Research On IBPYP Course From The Perspective Of The Education For International Understanding(EIU)

In the 21^stcentury,peace and development are the theme of the new age.Peace means every country,every individual can get along well with each other.Development means they can make common progress.The globalization and the innovation of science and technology link everyone more closely,now we are in a community of shared future.In this context,it is necessary to carry out the Education for International Understanding.The Education for International Understanding contains two basic points,they are understanding multicultural diversity and addressing major issues in the global society jointly.IBPYP aims at training students to be citizens of the world with international consciousness.Many elements in its curriculum system profoundly reflect the educational thought of the Education for International Understanding.Starting from the realistic dilemma of the curriculum system of the Education for International Understanding in China,this study analyses the elements of the Education for International Understanding in the IBPYP curriculum system,which ultimately brings enlightenment to the construction of the curriculum system of the Education for International Understanding in China,and responds to the call of the times and solves the practical needs.This study mainly adopts three methods:literature method,comparative method and case method.Based on the interpretation of the meaning of the Education for International Understanding and the analysis of the development of localization,the internal logic analysis of IBPYP curriculum and the Education for International Understanding,this study interprets the Education for International Understanding in IBPYP curriculum system by using an analysis framework that concludes curriculum concept,curriculum objective,curriculum structure,curriculum implementation and curriculum evaluation.And then analysis the characteristics and shortcomings of a school implementing IBPYP curriculum.Finally,this study puts forward some suggestions on the curriculum construction of the Education for International Understanding in China.Based on the background of the 21st century,this study explores the connotation changes of the Education for International Understanding and the realistic difficulties of curriculum system of the Education for International Understanding in China firstly.In the contemporary era,the Education for International Understanding highlights the humanistic spirit and social responsibility,stresses the integration of scientific spirit and humanistic spirit,and emphasizes that education should be the common responsibility of the whole society;the Education for International Understanding calls for the return of fine traditional morality,makes use of moral restraints to move towards harmony;the Education for International Understanding recognizes the value of differences and strengthens the interaction of different cultures;the Education for International Understanding emphasizes that we should pay attention to the positive role of the media and deal with the challenges brought by the wave of informatization.However,the curriculum system of Education for International Understanding in China is also facing many practical difficulties,which mainly manifest in the aspect of curriculum concept,there are deviations in understanding international understanding education;in the aspect of curriculum objective,there is one-sidedness in the main objective of mastering knowledge points;in the aspect of curriculum structure,there is a lack of systematicness in the structure of mainly subject penetration,supplemented by foreign exchange activities;in the aspect of curriculum implementation,it is single and rigid and uneven;and in the aspect of curriculum evaluation,there is no systematic evaluation mechanism.This study discussed the internal logic connections of IBPYP curriculum and the Education for International Understanding.IBPYP curriculum is an excellent primary education curriculum in the world.It has some inherent logical connections with the Education for International Understanding.The connections mainly reflect in the fact that after the trauma of the two world wars,people value peace more greatly,which is the common historical origin of both;globalization closely links each individual,which is the common background of the times of both;the comprehensive development of scientific spirit and humanistic spirit,which is the common value pursuit of both;human beings are interdependent and we share resources,so we should train our younger generations to be the ones with international consciousness,which is the common core idea of both;and achieving sustainable development is the ultimate pursuit of both.The internal logical connections between the two are the prerequisite for interpreting the Education for International Understanding in IBPYP curriculum.On the basis of internal connections,from the perspective of the Education for International Understanding,IBPYP curriculum system is interpreted in detail from five aspects:curriculumconcept,curriculumobjective,curriculumstructure,curriculum implementation and curriculum evaluation.It is found that IBPYP curriculum concept include two elements:international understanding and world citizenship,and IBPYP has made a learner profile that contains ten attributes.The curriculum objective is the overall development of knowledge,coreconcepts,skills,attitudes and actions;the curriculum structure is concentric circle with five levels from inside to outside,and the core is to construct learning situation based on global background;the curriculum implementation is student-centered inquiry teaching,and lines of inquiry and PYP planner are designed for six trans-disciplinary themes;the curriculum evaluation is systematic and pluralistic which includes assessing,recording and reporting.So,IBPYP curriculum system contains rich ideas of the Education for International Understanding.Taking an IBPYP school in Lansing,Michigan as an example,this study explores the IBPYP curriculum system more truthfully.The Education for International Understanding in IBPYP curriculum of Post Oak School embodies the following three characteristics:the goal of educating people is phased and hierarchical,the combination of exploration scheme and the reality of the state,and the evaluation of the curriculum respects the differences.But there are also some problems.It is difficult to reflect the Education for International Understanding thought in IBPYP Curriculum by referring to the traditional subject teaching of the state standard.The six trans-disciplinary themes and six traditional disciplines lack sufficient integration.The self-evaluation is easy to come to nothing.The construction of curriculum of the Education for International Understanding in China should include the cultivation of world citizens with international consciousness,integrate the curriculum structure with the real global background,use IBPYP interdisciplinary inquiry curriculum implementation scheme for reference to guide the organization and progress of teaching activities,and evaluate the learning results of the curriculum based on the acquisition of international understanding.