世界文化周
GLOBAL AWARENESS WEEK
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In the first week of the new semester, HDBJ Secondary G6-G9 students had Global Awareness Week, an interdisciplinary, inquiry unit. Every year, the theme of our Global Awareness Week is closely related to the current world: in the first year, students studied the U.N. Sustainable Development Goals (SDG), learning the importance of different goals, including No Poverty, Clean Water and Sanitation, and their impact on the whole world. Last year, through the theme of "Public Service", students participated in a series of activities from "waste recycling", "advocating the use of environmentally friendly materials" to "public publicity" in various disciplines, calling on the whole society to pay attention to environmental pollution issue.
This year, all HDBJ students voted on which SDG they would like to study in depth, and they chose "Zero Hunger", UN SDG #2. Once the goal was decided, our international teachers developed a one-week, project-based unit of inquiry for all of our students to engage with.
Under the guidance of teachers, our students conducted small group, in-depth research on different countries’ approaches to achieving the UN goal. Topics for investigation included the current state of hunger in the country, possible reasons for the current situation, efforts made by the government to address the issue, and the actions we can take in the future. Finally, students were tasked with the challenge of identifying ways that we at HDBJ Secondary can work to better address this global issue. This inquiry culminated in students making a poster of their research results, as well as publicly presenting a PowerPoint to summarize their findings, analysis, and suggestions for our community.
Next, let us review the learning process and research results together!
Information Research
At the beginning of the project, the students needed to better understand the goal and research information on a country of their choosing. However, in the face of the extensive resources available on the internet, how did our students locate the information they wanted in a quick and accurate way? Our first step was to help our students how to best use technology to research accurate information.
Searching for keywords on a search engine is only the first step. Next, under the guidance of our teachers, students judged whether the information obtained is correct or reliable by further distinguishing the timeliness of the information, the authoritativeness of the author, and the relevance of the publishing group. Students then promptly recorded the source of the information they chose to include in their work in case they needed to verify or cite it later.
The GAW lessons were scaffolded for our students, and all of our international teachers, and some of our Chinese national teachers, all worked with our students at each phase of the project. Within groups, roles were divided among students: some students were responsible for research; some worked on recording information sources while other students summarized problems they encountered and asked for help from peers or teachers when appropriate. Soon, the students collected valid and reliable information they needed for the next step: presenting information in different formats/media.
Making a Poster
Facing a blank poster board, the challenge for our students at this stage was to refine, summarize, and integrate the huge amount of information they had gathered into a clear, neat, and engaging poster.
Under the guidance of our teaching team, students systematically learned ways to make a beautiful poster: from layout to graphics, text style to overall readability.
It’s Presentation Time
It"s finally time for the presentations! Each group took turns to present within their classes to present their research findings and analysis with the teachers and classmates. Within each class, two groups were selected to present to the entire grade. Finally, one group per grade level was selected, by student vote, as the best 2022-2023 GAW presentation.
What We Learned
Through interdisciplinary research and study, the students learned that hunger is not just a concern in developing countries - hunger still exists in many developed countries, and many countries are even facing serious food crisis. The causes are closely related to the climate, politics, economy of the country.
The students also undertook in-depth analysis of the decisions and efforts made by individual national governments and the World Food Program to solve the hunger problem based on the actual situation of each country studied. Furthermore, students also put forward a proposal from their own perspectives, indicating how HDBJ Secondary, and each HDBJ student, can live a green and sustainable life to help address this larger, global issue. For example: students could set up a campus growing area, donate excess food to food banks, and more.
This project embodies the awareness and reflection of students" global awareness in their daily life, and it is also the way for students to grow up to be responsible citizens of the world. Looking at the confident and excellent students on the stage, we believe that they will make the world a better place!
This week’s study continued to spark our students" global awareness and mindsets, and also developed their skills of independent exploration and teamwork. With this type of disciplined inquiry, investigation and engagement, our young students will become the masters of tomorrow"s world stage!
