CEPTS框架：融入项目式学习的国际理解教育课程新框架

CEPTS框架：融入项目式学习的国际理解教育课程新框架 

楚肖燕^1,2  林 霞³  曾宣伟⁴  董 艳⁵ 

（1.浙江大学 教育学院，浙江 杭州 310058；2.曼彻斯特大学 数字技术、传播与教育系，英国 曼彻斯特 M13 9PL；3.浙江杭州南肖埠小学，浙江 杭州 310020；4.浙江杭州上城区教育学院， 浙江 杭州 310009；5.北京师范大学 教育学部，北京 100875） 

【摘  要】在国际局势深刻变化的大背景之下，国际理解教育的重要性日益凸显。然而，我国当前的国际理解教育 仍然存在课程目标定位窄化、课程内容浮于表面、教学方式效果有限、教学评价难以开展等问题。本研究尝试引入以探 究性、实践性、综合性为特征的项目式学习法，提出基于本土文化为基准、国际和学科内容元素为载体、分享表达为渠 道、信息技术支架、学校空间为拓展的CEPTS教学框架，旨在为提升中小学国际理解教育课程的实施与开展的质量提供更 有效的路径，充分发挥项目式学习在国际理解教育课程中的育人优势，提升中小学生的全球胜任力。 

【关键词】项目式学习；国际理解教育；全球胜任力；全球数字公民

CEPTS Framework: A New Ecology of International Understanding Education Curriculum Incorporating Project-Based Learning 

CHU Xiaoyan^1,2 , LIN Xia³, ZENG Xuanwei⁴ and DONG Yan⁵ 

(1. College of Education, Zhejiang University, Hangzhou 310058, China; 2. Digital Technologies, Communication and Education, University of Manchester, Manchester M13 9PL, UK; 3. Nanxiaobu Primary School, Hangzhou 310020, China; 4. College of Education, Shangcheng District, Hangzhou 310009, China; 5. Department of Education, Beijing Normal University, Beijing 100875, China) 

Abstract: Under the background of profound international situation changes, international understanding education’s importance has become increasingly prominent. However, several issues appeal in current international understanding education in China, namely narrow orientation of curriculum objectives, superficial curriculum contents, limited teaching methods and unfeasible teaching evaluation. This article aims at introducing an exploratory, practical, integrative project-based learning method to promote the development of students’ comprehensive abilities, and proposes a CEPTS teaching framework, based on culture as the benchmark, elements as the carrier, presentation as the externalization, technology as the scaffolding, and space as the expansion, so as to provide a more effective way to enhance the implementation and development of international understanding education programs in primary and secondary schools, to give full play to the nurturing advantages of project-based learning in international understanding education curriculum, and to enhance global competence of primary and secondary school students. 

Keywords: project-based learning; international understanding education; global competence; global digital citizenship

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