发布：道尔顿学院 2015年08月19日 点击：
道尔顿学院课程总述Dalton Academy Curriculum
课程核心元素Key Program Elements
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.
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.
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.
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.
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:
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).
课程概览Courses In a Glimpse
Comparative Humanities—Modern World History (Required)
The Modern World History is a required one-year-long course, which will teach you modern world history and give you a basic idea of what has happened from the Renaissance till now. You are supposed to think as a historian and be able to interpret and create narratives that weave together diverse historical events. This requires a deep understanding of major historical trends. What's more, you are also going to learn how to write a 5-paragraph essay in class and complete several essays with critical thoughts. This includes writing a clear thesis, strong topic sentences, strong supporting details, strong transition sentences, and a strong concluding paragraph.
Comparative Humanities—English/Humanities (Required)
The English/Humanities course is a required three-year-long course, which will teach you lots of things about the English literature and explore the Humanities topics like “What is knowledge?”, “What is change?”, and so on. This course would have lots of readings and writings to improve your English skills while appreciating the classic English literature.
Comparative Humanities—Chinese (Required)
The Chinese course in Dalton is a year-long required course, after which you can select from selective Chinese courses about a wide range of topics. The Dalton Chinese course is different from the one you had in your middle school in that it doesn't merely analyze pages of separate passages, but rather expand from different perspectives in your lives and use related ancient and modern passages to explain these topics. Main topics contain love and marriage, getting along with oneself and the others, nature and technology, etiquette and life, politics and economics, law and history, diplomacy and military, future trend of nations and so on. Every week, the teacher will assign the recital, online assignments, passages writing, group activities etc. on the online platform.
This is a year-long required math course for all Dalton students. The course is taught by Chinese teachers in English, which gives student the basic knowledge about math. The level is at par and beyond any International Senior School Curriculum such as International Baccalaureate DP, Cambridge A level and Advanced Placement Mathematics. This course caters students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of theiruniversity studies. Students can choose either standard or higher level based on their interest and capacity.
Advanced Math Elective —Calculus 1
Basic Calculus knowledge is needed for almost every major at the University. This course, taught totally in English by foreign teachers, prepares you for the Calculus course in college. The level is at par and beyond any International Senior School Curriculum such as International Baccalaureate DP, Cambridge A level and Advanced Placement Calculus. This course is designed to develop the understanding of the topics of differential and integral calculus. Emphasis is placed on limits, continuity, derivatives and integrals of algebraic and transcendental functions of one variable. Upon completion, students should be able to select and use appropriate models and techniques for finding solutions to derivative-related problems with and without technology. Technology includes TInspireand computer based software.
Sciences—Physics, Chemistry & Biology (Required)
The required science courses are composed by 2 year-long courses and 1 semester-long course (you can choose the distribution), which teach basicknowledgesabout physics, biology, and chemistry. Students are also supposed to learn some scientific methods and scientific spirit from the courses. The level is similar to the SAT/AP/IBPhysics, Biology, and Chemistry test.(Not the same) Teachers use imported textbooks and teach in English or Chinese.
Advanced Sciences Elective—Microbiology 1
This course is an introductory course of microorganisms (mainly bacteria). It includes the classification of microbes, the structure and taxonomy of bacteria, physiology, parasitology, and microbial ecology. There will be both lectures and labs. It may involve field-work experiments as well as bench work.
Language and Literature—Spanish 1
There are now 3.5 billion people speaking Spanish now, making it a popular language extensively used around the world, esp. in U.S. No former knowledge about Spanish is required, as the teacher starts the course with alphabets and pronunciations. You might think that beginning to learn a new language is difficult, but I promise, through the interesting activities, you can totally keep up with the progress of the class if you finish the little homework assigned. After this course, you will be able to recognize, read and pronounce the Spanish sounds; you will know how to follow basic instructions, to introduce yourself and others, to tell the time, to provide some basic information (phone number, email, likes and dislikes…) as well as to describe people and places. There will be a final exam that will cover what we learn during the semester.
Language and Literature—Traditional Chinese Culture
Body and soul, food and eating, love and marriage, family and nation, sage and king, human and nature, scholar and official, history and historian, all these topics will be discussed in this class. Although the main focus is on traditional Chinese culture, the course also contains the comparing of different civilizations and different ways of thinking. The class is consisted of three parts: finding suitable materials, forming your own view, and discussing in a group.
