Les Roses de Pilar

皮拉格的玫瑰

在LDES４个月纪念日故事之二

进入五月，我每天都能收到Pilar 的三朵玫瑰。

西方人喜欢送礼物给好朋友，几乎每天。我很幸运能跟Pilar成为好朋友。起初每天清晨我去Travaille, 回来后总能看到写字台上有一份小礼物。一块巧克力，一张小卡片，一帖小花纸……Pilar变着花样给我带来欢喜——不同的欢喜，让我享受着别样的每一天。有一次，Pilar抱着一本厚厚的画册递给我，那是她跑到书市花大价钱买回的一本唐三彩画册(made in China), 我很感动。其实，最快乐的还是与Pilar 同饮 Matini——一种特殊的西班牙葡萄酒，vin rouge avec le glace et une olive, 美味极了。两个女人同饮着自制的美酒，敞开心扉，分享着各自曾埋藏于心底的故事，时而对酒当歌，时而相拥而泣。Pilar培养了我的酒兴，更让我领略了一位西班牙女性波澜的人生。她传奇的爱情让我动容，她更诧异对自己最恰当的理解竟来自一位东方女性．

４月底，我去法国Chamonix,　Pilar拿出那件漂亮的大红套衫送给我，作为出行的礼物，也成为我独自登上海拔４千余米的Mon Blanc的随身行装。皑皑的Alpes山上，那大红成为一个攀登者的幸运护身符和勇敢的力量。

Pilar不在家的日子，也没有忘记送我礼物。昨天下午，带着那份依然荡漾着的“Finding a beauty at LDES”的喜悦，我回到家中，打开信箱，一行大大的问候语印入眼中：＂Xinning, Bons Bisous de Prague…..＂，这是一张Pilar从Prague (The capital and largest city of Czechoslovakia) 邮寄来的名信片，我兴奋不已．

近午夜，Pilar 回来了。她脚还没落稳，就急忙打开大行李箱，“Xinning, I give you a gift!”。此时，我感到眼前有一道彩虹划过，啊！一条红色的、丝绵的大披肩！正宗的中国红（le rouge chinois!）。太喜欢了！我在家里所有的镜子前照了又照，摆着各种POSE，为Pilar Show着中国红的韵味。

这一夜又在温馨的包裹中走进梦乡……

I see each gift from Pilar as a ROSE, a poetic ROSE．It lets a woman know how to process the unique life of hers.   

注：Pilar是我的房东，西班牙人，现居瑞士日内瓦，也常去法国居住，去过许多国家。

Finding A Beauty at LDES——The Black Eyes of Chinese

在LDES的４个月纪念日故事之一

5月8号是我在LDES整整4个月的日子，也是我最兴奋的一天！为何？因为我发现我能听懂 Seminiare Francais了!(当然不是全部，是大部分)。更重要的还有…….

 下午4点半，是Jose Marin教授讲“Globalisations”。 他的法语标准，语速慢，富有逻辑，投影片上的writings十分清晰。他列举并逐一分析了关于Mondialisation的七大概念诠释（historique, sociale, economique, geopolitique, humaniste, enironmentale et culturelle）。并从世界观（vision du monde---认知世界的不同维度: Dimension Cosmique, Dimension biologique, Dimension ecologique, Dimension economique）的角度引领大家认识由于Mondialisation导致的不同的社会运作模式（modele de societe）， 社会生产进入了文化的与自然的工程（ Rapports entre culture et nature projet de societe）, 由此引起整个社会对世界的重新思考：关于宇宙的认识(conception cosmique)，关于生与死的认识（conception de la vie et de la mort）,　关于疾病与健康的认识(conception de la sante et la maladie)。人们重新探究着生命的两种模式的机理：生产与消费（mode de vie de production et consummation）。解决社会的今日和明日的生存问题，不仅要系统运作社会生产的基本模式（Rapports entre ecologie economie, politique de societe），更要从可持续发展来展开社会工程（Developpement durable et project de societe）。我们正在经历着社会范式的转变。他掷地有声、按韵律排布的每一个单词，敲击着我沉睡的“存储器”，我能感觉到，此时，理解的那扇门正在开启。

    两个半小时，我聚精会神听着、记着。Jose Marin也注意到我这个异样的听众。下课后，他将所有的讲稿送给了我这个最愚笨但最认真的学生（我想我是这样的）。我请教他问题，起先他用日语回答我，我告诉他“I am Chinese!”他显得特别高兴，此时我觉得此人似曾相识。我们一同向Lab走去，一路上他给我聊起在美国南部的日子里的那些realities，以及对文化的世界变迁的独特看法。他的英语同样标准、富有逻辑。

