cannot be separated from subject-specific learning and is distinct from multi-disciplinary learning. Interdisciplinary learning aims to address a real problem using a genuine integrated approach, integrating knowledge and methods from different subjects to achieve holistic understanding.
What is project-based learning?
Project-based learning is an in-depth and continuous exploration centered around a real problem to promote competency goals, resulting in project outcomes.
Project-based learning encompasses various course modalities, from the widely recognized problem-based learning, inquiry-based learning, STEAM, to the latest phenomenon-based teaching. It includes a wide range of approaches, from the systematic and interdisciplinary project-based learning features of the IB program to thematic activities and research-based learning.
In summary, interdisciplinary learning and project-based learning share common characteristics and have their own emphases. Both require exploration around real problems and fundamentally challenge rigid knowledge logic, striving for innovation and responses to complex issues. However, interdisciplinary learning emphasizes subject integration, while project-based learning emphasizes continuous exploration.
What is interdisciplinary project-based learning?
Interdisciplinary project-based learning is a combination of project-based learning and interdisciplinary learning. In English, it is known as Project-Based Learning, abbreviated as PBL. It is a teaching method where students take the lead and engage in learning centered around a specific project.
Interdisciplinary project-based learning not only requires a disciplinary perspective but also a cross-disciplinary integration perspective.
At the beginning of the semester, Deng Dengjiang, the Principal of Huamei Foreign Language School, proposed to reconfigure the relationship among teachers, students, and knowledge：
Firstly, he aimed to shift the secondary relationship between students and knowledge to a primary one. Previously, teachers would prepare lessons first and then convey the knowledge to students. Now, students are encouraged to have as much direct contact with knowledge as possible, with teachers acting as facilitators.
Secondly, he advocated for heuristic teaching to promote active learning among students. Teachers should stimulate student activities, facilitate student engagement, and sustain student involvement.
Principal Dengjiang also emphasized four areas of focus:
Pay attention to both teaching by teachers and learning by students;
Consider not only the 45 minutes of classroom time but also pre-class and post-class extensions (differentiated tutoring);
Focus on both students' learning outcomes and the quality of their learning;
Address not only the shortcomings in teacher-student classrooms but also their strengths and standout moments.
Teachers are encouraged to achieve three goals in the classroom:
Small-group teaching, delivering over 80% of effective information tailored to students' learning situations;
Engaging over 80% of students' activity in the classroom;
Ensuring real-time digestion of over 80% of effective information by students.
"Adhere to the national curriculum, highlight international understanding courses, and develop civic education courses." Huamei Foreign Language School is diligently implementing its PBL-based international curriculum with "project-based learning as the carrier and four core components," delving deep into this initiative.
文稿：罗娟
翻译：王玉珏
编辑：陈思达
图片：罗娟、陈思达
审核：邱其仲、罗娟
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。
课程设置：双语国际课程,香港DSE课程
学费区间：6.8-14.8万/年
