The Values Education In Mother Language Courses Of The International High School Curriculum

As long as the popularization of international education and exchanges, nationalhigh schools start to setting up international classes and introducing internationalprograms (ie. IBDP). The international high school curriculum helps the students toenlarge their vision and take advantage of its educational experience, meanwhile itbrings in new problems. The international curriculum’s framework and teachingmethods contain the spirit of western values, which causes the contradiction with theSocialist Core values. How to resolve the contradictions, so that to combine thewestern teaching methods to the Chinese Socialist Core values, is the problemdemanding prompt solution in the scale values education of international curriculum.The paper takes IBDP’s native language courses in High School Attached toNortheast Normal University as an example to discuss the values education ofnational international curriculum.This paper consists of the following four parts. Chapter one: briefly expoundedin this paper, the research background, research status, research methods, and definethe concept of the values education and the IBDP. Chapter two talks about valueseducation status of the international high school courses worldwide. Introducing thecurriculum framework, elaborates the training target and characteristics ofinternational high school course both abroad and domestic. And it talks about thecurriculum of IBDP’s native language course as well as the values education inteaching. Presenting the values education methods and results by IBDP curriculum,teaching cases, native language courses in the embodiment of the values educationand contrast with the ordinary high school language curriculum in High Schoolattached to Northeast Normal University. Chapter Three talks that the valueseducation in daily management and social practice of IBDP center by introducing thevalues education in the process of students’ growth with the examples of IBDPcurriculum, students’ social practices and other daily management. Chapter fourtalks that under the background of internationalization, China’s international high school curriculum values education characteristics. Discussing the values educationin the scale of the globalization vision, socialist citizen, and core values presented invalues education.From the example analysis, the author tests the practice of values education inthe process of international courses development in China, from the values educationmethod, the content and characteristics, etc., to penetrate the international course ofsocialist core values in comparing with the domestic ordinary high school, whichpresent through its characteristics of teaching native language and literature， facingthe specific objective of socialist values education， practicing the socialist valueseducation, realized by Chinese leading management team, Courses of Chineselanguage and literature, various Chinese national connotation activities and dailymanagement realized by tutors and career guide. Finally draw the conclusion: In theinternational course, on the basis of high quality education resources, through theschool and teacher’s guidance, students who choose international courses not onlycan practice the socialist core values, more to be superior to ordinary high schoolvalues education way to more deeply understand the socialist core values.