IB中文课程简介.doc

IB中文课程简介一、 IB中文课程的分类Chinese A1 (Higher Level & Standard Level)Chinese A2 (Higher Level & Standard Level)Chinese B (Higher Level & Standard Level)Chinese AB (SL) 二、 课程概要1. Chinese A1课程（Group l）课程性质：属纯文学的母语课程。教学对象：主要对象是母语特强、中学曾修读中华文学课程的学生。课程的综合性：作品选读写作文学理论文学史等四种文学课程的融合。阅读为基础：15本（HL）或11本（SL）作品，分成四个不同的部分，各适用不同的考核要求。考试： 校外 - 写作为主导（70）： (1) 世界文学作品论文（20） (2) 诗歌或散文作品评论（25） (3) 专题论文（EE）25 (至少4800字) 校内 - 口试为辅（30）：作品评述（15） 作品片段评析录音口试（15） 评核标准：学生对作品的思考、鉴赏和分析的能力。 2 Chinese A2课程（Group 2） 课程性质：为双语文凭者开设的课程。课程兼备文学和语言两类。教学对象：主要对象是母语较好的学生。课程的综合性：(1)选读文学作品：六本(HL)、三本(SL)。 (2)A2和B课程的交叉之处： 文化课题的选择部分，与B课程所包含的文化和 语言现象研讨的课程性质，有相通的地方。考试： 校外 - 写作（75）： (1) （试卷一）：两篇诗歌或散文作品的比较分析（25） (2) （试卷二）：六选一的应题作文（25）(3) 写作两篇，各占10 校内 -口试（30）： (1) 选题研讨评述（15）(2) 作品评析录音口试（15） 3. Chinese B课程（Group 2）：课程性质：以语文教学为主。非常强调研讨中文所涵盖和体现的中国文化现象及实用性华语的学习，因而形成一般的华语中级课程不同的课程性质和要求。教学对象：主要对象是有一般中学母语基础的学生。 课程的综合性：(1) B课程和A2课程的交叉之处 :文化选题的研究部分性质相通。立足汉语，看世界、看社会、看中华民族，掌握语言，了解中国文化。 (2) Higher和Standard的区别：作文字数不同。 （Higher课程 480字；Standard课程 300字。） 教学要求 ： 听、说、读、写并重。考试： 校外 -写作，以阅读为基础（70）： (1) （试卷一）：四篇理解篇章，约57题（ 40） (2) （试卷二）：不同文体的选题作文（30） 校内 -口试（30）： (1) 录音口试（15） 时间分配和内容要求：(a) 自选话题（5分钟） (b) 讨论话题（5分钟） (c) 一般话题 （5分钟）(2) 对话（15） 考试形式多样化，主要内容有：(a) 全班活动 (b) 个别在班上报告 (c) 根据录音、录像讨论 (d) 小组讨论(e) 角色讨论 (f) 默片讨论 (g) 讨论电影、电视结局 4. Chinese AB课程（Group 2）： 课程的性质：华语初级课程。掌握基本的词汇和语法，常见的应用短文的写作；对中国文化 现象的了解。 教学对象：主要对象为非华族，从未学习过中文的学生。 教学要求：听、说、读、写并重。考试： 校外 -写作，以阅读为基础（70）： (1) （试卷一）：各式应用文、短文以及作品片段的阅读理解（40） (2) （试卷二）：不同文体的选题作文（30） 校内 -口试（30）： (1) 录音口试（15） (2) 对话（15） 三、 教师的自主性： 1A1、A2作品书目的确定。2A2文化部分的选题和教材的准备。3B课程教材的选择和准备 。4AB课程教材的选择和确定。 完全可以根据不同学校、不同教师各自的专长和不同学校学生的具体情况作出决定。 IBO只提供原则性的指导、公布提交不同论文及试卷的限期、负贵质量的监察和反馈、最后评分的审核、每年举办全球范围内的教师培训，此外并不予限制，而是对科目主考官以及任职教师专业型上的高要求。 四、 学生自主性及主动性：在课程中，有许多留待学生自主的环节，如：1闭卷试中的多样选择（二选一或是六选一）。2开卷试中的自由选题（世界论文的选题、写作部分的选题以及一次口试的选题)。3考试方式的多样化：有很多小组甚而是全班级组合工作的机会，讲究学习中相互的交流和互勤。4考核能力的多样性：借助卷试和口试、书面和口头综合的方式。有利全面鉴定每一位考生不同方面的才能和技巧，避免了片面性和主观性。 总之，IB课程的设计宗旨，更多的体现出理解以及消化式地掌握知识的重要性，从而培养学生具备一种善于思考同题，发现同题和解决问题的眼光和能力。 IB教舆学的各种环节均强调了建基在学生个人兴趣基础之上的独立性和主动性。有兴趣才能有动力，有了动力才能出成果。这体现了IB课程所具备的符合青少年心理特点的科学性和作为大学预科课程的过渡性。 Recommended Entry Criteria for the Subjects at HL and SLLanguage A1 HL Target students:Is for a highly competent language user, who intends to pursue literature, or related studies, at university, and who:l is a native or near native speakerl lives in the country where the target language is spoken Language A1 SL Target students:Is for a highly competent language user, who may not intend continuing his/her studies beyond the Diploma, and who:l is a native or near native speakerl lives in the country where the target language is spokenLanguage A2 HL Target students:Is for a fluent language user, who intends to study the language at the level for his /her future career or to meet a Diploma requirement, and who:l is a native or near native speaker wishing to study a different language as his/ her language A1l is a bilingual student(in reading or writing or both)l lives in the country where the target language is spokenl is taught other IB subjects in the target language Language A2 SL Target students:Is for a fluent language user, who may not intend continuing his/her studies beyond the Diploma, and who:l is a native or near native speaker wishing to study a different language as his/ her language A1l is a bilingual student(in reading or writing or both)l lives in the country where the target language is spokenl is taught other IB subjects in the target language Language B HL Target students: Is for a language learner who intends to study the language at this level for a future career, or to meet a Diploma requirement, and who:l has 4 to 5 years experience of the target languagel is not taught other IB subjects in the target languagel is normally taught outside the country where the language is spoken Language