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语言政策Language Policy

 

语言政策

Language Policy

 

一、华美幼儿园使命宣言  HMISK Mission Statement

     

办园愿景: 帮助孩子适应变化的未来

       Our vision is to prepare our children to adapt for the changing future.

   育人目标:培养身健心盈的未来世界公民

        Our mission is to help our children to lay a foundation for becoming healthy and rich-minded global citizens.

 

       对育人目标及达成路径的解读:

-          “身健”:即身体健康。幼儿园以合理的一日生活安排、科学搭配的营养餐食、充足的户外游戏时间、丰富的体育游戏区为保障,培养享受运动、动作发展均衡的健康幼儿。

-          “心盈”:即内心充盈。幼儿园营造充满爱的家园氛围、创设好玩的乐园天地、打造有趣的学园空间、构建美丽的花园世界;以探究课程为载体,培养懂得关爱、积极探究、勤学好问、善于交流、胸襟开阔、勇于尝试的幼儿。

-          “未来世界公民”:在幼儿阶段,喜欢多元文化体验活动,具备初步的英文交际能力;培养初步的思考、沟通、社交、研究与自我管理能力。

 

Interpretation of the mission and how to accomplish the mission:

-          Healthy: In order to develop healthy children who enjoy exercise with a balanced motor development, we provide reasonable daily living arrangements, scientifically matched nutritious meals, sufficient outdoor time with rich sports game areas.

 

-          Rich-minded: In order to develop caring and open-minded inquirers, communicators and risk-takers, we provide an inquiry-based curriculum and create an atmosphere full of love, an attractive learning space, fun and interesting playgrounds with a beautiful garden.

 

-          Global citizens in the future: In our kindergarten, we encourage the children to take part in intercultural activities, have simple English communication skills; also develop basic thinking skills, communication skills, social skills, research skills and self-management skills.

 

 

二、语言理念Language Philosophy

语言在学习中发挥着中枢作用,它是沟通和表达,是学习的一个重要工具。华美幼儿园所有的老师在教学实践中都是语言教师,都有负责发展学生沟通和交流的责任。每一个学生都是语言的学习者。每一个学生都有自己的背景和独特性。语言教师的角色应延伸至家庭,父母作为语言教师要示范和加强学生的母语学习。我们会提供一个基于探究的语言学习环境来促进和支持学生语言的发展,帮助学生适应变化的未来,使学生成为身健心盈的未来世界公民。

 Language is playing a pivotal role in learning as it acts as a crucial tool for one to communicate with others and express oneself. HMISK teachers are all language teachers in teaching practice bearing the responsibility to develop students’ ability to communicate. Every student is a language learner with his/her unique background and personality. The role of language teachers should extend to families as parents will role-model and strengthen the mother tough learning. Meanwhile, we are dedicated to providing an inquiry-based language learning environment to promote and support their language development in order to adapt for future changes and to become mentally and physically healthy global citizens.

 

三、学校语言要求Language Requirements

    华美幼儿园学生学习中文和英语两种语言,教学语言为中文,英语作为附加语言。为了发展学生的附加语言,幼儿园会提供一个自由、宽松的浸泡式双语语言交往环境,幼儿园里的一些重要信息都会用双语的形式进行呈现,为学生的自主探究学习提供条件。

HMISK introduces our students to bilingualism including Chinese, as our teaching language, and English, as an additional language. In order to develop the additional language, we are providing a carefree, relaxed and immersed bilingual communication environment. Much important information is presented in both languages thus creating conditions for students’ self-motivated learning and exploration.

 

四、语言政策实施The Implementations of Language Policy

1.母语Mother tongue

理念:母语是一个民族的语言,是学生用于交流的重要工具,对学生认知能力的提升和文化认同至关重要。在我们学校,母语是中文,中文是我们的教学语言,也是探究语言,同时将语言的教学整合到PYP课程的各个方面。

Idea: Mother tongue is the language of a certain ethnicity and an indispensable tool for communication, recognition and cultural identity. In HMISK, our mother tongue is Chinese, teaching language as well as inquiry language. Chinese teaching will be integrated in every aspect of PYP curriculum. 

 

实施:基于主题探究的教学模式,教师使用很多有效的教学策略来促进学生语言的发展,例如:利用每日谈话、视听活动、语言区域活动、分享阅读、图书漂流、歌谣、家长义工故事表演等形式学习语言;通过我是小小播音员、角色扮演、故事、游戏、多媒体、对话等活动或媒介为学生提供表达自己的机会,并有效参考语言学科范围与顺序里面所包括的其它教学方法。

Practice: Based on theme-inquiry teaching model, teachers are applying diverse and effective teaching methods to promote students’ language development, e.g. daily conversation, visual and audio activity, language area activity, shared reading, book drifting, ballads and songs, parents volunteer book performance etc. Teachers are also creating activities and media such as little reporter, role-playing, story-telling, games, multi-media and conversation for students to express themselves making reference to the Language Scope and Sequence.

