道尔顿学院课程总述 Dalton Academy Curriculum

发布:道尔顿学院 2015年08月25日 点击:

道尔顿学院课程总述 Dalton Academy Curriculum

课程核心元素 Key Program Elements

  • 双语的通识教育 : 我们的课程主要为15人左右的小班讨论课,鼓励学生们参与世界顶尖文理学院倡导的批判性讨论。同时还有严谨的数学和科学课程,充分融合了中国教育的一贯优势与多样化的实验教学。

  • Bilingual liberal arts. Our curriculum is built around small seminar-style classes of about 15 students that encourages the kind of critical discussion practiced at the world's best liberal arts colleges. These classes are coupled with a rigorous math and science curriculum that blends the strengths of the Chinese educational achievement with laboratory-based learning.

  • 多文化、跨学科的多样教育 : 我们利用同学和教师们的语言优势,鼓励大家对比多种文化和跨学科研究,引导同学们阅读中西方的经典著作,并探究现代各文化间的交流障碍。同样,道尔顿学院通过教师之间的紧密交流,丰富多彩的选修课程和项目主导式的学习,突破了传统的学科间的界限。

  • Cross-cultural and cross-disciplinary education. We take advantage of the language skills of our students and faculty to encourage comparison across cultures and investigation across disciplines. Students are introduced to classic texts of both the Chinese and Western traditions and take up questions of translation in the modern practice of communication and philosophy. Likewise, Dalton transcends traditional discipline boundaries through close collaboration among faculty, thematic elective courses offered to students, and project-based learning.

  • 实践学习与社会服务:我们鼓励同学们充分利用身边的乃至世界的丰富学习机会,在实践学习和社会服务中促进个人的探索与成长。

  • Experiential learning and social service. We encourage our students to take full advantage of the learning opportunities in their community and around the world. Our students balance service work with opportunities for personal exploration and growth.

  • 独立、主动的学习和研究:与教育学家Helen Parkhurst一样,我们非常重视培养学生好奇心和自主能力。同学们在课程的后两年会参与各种类型的独立项目,并参与多元化的选修课程。

  • Independent learning initiative and research. Consistent with Helen Parkhurst’s vision, we place a high value on freedom and the cultivation of students' curiosity. Students engage in a variety of independent projects and have a wide range of course choices for their final two years in the program.

课程主旨 Organizing Themes


Students are developing quickly in their middle and high school years. The kind of learning we ask of them should reflect that development. Generally, middle school should build the skills needed for the more substantive learning in later years. For the high school years, each year will have an organizing question, chosen as a general response to the developing situation for high school students:

  • 高一学生的探究问题是“什么是知识”。同学们在这个时期会开始思考权威的含义,以及获取知识的途径。

  • 高二学生的探究问题是“什么是变化”。他们会开始着眼未来的变化,并积极应对自身的变化。

  • 高三学生的探究问题是“什么是人性”。他们会放眼全世界,思考自己在其中的地位。

  • For Senior Ones, the organizing question is “What is knowledge?” Students at that age are beginning to wonder about authority and how they can know things.

  • For Senior Twos, the organizing question is “What is change?” Those students are beginning to look to big changes ahead for them, as well as dealing with changes in themselves.

  • For Senior Threes, the organizing question is “What is Humanity?” Those students are on the brink of the larger world and should be thinking about their place within it.


These organizing questions are not intended to constrain teachers, but to allow them to make syllabus choices that might promote conversations around the questions. For example, the theme of change might mean a conversation about a political revolution to a history teacher, or a cultural shift to a literature teacher, or a chemical reaction to a chemistry teacher. By keeping aware of the organizing question for a class, a teacher can encourage students to think across these disciplinary lines toward what the students understand about change as a general concept.

学分分配与毕业要求Credits Distribution and Graduation Requirements



P.S. About Sciences and Humanities Tracks

The track students choose in Dalton doesn't have to be the same as their track in college. The two tracks, Sciences and Humanities, are just two choices of combinations of credits. Students who fulfill one of the requirements can graduate from Dalton.

助教系统 Teaching Assistant (TA) System

定义与目标 Definition and objectives


A teaching assistant (TA) is an Upper Senior student who, after mastering material related to a course, volunteers to aid the learning of his or her classmates. TAs are student leaders who through their work gain a deeper understanding of the concepts and content they teach to their peers.

助教的角色 Role of a TA


Each TA will serve slightly different roles in and out of the classroom. Before an individual TA commitment begins, the student and teacher will craft a TA agreement that outlines specific responsibilities that might include: assisting in the classroom, making copies or other pre-class preparation, one-on-one support with struggling students, grading (with careful guidance from teacher, and ability from students to follow up with teacher), and organizing cleanup after laboratory work.


TAs are especially helpful in supporting learning in Senior 1 core classes, since students may begin our program with varying levels of comfort with Dalton’s learning style and ability to use English in a classroom setting.


The TAs will have a selection process, training process, regular meetings between the teachers and TAs, and finally a recognition. To recognize the contributions of a TA, common language will be adopted for use on the student’s transcript or school report. This language will emphasize the TA’s role as a leader in the school community. TAs may also be recognized through written awards or ceremonies. They are not granted academic credit or conducting social practice (this should be conducted in the wider community outside the school).

特色课程-鲤鱼周 Carp Week

定义 definition


“Carp Week” is an invitation for the mind to expand itself in play. It consists of a week of special activities designed to help students make connections across interdisciplinary lines and engage in common conversation.

时间 每个学期中旬(第10周)4或5天

Timing. Four or five days during the middle point (week 10) of each semester.


Theme. Activities are organized around central theme that is sufficiently broad to lend itself to both science and humanities approaches. Themes for the fall 2013 and spring 2014 semesters were “light” and “time,” respectively. Future possibilities that have been suggested include “identity” and “community.”

结构 Structure

工作坊 鲤鱼周的每个早上,学生会分成10至20人的小组,参与由老师和/或高年级学生组织的工作坊。这些workshop的内容将与鲤鱼周的主题紧密相连,并鼓励学生亲身参与项目主导的学习。

Morning workshops. Each morning during Carp Week, groups of 10-20 students attend workshops organized by teachers and/or Upper Senior students. These workshops should be closely connected to the Carp theme and engage in hands-on, project-based student learning.

研讨会 在鲤鱼周中的两三天下午,整个学院都会参与同一个话题讨论,且讨论的主题是一两个选定的文本。学生会分成15至20人的小组,每组将会由两位老师(其中之一是讨论的领头人)协助学生进行这些讨论。

Afternoon seminar. For two or three of the afternoons during Carp Week, the entire academy community is engaged in a common conversation centered on a few selected texts. These discussions are facilitated by two teachers (one serving as the lead) with about 15-20 students participating.



Other activities. Other activities, such as movies and games, are scheduled on afternoons in which the seminars do not meet.

评价 Assessment


Students are assessed by their workshop teachers, and receive a grade of “Pass” or “Fail” for their participation in Carp Week. Students may also apply for a grade of “Pass with distinction,” subject to the approval of their workshop teacher. Grades appear on students’ transcripts.