到了Lab，我的合作教授Andre Giordan进一步介绍我们认识，寒暄、开过玩笑之后，Jose 摘下那厚厚的眼镜，用力揉了揉双眼，然后让我看他的眼睛，也让在场的teammates看我的眼睛并与他的眼睛作比较。大家直直地Stare at我的眼睛，我真有点不好意思，我不知道这是干吗？我干脆盯着Jose的眼睛，啊，那原来是一双黑眼睛！是我无比熟悉的黑眼睛！难道…….？Giordan告诉我他的母亲是中国人。“the same eyes!”大家也认识了中国人眼睛——从外型，到内涵！经过一番彼此的凝视，teammates的大眼睛里多了光芒。

  原来，我一直认为欧洲人的眼睛很漂亮，很精神、很上相。今天，我从欧洲人的眼睛里看到，其实中国人的眼睛很美丽。

Learner-Oriented Instructional Design: Projects and Research (1)

Xinning PEI

Learning Sciences Research Center, East China Normal University, Shanghai, CHINA

Laboratory of Didactics and Epistemology of Sciences, University of Geneva, SWITZERLAND

Email: xnpei@kcx.ecnu.edu.cn

          Pei@pse.unige.ch

copyright reserved. Thanks! 

Part I    Background of LOID

Nowadays, in Shanghai China, the Basic Education Curriculum Reform has been into the second stage. The new curriculum-system has been implemented. It is made up of 3 patterns of curriculums: basic curriculum，extensive curriculum，inquiry-based curriculum.

 Essential Values and Aims of the new curriculum-system are: by virtue of the educational environment that shanghai is constructing its-self an international and digital metropolis, the new curriculum system tries to

Ø       improve moral education (core)

Ø       cultivate creative and practical abilities of students (emphases)

Ø       change and perfect the ways of learning (characteristics)

Ø       use modern  information technology (Sign)

Ø       focus on student’s learning experience and help each student to develop

Figure1. structure of the new curriculum system of Shanghai

 All of these new demands have greatly challenged the professional abilities of teachers and the educational research. So, how to help the teachers to understand the new ideas and to meet the demands of the curriculum reform as quickly as possible and to undertake the responsibility of the curriculum reform? That is the priori task of teacher training as well as the crucial issue of educational research in China.

(In China, there about 10,000,000~15,000,000 K-12 school teachers; in Shanghai, the number of K-12 school teachers is about 100,000~140,000. The number of science teachers is about 1/3 of the total. These numbers do not include the teachers of middle-level vocational schools.)

We made a series of pre-investigations in order to find effective solutions for this issue.

       In 2000, we made several field studies on sciences expert teachers to find the factors or knowledge which influence teacher’s planning on teaching (Xinning Pei, 2003; Xinning Pei, 2005); In 2004~2006, we made questionnaires along with interviews on 230 sciences teachers, 3300 students and 50 sciences educational trainers in CHINA. This investigation involved 4 aspects of science learning and teaching: understanding of science, use of textbook, pedagogy, assessment. (Xinning Pei, etal., in press)

From these pre-investigations, we found that:

Whether can the teaching effectively help the development and learning of students or not? In other words, whether the new curriculum can be implemented effectively or not?

Firstly, it mainly depends on 3 correlative factors of teachers. The teacher: (1) has advanced body of knowledge about pedagogy and subject-matter-based learning theories; (2) can activate this body of knowledge in the lively interactive context of learning and teaching according to the characteristics of students and responds from them; and (3) can transform this body of knowledge into the component-parts of personally practical knowledge of the teacher.

Secondly, it needs supports from resources. In China, there is no lack of resources but lack of the integration of resources for learning! Especially, for school’s learning and teaching.

Thirdly, the teacher must be a good designer----he/she must learn to design his/her own teaching by use of new resources and tools.

We think that, in order to really help the learning and development of students, the teacher designers who are situated in the real learning context are demanded. Only the teacher becomes a good instructional designer and a teaching implementer, can the aims of the education come true by virtue of the organic integration between sciences and education. By combining the research-advantages of professional researchers with the experience-advantages of teachers, and with the pertinent support from professional researchers, teachers can learn the new theories, methods and technologies effectively and efficiently, and integrate them into their practice of instructional design, then the theoretical learning and reflective actions can be connected organically, thus professional qualities and teaching levels of teachers as well as the actual effect of the research can be upgraded.