在王府生活工作了5年之后，為了能夠充實自己的教育理念和教學方式，2016年9月，我們一行十位王府老師奔赴美國北科羅拉多大學進修，身臨其境了解西方先進的教育理念、教學模式以及異國文化底蘊。

　　1

　　主動學習的激勵模式

　　這學期我們主要有三門課程，門是 Wagner老師指導的Methods of Teaching World Languages，也是三門課程中的核心課程。

　　在本門課程中，老師教授多語言教學中的核心理念、教學方法、教學標準和教學大綱。這些理念和方法對于語言教學有極大的幫助，可以更加科學地指導和作用于實踐教學當中。

　　令人印象深刻的是，老師可以靈活地運用小組討論的方式，合理利用課堂資源，結(jié)合不同學生的語言背景和學習能力進行科學分組，使得我們中國留學生能夠去和美國本土學生進行相互討論和學習。

　　在這里，學生們沒有壓力，可以暢所欲言地探討學術(shù)，但每一節(jié)課都需要大家的頭腦風暴，個人的思維可以在課堂無限地延展和飛躍。當然，這種課堂也充滿了挑戰(zhàn)。比如課前預習需要大量閱讀，一周至少要有一本教科書的閱讀量

　　課堂上的放松并不等同于課下的輕松。這種主動學習的激勵模式可以極大地開發(fā)學生們學習的主動性。

　　經(jīng)過將近5個月的學習，我發(fā)現(xiàn)原來我的閱讀量如此驚人。課后，王府的老師們分享了學習心得，對比中美課堂差異，感受頗多。

　　2

　　開放性的學習方式

　　第二門課程是Milian老師教授的Second Language Acquisition Theory語言發(fā)展理論，為門課程奠定了更扎實的理論基礎。本學期，Milian老師要求每個學生根據(jù)自己讀書的章節(jié)做兩個Presentation，通過演講，可以從不同角度，更加深入地討論和了解語言學習的過程。同時，鍛煉培養(yǎng)了學生英文演講的能力。

　　第三門課程是網(wǎng)絡課程，由Cory老師指導的Foundations of Language and Linguistics for ESL/Bilingual Educators，這門網(wǎng)絡課程的高效性和科學性，給我留下深刻印象。

　　Cory老師本學期布置了周密的學習計劃，每周都有詳細的讀書安排。大家將讀書感受分享在討論區(qū)后，就可以在討論區(qū)相互分享彼此觀點。

　　這種互教互幫的開放性學習方式，開啟了新的學習模式，所有的學習任務和作業(yè)安排都可以在線上完成，簡便快捷，可以隨時與同學和老師進行互動交流。

　　我認為，在經(jīng)濟、科技迅速發(fā)展的中國，比較適合這種線上模式的學習體驗。這無疑也是一種資源的共享——教育資源充分利用新型教育模式。

　　Cory老師教學的核心是語言學發(fā)展史和基本理念，同時結(jié)合語言學教學的方法，綜合了以上兩門課程內(nèi)容的核心。因此，本學期三門課程相輔相成，高效完成了多語言教學理論和方法的核心內(nèi)容。其中，課程與課程之間相互涉及，緊密銜接，這種呈現(xiàn)三角教學內(nèi)容的課程安排，值得我們學習和借鑒。

　　3

　　教育理念和方法是王道

　　2016年12月9日，本學期全部課程結(jié)束，緊張忙碌了將近1個月的Paper也全部寫完。對于我個人來講，最大突破就是打破了原有教育理念的瓶頸。國際學校的教育無疑是將來要對接國際大學，所以教育的過程中最重要的就是思維，要解放思想。教學內(nèi)容只是其一，教育理念和方法才是王道。

　　新世紀對于優(yōu)秀教師也應有新的要求，我認為，創(chuàng)新、革新、突破、與時俱進并像科學家一樣探究教育教學，才是新時代教師的核心理念。

　　王府學校正在開展的IB教學理念，非常符合國際教學目標：Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, reflective 這些充分體現(xiàn)出了對國際人才的發(fā)展要求，而王府學校所要培養(yǎng)的也就是這樣的人才。

