实践学习 Experiential Learning

发布:道尔顿学院 2015年08月19日

实践学习 Experiential Learning

学习目标 Learning Goals


Experiential learning at Dalton Academy is built around three shared themes, each connected to what we do inside the classroom:

  • 探索:享受并发现包括智力,体力,创造力和情感经历等一系列的活动的重要性,探讨未来课程的学习、职业的可能性和个人表达的机会,并通过写作和讨论批判性地反省个人经验。 ↔︎独立思考:批判性的思想者愿意冒知识上的风险,探索新的出路
  • Explore: Enjoy and find significance in a range of activities involving intellectual, physical, creative, and emotional experiences. Investigate future courses of study, career possibilities, and opportunities for individual expression. Reflect critically on personal experience through writing and discussion.
    ↔︎ Think independently: Critical thinkers are willing to take intellectual risk and explore new approaches
  • 适应:接受新的角色和挑战,学会从挫折中迅速恢复,并在逆境中信守承诺。 ↔︎克服学术挑战:学术成绩的高标准要求学生在面对困难或不确定性时也保持高水平。
  • Be Resilient: Embrace new roles and challenges, learn to bounce back quickly from setbacks, and fulfill commitments in the face of adversity.
    ↔︎ Overcome academic challenges: High academic achievement requires students to preserve when confronted with difficulty or uncertainty.
  • 共鸣:在理解和欣赏差异存在的同时学会对他人与环境负责。这可能是在与伙伴合作为共同目标努力的过程中实现的。还可能包括与你交际圈之外的人接触。 ↔︎跨越边界:我们鼓励学生在不同的学科、文化和社会之间联系。
  • Empathize: Consider responsibilities you have for other people and the environment while learning to understand and appreciate difference. This might be achieved by working cooperatively with peers toward a common goal. It might also include getting to know a group of people outside your normal course of social interaction.
    ↔︎ Cross borders: We push our students to make connections across academic disciplines, cultures, and societies.

当地项目 Local Programs


Each student is required to complete at least 400 hours of experiential learning over three years (from Senior One to Senior Three). Students are encouraged to find projects that they show commitment over an extended period of time.


Dalton faculty support students’ local experiential learning activities through a series of initiatives:

  • 建议成立一个由学生主导的实践学习委员会
  • Advising a student-led Service Committee.
  • 提供可用的学校资源如公交车以及活动场地(如教室和礼堂)
  • Providing available school resources like buses or classroom/auditorium space for activities.
  • 联系家长来确定潜在志愿者和实习的可能性
  • Reaching out to parents to identify potential volunteer and internship possibilities.
  • 与杰出的教育机构以及非营利组织发展合作关系
  • Developing partnerships with outstanding educational and non-profit organizations.


Students are qualitatively measured on their experiential learning through a combination of written reflections, story-telling workshops, follow-up projects, presentations to their peers, and semi-annual fairs open to the school community. All written materials will be saved in each student’s individual learning portfolio.


In addition to our regular local programs, students are also provided with other platforms for experiential learning:

  • 欢迎大会:在最开始的两周期间,学校将为所有学生以及教职工举办一个为期一天的户外集体活动。本次活动的目的是促进建立导师组同学之间的联系,并且促进同年级水平的学生之间的交流。
  • Welcome retreat. Within the first two weeks, a one-day Outdoor Bound-style retreat will be held for all students and faculty. The goal of this retreat will be to promote build bonds within advising groups and integrate students across grade levels.
  • 以城市作为课堂:北京能够提供一系列很广阔的教育机会。学校会定期发布有关演讲、学术会议、艺术展览以及其他一次性的志愿服务或学习机会。
  • City as the classroom. Beijing provides a wide array of educational opportunities. Members of the school community regularly post notices of lectures, academic conferences, art exhibitions, and other one-time volunteer or learning opportunities.

游学 Experiential Learning Trips

Trips are defined as short-term off-site learning programs concentrating on one or more of the following themes:

academic/curricular, cultural exchange, career exploration, service learning, social justice, social entrepreneurship, outdoor education, and environmental stewardship.

