How Does the Focus of International Mindedness in International Baccalaureate Vary with Stages of Students’ Development
How Does the Focus of International Mindedness in International Baccalaureate Vary with Stages of Students’ Development
复制标题
国际文凭课程中国际情怀的侧重点如何随学生发展阶段的变化而变化
DOI：
10.11424/gscs.19.1_15
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
木村 光宏
中科院分区：
文献类型：
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作者：
武部正明;藤野博;日戸由刈;長谷 守紘;村津啓太;長谷 守紘;長谷 守紘;木村 光宏
在日本，通过与文部科学省（MEXT）的合作，国际文凭的实施正在不断扩大，PYP、MYP、DP学校的数量也在逐年增加。在IB课程中发展国际思维的重要性在课程指南中有说明。本文的目的是：（1）总结以往研究中关于IB国际思维的框架的讨论;（2）考察国际思维的发展与学习者发展阶段的对应关系。因此，首先，PYP提供了国际思维的详细定义及其与学习者概况和课程的联系。第二，多年期计划强调技能的各个方面，如多方面和不同的观点和批判性反思。第三，分析表明，发展方案提供了一种手段，体现在每个学科领域的课堂国际视野。
In Japan, in collaboration with the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the implementation of the IB has been spreading, and the number of PYP, MYP, and DP schools has been increasing every year. The importance of developing International Mindedness in the IB program is stated in the program guides. The purpose of this paper was to (1) summarize the discussion of the framework for capturing the international mindedness of the IB from previous studies and (2) examine how the development of international mindedness is corresponded to the stages of learners’ development. As a result, first, the PYP provides a detailed definition of international mindedness and its connection to the learner profiles and curriculum. Second, the MYP emphasizes aspects of skills such as multiple and diverse perspectives and critical reflection. Third, the analysis revealed that the DP provides a means of embodying an international perspective in the classroom in each subject area.