才得小学部中文课有大动作！与历史人物隔空对话 ，给孩子一个饱满灵动的课堂

物、你心目中会的历史中国文化核心人物、上面中会的历史中国文化核心人物等。在电子游戏环节，大家热情高涨，还通过演绎的手段转化成历史中国文化。

In Jude's class, always full of happiness， heard the students discussing the glory of the king. What's the situation? It turns out that in combination with the content of this unit, teacher Jude asked everyone to look at the historical description and evaluation of Xiang Yu from different angles. Including historical figures in the game, historical figures in your eyes, historical figures in books, etc. In the game, everyone was enthusiastic and restored history through deduction.

Swipe left for English

有兴趣的演化成源于家教对同学的为了让，而这种为了让是对同学研修心理捕捉的瞬间，是一个由浅入深、由表及里的引发处理过程。

✔️同学并不需要自己喜欢的历史中国文化核心人物，选读特别的数据资料。

✔️同学明白历史中国文化核心人物的官能格、产品质量。

✔️同学以核心人物的官能格、产品质量为历史中国文化核心人物编撰人生教义。

✔️同学扮演历史中国文化核心人物，展现其人生教义。

Students choose their favorite historical figures and read relevant materials.

Students understand the character and quality of historical figures.Students write life creeds for historical figures based on their characters and qualities.Students play historical figures and show their creed of life.

仍要，代补习班必须在本区块阐明处理过程中会

✔️了解到作者的中会心中会心所并不需要的重要流血事件

✔️必须按照一定的依序简述爱情故事的素材

✔️必须借助文中会作者的流血事件、核心人物的言行举止等总体明白文中会核心人物的形象特点、精神产品质量等。

Finally, students can explore in this unit

Learn about the important events selected by the author around the center

Be able to retell the content of the story in a certain order

Be able to understand the image characteristics and spiritual quality of the characters in the text with the help of the events written in the text and the words and deeds of the characters.

多元评量，实现跨学科本质

崇正目前开设的外语补习班程，基于中华人民共和国教育部审查会颁发的教材以及制定的特别补习班程蓝图，依据不同的区块基调，从语言的听、说；先为觉的先为看与仿真、通用语的选读；通用语的创作等总体系统地渗透到，既偏重指导女儿的汉字读写技能、对中会国传统意义中国文化的有兴趣，也偏重指导女儿的选读与语言、创作表达技能等，并根据不同成年人女儿的认知总体和技能为其设置不同的课程素材等。

At present, the Chinese courses offered by Beanstalk are based on the teaching materials approved and issued by the Ministry of education and the relevant curriculum outline, according to different unit themes, from language listening and speaking; Visual viewing and demonstration, reading of written language; The writing of written language is deeply penetrated. It not only focuses on cultivating children's Chinese character reading and writing ability and interest in Chinese traditional culture, but also focuses on cultivating children's reading, language and writing expression ability, and sets different teaching contents for children of different ages according to their cognitive level and ability.

PYP强调超学科阐明，外语补习班程会与直译/算术/科学等补习班程相混合，如同学在展开直译的基调阐明区块“我们带进什么时空”时，外语讲补习班会与其融合，让女儿们去收集不同发展中国家的历史中国文化、人口为120人、生活习惯习惯现况、发展中国家之间的关系等，以海报或演讲的型式展开汇报展览，并其所地对补习班本中会的核心人物带领女儿们展开明白、赏析与领悟。

PYP's Chinese courses will also be combined with English courses to assist the development of English courses. For example, when students carry out the English theme exploration unit "where we are in place and time", the Chinese classroom will be integrated with it, so that children can collect the history, human geography, customs and customs of different countries and the relationship between countries, and report and display them in the form of posters or speeches, Accordingly, lead the children to understand, appreciate and comprehend the characters in the textbook.

终究，外语补习班程的评量是以讲补习班教研、整体表现和处理过程参与状态都是以，采用观察、卫报和简报（阐明成果展）等型式对同学展开演化成官能和总结官能的评量。

融贯中会西并不是容易的一定会，把眼光挑得更加长远，指导同学研修有兴趣和习惯，积淀文学品格，提升外语思路，致力于让同学更加快乐实质上的研修，是崇正初中部所有外语家教的保持一致目的，并会在这条道路上坚定的继续前进！

Finally, the evaluation of Chinese curriculum is based on classroom teaching, overall performance and process participation, and carries out formative and summary evaluation on students in the form of observation, comment and report (exploration achievement exhibition).

It is not easy to integrate China and the West. It is the consistent goal of all Chinese teachers in PYP to take a longer view, cultivate students' learning interests and habits, accumulate literary literacy, improve Chinese thinking, and strive to make students happier and autonomous learning, and will move forward firmly on this road!

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