We offer students choices of three different types of programs:

  • 实践学习课程(ELC):这些是为高年级(高二和高三)学生设计的选修课程,这些课程包含一 学段或学期的课程和一个亲自考察的出游。
  • Experiential Learning Courses (ELC): These are elective courses designed for Upper Seniors (Seniors Two and Three) that integrate a half-semester or full-semester course with a field trip abroad
  • 实践学习项目(ELP):这些是时长一至两周,建立在学习宗旨和被认同的以上关注点之上的计划。围绕以上主题展开的一到两周的游学项目。
  • Experiential Learning Programs (ELP): These are programs offered for one or two weeks that are built around learning objectives and concentrations identified above.
  • 独立实践学习项目(IELP):希望独立组织游学项目的同学可以申报独立实践学习项目。
  • 独立经验性学习计划(IELP):更倾向于组织个人独立活动的学生建议选择IELP
  • Individual Experiential Learning Programs (IELP): Students who would prefer to organize their own independent activities may propose an IELP.


All trips follow the pattern of proposal, research, implementation, and reflection:

1.计划。学校中的任何团体的任一成员,都可以申请上文提到的三种活动计划中的任意一种。 大家提出的计划一定会比最终得到执行的多,所以只有计划中的突出者可以得到批准。突出的计划着重于写清此次游学的目标,制定旅行前后的预期结果,和策划根据模板制作出的合理预算。

1.Propose. Any of the above three types of programs may be proposed by any member of the school community. More ideas are put forward than can be implemented, so only outstanding proposals will be accepted. An outstanding proposal focuses on a clearly defined set of learning goals, sets pre-trip and post-trip expectations, and outlines a reasonable budget based on the template provided.


2.Research. Trips are designed to encourage students to gain meaningful background in the weeks and months before departure, including foundational knowledge necessary to achieve the trip’s learning goals, the specific locations being visited, and practical advice and trip expectations.


3.Implement. During the trip, students should be aware of the trip’s learning goals, participate actively by asking questions and engaging in all trip-related activities, strive to be open to new experiences and perspectives, abide by all trip rules, and be aware of their responsibility to serve as ambassadors of Peking University High School.


4.Reflect. Students will reflect on trips by completing trip journals and participating in the same reflection practices identified above under Local Programs.

以往项目 Past Programs

1. 非洲博茨瓦纳 Botswana ,Africa

时间 Time : 11/9–11/23

参与学生 Number of students: 15

主要内容 Major contents:文化交流,社区服务,野生动物保护 Cultural Exchange ,Community Services,Wildlife Protection

2. 广西阳朔 Yangshuo,Guanxi

时间 Time: 11/16-11/23

参与学生 Number of students: 19

主要内容 Major contents:户外运动,如攀岩;了解当地生态系统,瑶族和壮族少数民族文化 Outdoor Exercises,Familiarize to local ecosystems and the minority cultures of Yao and Zhuang ethnicities.

3. 云南 Yunnan

时间 Time: 11/16–11/23

参与学生 Number of students: 19

主要内容Major contents: 纳西族和藏族少数民族文化,扬子江上游的生态系统 The minority culture of Naxi and Tibetan ethnicities, The ecosystem in the upper branches of Yangzi River.

4. 印尼巴厘岛 Bali,Indonesia

时间 Time: 11/16–11/23

参与学生 Number of students: 20

主要内容Major contents: 当地生态系统保护和发展 The protection and development of the local ecosystem

5. 北京周边 Beijing Neighborhood

时间 Time : 11/19–11/23

参与学生 Number of students: 16

主要内容 Major contents : 探寻历史建筑 Explore historical architecture

6. 北京有机农场和持续人居 The organic farms and sustainable living in Beijing

时间 Time :11/18–11/23

参与学生Number of students : 10

主要内容Major contents:有机农业,食品安全 Organic farming and Food safety

7. 自主体验式学习项目 Independent experiential learning program

Students can arrange by themselves and design their own social practice program. This semester 's independent experiential learning program includes learning the cross-cultural education in Australia, to be a teacher in Anhui province and practicing in a company.