新學期的第一周，北京赫德金盞校區中學部G6-G8的同學們進行了世界文化周 (Global Awareness Week) 的探索學習。
每年，我們世界文化周的主題都與當前世界緊密相連：第一年，同學們接觸了解聯合國可持續發展目標（Sustainable Development Goals，簡稱SDGs）學習包括消除貧困、清潔水與衛生在內的不同目標的重要性，并且對整個世界的影響；
接下來的一年，同學們通過“公共服務”這一主題，在各個學科的學習中，圍繞“廢品循環利用”“提倡環保材料使用”“公共宣傳”等角度，參與了一系列創意實踐課程，呼吁全社會關注環境污染問題。
今年國際文化周的學習主題，是由學生們自行投票來決定的。孩子們選擇了聯合國可持續發展目標#2“零饑餓”作為他們今年深入研究的項目。確定了學習目標之后，北京赫德中學部的國際教師們專門針對這一主題，共同開發了一個為期一周的項目研究課程，讓所有的同學們都可以深入地參與其中。
在老師的指導下，我們的學生以小組形式深入研究了不同國家為了實現聯合國這一目標所采用的方法和途徑，調查的主題包括該國目前的饑餓狀況、導致這一現狀的可能原因、政府為解決問題所做的努力以及我們未來可以采取的行動等。
最終，學生們的任務是總結出北京赫德可以采取哪些方式或行動來更好地幫助解決這一全球性問題。同學們需要將自己的研究成果制作成一張海報，并且通過一個公開的演講，與赫德社區分享他們的研究發現、分析成果以及最終對赫德社區的建議。
下面，讓我們一起回顧一下同學們的學習過程以及研究成果吧！
你真的會檢索信息嗎？
Information Research
項目之初，同學們需要對他們所選擇國家的聯合國目標以及研究信息有一個更全面的了解，因此，同學們面臨著大量的檢索與研究工作，可是，面對海量的資源，我們的同學們是如何又快又準確地定位到自己想要的信息呢？我們的第一步便是教會同學們如何準確地獲得信息。
在搜索引擎上通過關鍵詞搜索只是第一步，接下來，在老師的引導下，同學們通過進一步分辨信息的時效性、作者的權威性以及發布團體的相關性等，來判斷獲取的信息是否真實可靠；緊接著，孩子們會及時記錄下已采用信息的來源，為日后需要核實或引用節省時間。
世界文化周的課程是北京赫德中學部為學生們專門搭建的，我們所有的國際教師和部分中國老師們在項目的各個階段與同學們一同工作研究。
在做項目時，每個小組內成員分工明確，各司其職。有的同學負責檢索，另外的人員及時記錄信息源，還有的同學負責總結問題和困難，適當的時候尋求同伴或者老師的幫助。很快，學生們收集到了足夠的有效可靠的信息，接下來就該用不同的形式/媒介將它們呈現出來了！
優質海報是如何誕生的？
Making a Poster
面對空白的海報板，同學們這個階段的難題就是如何將搜索到的巨量信息提煉、總結、整合到一張有限的海報上，并且還能做到重點突出、排版清晰、設計吸睛。
在我們教學團隊的指導下，學生們系統地學習了制作精美海報的方法：從布局到圖形、文字風格到整體可讀性。
左右滑動查看更多學生作品
未來的領袖登上舞臺！
It"s Presentation Time!
終于到了展示的時間了！每個小組輪流在課堂上向老師和同學們展示他們的研究成果與結論分析。之后，每個班級推選兩個小組再次向整個年級進行展示。最后，學生們集體投票，每個年級評選出一個小組作為2022-2023年度世界文化周最佳演示！
我們的收獲
What We Learned
通過跨學科研究學習，同學們知道了饑餓問題并非只在發展中國家存在，當下許多發達國家依然存在饑餓的難題，許多國家甚至面臨著嚴重的食物危機。而其中的原因，與氣候、政治、經濟等息息相關。
學生們還根據所研究國家的實際情況，深入分析了各國政府和世界糧食計劃署為解決饑餓問題所做的決策和努力。此外，學生們還從自身的角度提出了提案，包括北京赫德社區的每一個人如何通過自身綠色和可持續的生活，來幫助緩解這個全球性問題。例如：學生可以建立校園種植區，將多余的食物捐贈給食物銀行等等。
這是孩子們全球意識在日常生活的體現，這也是孩子們成長為負責任的世界公民的必經之路。看著舞臺上落落大方，風采飛揚的同學們，讓我們不由得相信這些未來的主人翁會讓世界變得更加美好！
此次世界文化周的學習經歷持續啟迪著學生們的全球意識和思維方式，同時也培養了他們獨立探索和團隊合作的技能。北京赫德通過深入探究的精品項目制學習，助力今天的小小少年成為明天世界舞臺的主人！
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