Social Science Elective Courses—International Politics
This course introduces and develops the major theoretical approaches to international relations (IR) and uses these approaches to describe, explain and understand a variety of past and contemporary issues and events. The ultimate goal of the course is to teach students to think logically and analytically about international politics. We will integrate ongoing events into the lectures and discussions, but avoid “pop” politics. The classroom will focus on an active learning approach with a combination of interactive lecture and discussion. By the end of the course, students will have a clearer understanding of international politics and will have had an opportunity to apply their knowledge in a UN simulation.
Literary Elective Courses—What is Love?
In this course, you'll read a few of the world's most classic tales of love. You'll also read some of the critical literature about the cultural and psychological values that lie behind love and romance. You may also engage with a few more popular texts, from modern romantic comedies to “trashy” romance novels. This is also a course that will take advantage of bilingual abilities to make broad comparisons between the representation of love in Chinese with the representation in English.
Physical Education—Track Team
The team provides thorough preparation for 4-5 multi-school meets (competitions) in Beijing and one approved meet in Guam (an island in the Pacific Ocean) as part of a large competition with schools from around the world. The captains are excited to offer this opportunity to make you healthier, improve you athletically, and to compete in Beijing and abroad as the schools most advanced competitive sports team. While practices are vigorous, assessment for the course continues to be based on attendance and effort, rather than speed or performance.
Experiential Learning Course (ELC)—Israel-Palestine
This course analyses not only the whole history of the Israel-Palestine conflict, but also introduces both Israeli and Palestinian cultures and beliefs. Studentsanalysetexts about the topics, and write several essays on their thoughts. At the end of the first semester, you'll go to Israel and Palestine to experience the topics yourselves, thus enhancing your understandings. After the trip, you will also write reflections.
Independent Learning—Independent Research Project (IRP) (Required)
To encourage individual learning, students engage in two independent research projects during their time at Dalton.
Senior One students begin this process with skills development and carefully chosen smaller projects built into their regular coursework. Each discipline contributes to the skills development beginning in the first semester. For example, mathematics teaches basic statistics helpful for conducting surveys; In history, students analyze primary sources and then learn to make evidence-backed arguments. In the second semester, students begin to utilize those skills on small-scale projects. These projects arecoordinated by humanities faculty in the third quarter, and then by science faculty in the fourth quarter. Upper Seniors engage in a substantive year-long project informed by academic research. They will follow a common timeline that builds on the basic research skills they learned in Senior One, then helps them investigate, analyze, and reflect on a project of their own choosing.
Critical Reflection of Experiential Learning (CREL)—Migrant Worker school
This course is part of Dalton Academy’s new “Critical Reflections on Experiential Learning” (CREL) series. Participants will be asked to reserve some Wednesday afternoons for field work. This course melds experiential learning with structured academic reflection. Students who enroll in this class will be expected to volunteer for three hours every Wednesday at a local migrant school. Students will also be enrolled in a 2 credit course in which we will read contemporary literature on education, volunteerism, and the challenges facing globalized cities. We will read classics of education philosophy, and reflections and memoirs of volunteers. Particular attention will be paid to question of education in an unequal world, and economic policies that address inequality.
Art course- Painting Fundamentals
Over the course of the semester students will learn the fundamentals of painting. We will focus on watercolor, acrylics and oil paints, working to understand the utility of tools as well as the complex nature of paint itself. Through investigation of brushes, surfaces, mark making and texture, students will learn which techniques can be used to create challenging works of art. Students will create multiple works through the semester and be challenged to consider the effects of your own artistic choices toaccurately convey context and content in your works. Current and past artists will be explored to examine how you used choices with paint, texture and mark making to elevate your works.
English-English as a Second Language (ESL)
Dalton Academy provides specialized English language course (different from English/Humanities course) to some students whose English basics aren't strong enough. Students can choose to study this course, while some students who can't catch up with the daily classes will be required to take it. The class is taught by foreign teachers, and will greatly enhance students' abilities to read, write, listen and speak in English.
“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.
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.”
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.
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.
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.