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以概念为本的课程与教学设计工作坊
Concept-Based Curriculum and Instruction Workshops
在21世纪全球化知识爆炸的今天，“思维启蒙”的含义正在变化。今天，我们所寻找的孩子眼中的光亮，正是对概念和重要思想进行深刻的、有洞察力的理解的一种象征，而这些概念和重要思想真正构建和反映了学科的关键内容。所以近年来，以概念为本的课程与教学（Concept-Based Curriculum and Instruction）在欧美受到越来越多的关注和认可。近期，顶思将邀请概念驱动学院（CBCI）认证培训师J. Rafael Angel进行培训，全方位赋能教师开展以概念为本的三维课程设计和教学实践。
In the 21st century, the explosion of global knowledge is redefining the meaning of "enlightenment". Today, the light in the eyes of the children we are looking for is a symbol of a profound and insightful understanding of concepts and important ideas that truly construct and reflect the key elements of the discipline. In recent years, the concept-based curriculum and instruction is receiving more and more attention and recognition in Europe and America. Recently, TopSchools will invite CBCI Institute Certified Trainer J. Rafael Angel to guide other educators in understanding the principles and practices of Concept-Based Instruction, including the process of unit design and evaluation.
项目概要
先导课（线上）：2019年10-11月
工作坊（线下）：2019年11月9-10日
工作坊地点：北京海嘉国际双语学校（北京市顺义区后沙峪裕民大街1号）
培训语言：英文
Programme Overview
Prep course (Online): Oct. - Nov., 2019
Workshop (Offline): Nov. 9-10, 2019
Workshop Venue: Beijing International Bilingual Academy (No.1 Yumin Road, Houshayu, Shunyi,Beijing)
Programme Language: English (Chinese Interpretation Available)
项目内容（横置手机查看所有信息）
形式 | 模块 | 主题 | 学习目标 |
线上培训 | 先导课：共读《以概念为本的课程与教学》 | 以概念为本的教与学 会思考的教室、知识结构与获取方式和相关概念 设计单元与探究活动 以概念为本的评估和测评 | 了解以概念为本进行课程和教学设计的意义、理论基础，参与读书会前要完成《以概念为本的课程设计与教学》相应章节的阅读。 |
线下培训 | 概念驱动教学的剖析 | 概念驱动教学设计成品展示与鉴赏 | 超学科主题的简介，聚合概念，课堂作品的展示 |
教学大纲 | 1.建立聚合概念与学习目标之间的联系 2.何时在教学过程中提出引导性问题 | 超学科主题探究 | |
教学内容设计 | 以形成意识和学习目标来制定一个均衡全面的教学计划 | 超学科主题探究的情境框架的建立以及配套的辅助性教学活动 | |
概念的分类 | 帮助学生辨别不同的概念分类模式 | 一系列教学策略来帮助学生分类概念 | |
建立跨学科知识的联系与迁移 | 帮助学生分辨不同概念之间的关系 | 一系列教学策略来帮助学生建立不同学科之间的联系以及完成跨学科知识的迁移 | |
输入 | 探究阅读，听力 以及观察的概念性输入 | 如何应用视听材料的不同教学策略 | |
输出 | 探究写作和口语的概念性输出 | 一系列教学策略来帮助学生通过写作和口语来展示自己所学习到的知识 | |
总结 | 超学科主题探究课堂中成功要素 | 评估方法以及工具 |
Programme Modules (Place your mobile in Landscape to view all information)
Format | Modules | Objective | Outcome |
Online | A discussion of Erickson, Lanning, French (2014) Concept-based curriculum and instruction for the thinking classroom | The meaning of concept-based teaching and learning The thinking classroom, the structure of knowledge and Process, concepts Designing units and inquiry Concept-based assessment | Understand the meaning and theoretical basis of the concept-based curriculum and instructional design, and complete the reading of the corresponding chapters of "Concept-based Curriculum Design and Teaching" before participating in the reading conference. |
Offline | Teaching towards big ideas | Appreciate the design of concept- learning experiences based on "Productions" | An outline that includes • UOI blurb • Generalization • Production |
Priming teaching and learning | Establish the connection between generalizations and learning goals Determine the guiding questions that will be used in the teaching- learning process | A pathway for a concept- based unit of inquiry | |
Learning experiences I: Content | Understand the design of learning experiences with a formative sense and with the goal of learning in mind | A contextual frame for a unit of inquiry and the supporting learning experiences that build to the learning goal. | |
Categorizing and labeling | Explore ways to help students to notice patterns | A series of strategies to help students categorize and label concepts | |
Establish relationships and transfer | Explore ways in through which students can demonstrate the conceptual relationships they can establish | A series of strategies to engage students in establishing relationships and to transfer | |
Learning experiences II: Input | Explore viewing, reading, and listening as sources of conceptual input | A series of strategies to explore the use of audiovisual text as sources of conceptual input | |
Learning experiences III: Output | Explore writing and speaking as tools to demonstrate conceptual understanding | A series of strategies to help students become aware of how they ought to demonstrate their conceptual understanding in written and spoken form | |
Culminating the unit | Inquire into what constitutes success in a unit of inquiry. | Assessment tools and rubrics |
参与对象
1. IB学校的项目协调员、主管、老师
2. 希望提高课程融合和设计能力的老师
3. 希望培养学生具备21世纪核心素养的老师
Who should attend:
IB programme coordinator, HoD, teachers
Teachers who are interested in curriculum design and integration
Teachers who would like to equip students with 21st century competencies
项目费用
总价：4,980元
团购价：9.5折（3人及以上）
Programme Fee
Total: RMB 4,980
Group buying: 5% off (for 3 or more)
培训地址
北京海嘉国际双语学校：北京市顺义区后沙峪裕民大街1号
Beijing International Bilingual Academy：No.1 Yumin Road, Houshayu, Shunyi,Beijing
项目咨询：
顶思上海：021-60496511
咨询老师（手机微信同号）
Zitong（136 4180 1602）
若对项目无其他疑问，请直接点击右下角“我要报名”，填写相应信息后，相关项目老师会与您直接联系！