　　在美國學習這段時間，我對美國的教育、文化和課堂體現(xiàn)出來的教育教學理念也有了更深刻的體驗。

　　UNC‘s curriculum is comprehensive and impressive

　　Peng Cui /University of Northern Colorado

　　After working at BRS for five years, ten teachers were chosen to the go to the University of Northern Colorado to develop and refresh our teaching philosophy and methods, as well as to further study and develop a better understanding of the American education model. In addition, I now have a more in-depth knowledge of American culture.

　　UNC’s teaching style is a model to encourage actively learning

　　Dr. Wagner led the learning process in the core course of the curriculum: The Methods of Teaching World Languages.

　　Dr. Wagner introduced the key concepts of teaching methods, the teaching standards and the syllabus, which are extremely important and useful in Multilingual Education. The concepts taught are invaluable to me as a teacher now and will guide me in the future to effectively and successfully scaffold learning in students.

　　The most impressive teaching strategy applied in the class was group learning. Dr. Wagner always carefully divided the class into smaller groups according to our language backgrounds and learning ability so we could share and discuss different perspectives on education. Furthermore, there was at least one native English speaker in each group to facilitate fluent cultural interaction. The group learning experience was a super learning climate enjoyed by all in the class.

　　I felt completely comfortable participating in this course, because the professor built a positive classroom culture and climate which encouraged us to collaborate and participate. We brainstormed together each week as we received a huge amount of reading material each week. By working and researching together we maintained a high level of academic achievement, even though the work load really challenged us to keep up, and we began to understand the benefit of these active learning strategies.

　　After this five months of study, I have found that my reading ability has improved markedly. I sometimes cannot believe I finished so many assignments in this semester. After class, we always shared the learning experience and compared the differences and similarities between Chinese classrooms and American classrooms.

　　Open-ended learning model

　　Our next course, Second Language Acquisition Theory, was taught by Dr. Millian. So that we could develop a deeper understanding of the core course and how to create new ways to learn language, Dr. Milian directed us to prepare two different reading assignment presentations on our own. By using this method, we learned from each other and not just the professor, seeing the same lesson through another teacher’s eyes. This allowed us to learn from the perspective of a student just how the theories function through the methods of another teacher.

　　The third course was an online course called Foundations of Language and Linguistics for ESL/Bilingual Educators led by Dr. Cory. It was amazing to experience how Dr. Cory applied the technology to the scientific curriculum.

　　Dr. Corry prepared a very detailed reading process schedule and we were required to complete a reading every week. Once we finished reading a book, we wrote an online reflection or summarization so we could view others’ perspectives on the reading, and we provided feedback for each other. I benefited greatly from the discussion and think this way of learning is super fun.

　　Learning in this open-ended learning model is a new kind of learning style: All the assignments and discussion are posted online. This allows students and professors to interact with each other all the time. I think we should put this style of learning into the Mobile Learning project so that everyone can share learning resources anywhere and anytime.

　　These three courses complemented each other so well because we could learn the core concepts from different perspectives and through different activities. I think it is very similar to the IB curriculum.

　　Teaching philosophy and teaching method

　　To me, the biggest breakthrough is to embrace breaking out of the ordinary educational methods to some extent. There are numerous teaching resources and new teaching strategies for us to try and we need to explore fresh perspectives to teaching all the time ... never, ever stop.

　　A teacher is a life-long learner, so we need to spend a lot of time studying and refreshing ourselves in order to be innovative and creative for our students. We need to keep up with the ever-developing and evolving methods of teaching, because teaching is a belief in learning more than just a subject. It’s a sort of thought transference, and those thoughts should be refreshed and renewed constantly.

　　Teachers should be qualified professions, as well as inquirers, thinkers, communicators, risk-takers. They should be principled, knowledgeable, open-minded, caring, balanced and reflective. These requirements are what we should expect the future teachers to be.

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