 

2. 英语English

理念:英语作为附加语言,并作为单独的课程来教授。为了更好地激发学生的英语学习兴趣和促进学生英语的表达与交际能力,幼儿园提供全方位的英语学习习得环境,让学生在语言发展关键期,通过教学活动和日常生活接触纯正的英语,达到我们的教育目标。

Idea: As an additional language, English is taught separately. In order to incentivize students’ interest and promote their expressive and intercommunication skills, we are providing an English acquisition environment in all aspects so that our students who are in critical period of language development could contact pure and native English through teaching and daily life, which is one of our major teaching goals.

 

实施:以游戏为主开展半日浸泡式英语活动,例如:主课程活动、IB探究活动(与中文探究活动主题保持时间与内容上的基本同步)、故事活动、视听活动、户外活动、英语谈话、中西方节日文化习俗体验活动,营造丰富的英语环境,并有效参考英语学科范围与顺序里面所包括的其它教学方法,促进学生英语学习与习得。

Practice: Half-day immerse English activities are game based, e.g. core course, IB inquiry activity (basically in the same pace with that of Chinese), story time, visual and audio activity, outdoor activity, English conversation, Chinese-Western festival and cultural experience. We are dedicated to offer a profound English environment and refer to the English Scope and Sequence to promote students’ English acquirement.

 

3.      对母语非中文学生的支持Support to those whose mother tongue are not Chinese

理念:母语在学生个人成长与发展阶段起着十分重要的作用。学生母语的发展可以促进他们的多元文化意识和理解,能够使他们保持尊重自己本国语言和文化。我们鼓励大家尊重语言之间乃至方言之间的差异。

Idea: Mother tongue is playing a pivotal role in individuals’ growing and development as mother tongue can help them understand multicultural consciousness and comprehension. so they could respect their own national language and culture. We encourage that all should respect the difference of our languages and dialects.

 

实施:根据学生年龄特点,通过鼓励学生在园内用母语或方言讲故事唱歌、倡导家长在校外使用母语与孩子交流和阅读等方式,为学生提供额外的支持,帮助学生尽快融入我们的主流课程。我们希望学生通过一定时间的辅导,能够具有与同年级同学相当的中文交流和学习能力,以支持他们的日常学习。

Practice: According to the characteristics of different age groups, we encourage students to tell stories and sing songs in their own languages and dialects. Also, we encourage parents to communicate and read with mother tongue. Through providing these extra supports to student, we help them to accept our major courses as soon as possible. We hope with a certain amount of training, students could communicate in Chinese and have enough language ability to support their learning with peers in the same grade.

 

五、专业发展机会Professional Development Opportunities

教师持续参加校内外的IB培训,教师定期进行PYP课程研讨与分享。学校支持教师参加培训和学历提升,以进一步提升自己,提高教学。

 Teachers are required to take constant IB training in and out of the campus. Also, they will regularly participate in PYP curriculum study and sharing. HMISK support teachers to train and elevate themselves aiming to improve themselves together with their teaching quality.

 

六、图书管理员的角色 Role of the Librarian

学校图书管理员与其他员工一起合作、研讨,选择及选购支持教学的资源,支持母语的发展,注重学习者目标的培养,发展学习方法,形成对概念的理解。

The librarian is required to cooperate and study with other staff and teachers to choose and purchase teaching resources that support the development of mother tongue, learner profile, approaches to learning and understanding of concepts.

 

七、家长参与 Parental Involvement

 学校鼓励家长参与到班级事务和学校大事件中。每个班级的代表与园方代表共同组建家长委员会。家长每学期参加学校的家长工作坊和其它相关活动,增进交流沟通并参与园方相关政策的制定及配合实施。

We encourage parents to participate in class affairs and school events. A Parents Committee should be consisted of representatives from every class and HMISK. Every semester, parents are expected to participate the parents’ workshop and other related activities to promote communication and cooperate with us in policy compliance.

 

八、政策的回顾与修订Review and revision on the language policy

幼儿园教学领导团队,PYP协调员和所有教师每年7月将会对评估政策修订和复审。教师会将这份语言政策传达给家长,也会被应用于整个幼儿园。

The Pedagogical Leadership Team, PYP coordinator,  and teachers will revise and review the language policy every July. Teachers will make sure the policy reaches every parent which will be applied to the whole kindergarten.

 

九、 文献参考Bibliography

国际文凭组织,2008,制定学校语言政策指导纲要 (International Baccalaureate Organization (2008), Guidelines for developing a school language policy

国际文凭组织,2011,学校的语言政策开展自我反思指导纲要

国际文凭组织,2009,语言学习范围与顺序 (International Baccalaureate Organization (2009), Language scope and sequence

国际文凭组织,2011,国际文凭项目中的语言与学习(International Baccalaureate Organization (2011), Language and learning in IB programmes

国际文凭组织,2008,国际文凭项目中的第二语言的学习(International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes

 

国际文凭组织,2010,小学项目的实施:国际初等教育课程框架(International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education )

国际文凭组织,2014,项目标准与实施要求 (International Baccalaureate Organization (2014), Programme standards and practices

中华人民共和国教育部. 3-6岁儿童学习发展与指南. 首都师范大学出版社, 2012.8

中华人民共和国教育部. 幼儿园教育指导纲要(试行). 北京师范大学出版社, 2013.7

邹敏. 幼儿园语言教育理论与实践. 化学工业出版社, 2014.10

张明红. 学前儿童语言教育活动指导. 华东师范大学出版社, 2015.12

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