B SL Target students: Is for a language learner who may not intend continuing his/her studies of the language at beyond the Diploma and who:l has 2 to 5 years experience of the target languagel is not taught other IB subjects in the target languagel is normally taught outside the country where the language is spokenl is a beginner or near-beginner who lives in a country where the language is spoken Language Ab Initio SL is for a beginner who:l has litter or no previous experience of the languagel is taught outside the country where the language is spoken Recommended Entry Criteria for the Subject at HL and SL for Mother Tongue LanguagesGroup 2 subjects & MOE Bilingual Policy 1. MOE Bilingual Policy for GCE A Level students* Higher MT students who obtained at least C6 for GCE O Level Higher MT need not pursue MT language at A level* MT students must continue to study GCE AO Level MT and allowed to take the exams at JC1 and JC2.2. Students who obtained at least C6 for GCE O Level Higher MT* qualify to study any Group 2 subject * recommended to study IB Language B or Language A2 3. Students who obtained at least C6 for GCE O Level MT or students who failed to meet above Higher MT criteria:* must study IB Language B* if they wish to study any other Group 2 subject, they must sit for the GCE AO MT subject in Year 5 or 6.4. IB Language B to be offered as an anticipated subject * allowed to sit for the IB exam in Year 5 or 6.5. Students who obtained D7, E8 or F9 for GCE O Level MT:* sit for the GCE AO MT exam in Yr 5 or 6 * allowed to study any Group 2 subject* if choose not to sit for GCE AO MT exam, must study IB Language B (SL)6. Students who are presently studying Chinese Syllabus B* must sit for the GCE AO Level Chinese Syllabus B exam at Yr 5 or 6* allowed to study any Group 2 subject7. Students who are exempted from the official MT languages:* allowed to study any Group 2 subject 8. Foreign/Minority Languages which will be offered at Language B levelSpanish BGerman BFrench B (to be confirmed; subject to teachers availability)Hindi B (to obtain IBO approval to offer as a self-taught subject) 9. Chinese A1 will only be offered to students who took Chinese Literature in Year 3 & Year 4.10. HL subject: at least Grade 6 for the subject in Yr 411. SL subject: at least Grade 4 for the subject in Yr 4 How the Mother Tongue Languages Department introduces inter-cultural and Global issues into the classroomThe Mother Tongue Department uses three approaches to introduce inter-cultural and global issues into the classroom. They are: 1 TextsTeachers are free to use texts from novels, news bulletins, feature program and magazines etc. Inter-cultural and global content were chosen to enrich students in theme. For examples, texts taken from websites and forum like the environmental issue that the whole world is facing, birth rate issue faced by China and other developed countries and the explosion of bird flu in South East Asia. This will help in the understanding of global issues.2 Listening and OralStudents are encouraged to engage frequently in interactive oral and listening activities. For instance, a discussion of the recent disaster Tsunami or even on topics that interest most students: films and songs from the east and west or the livelihood of the Chinese and how they are different from us in areas like lifestyle, culture and belief. These topics are usually taken from news bulletin, websites and other sources.3 School Overseas ActivitiesThe school conducts overseas trips for almost all students yearly. These overseas educational tours to PRC, Vietnam Thailand and Malaysia are both cultural and language immersion. The students are to complete assignments after they did their CIP there. An Indication of How the Chinese Department Can Contrib