A multiple-perspectival learning approach

A multiple-perspectival learning approach is suggested for the learning and teaching of the National Domain in the MNE curriculum. Classroom learning design based on the multiple-perspectival learning approach comprises learning at four levels, namely, cognition, affection, practice, problem-solving and creativity levels. Visits to the mainland and exchange programmes are also complementary to achieving systematic learning of the national situations.

Learning at the cognitive level aims to develop students’ understanding of the national situations and to help them grasp the basic facts of our country. Apart from gaining an understanding of the current situations of the country, students should analyse the national situations through multiple-perspectival thinking and with an inquisitive attitude for knowledge and truth.

Learning at the affective level aims to develop students’ affection for the country and enable them to connect their personal emotions to the country’s development by learning the true side of the country situation and empathises with the state of its situation. It aims at enabling students to care about our compatriots and be

Promoting the learning of the national situations in natural resources at cognitive level

本科 The learning of the national situations in natural resources is the focus of all four Key Stages in the National Domain of the MNE curriculum. Take land resources, included in the learning theme of natural resources, as an example. In learning at cognitive level, students will understand that land resources are closely related to the concept of a country’s geographical boundaries. Apart from understanding the country’s territory from the narrow geographical sense and admiring the vast territory of our country, students can take into account the population development and civil land use situation. In this way, other than knowing about our country’s famous vastness of territory and richness of resources, students can learn that land resources are not inexhaustible when we compare the continuous population growth against the actual available land and they have to think of ways to cope with the opportunities and challenges the country faces during the development and application of land.

being proud of the country today will be the pride of the country in the future”

and connect students to the state.

The learning at practice level aims to foster in students a spirit of commitment to the country and enable them to learn more about the national situations through action. To start with, students, as individuals, should understand and experience the country’s development via simple and practical steps in order to strengthen the relationship between individual and the country, and subsequently build up their sense of commitment to contribute to the country.

Promoting the learning of contemporary national situations at affective level

The learning of contemporary national situations is a major focus of the National Domain of the MNE curriculum at all four Key Stages. The learning and teaching of contemporary national situations can take place at the affective level to explore the achievements of our country in various areas, e.g. diplomatic development, aerospace science and technology, infrastructure and economic development. This will enable students to take pride on the country’s rapid development and connect their personal emotions with the country’s development, making them more prepared to make commitment and contribution to the country’s sustainable development.

The learning at the problem-solving and creativity levels aims to stimulate students’ creative thinking on national situations so that their learning can progress from the cognitive, affective and practice levels to problem-solving through the study of the opportunities and challenges facing the country, related reforms as well as ways to carry on the past and create a bright future. The process of problem-solving should not be restricted by conventions. It emphasises thinking and creativity to meet the ever-changing and ever-innovating needs of the country.

Promoting the learning of historical national situations at the practice level

The learning of historical national situations is a major focus of the National Domain of the MNE curriculum at all four Key Stages. It encourages teachers to use reference materials about historical figures who had made great contribution in various areas and organise these materials for classroom learning. Teachers can guide students to explore the contributions made by the thinker Confucius and focus on the learning at the practice level. Apart from guiding students to know about Confucius’ words and deeds, teachers can also encourage students to put the Confucius teaching, including benevolence, virtue, loyalty, forgiveness, etiquette and righteousness into practice as a means to pass on and promote the Chinese culture.

Learning objective and learning content related to the national domain can be organised and presented through systematic classroom learning which helps enhance learning effectiveness.

Promoting the learning of national situations in humanities at problem-solving and creativity levels

Learning of the national situations in humanities is a major focus of the MNE curriculum at four Key Stages. The New Year picture is a treasure of traditional arts and craft. Teachers can use it as the learning material for the learning of national situations in humanities at the problem-solving and creativity levels. Apart from guiding students to know and appreciate the characteristics of New Year pictures, teachers can also encourage students to think about how New Year pictures can be interpreted with modern life with innovative results. Students can be encouraged to put forward viable strategies such as integrating New Year pictures into contemporary interior design or developing them into various kinds of decorative accessories and daily necessities. Students may also take the New Year picture as a starting point and make feasible recommendations for how to tract issues found by the declining traditional arts and crafts sector so as to learn more about national situations in the process of creative thinking and practice.

Enhancing national identity through focusing on emblems of the country in classroom learning

The learning objective of the National Domain of the MNE curriculum at Key Stage One includes understanding and respecting the national symbols of the country. This learning objective can be achieved through appropriate classroom learning activities designed to deepen students’

understanding of relevant topics and develop their national pride.

Learning objectives:

To build national identity and develop the pride of being Chinese through understanding and respecting the national symbols of the country such as the National Day, national flag, national emblem and national anthem.

Learning content:

Knowing the symbols of the establishment of the nation and national sovereignty, including the date and significance of the National Day;

the design and meaning of the national flag and emblem; regulations governing when and where they can be used; the etiquette to observe during the raising of the national flag and the display of the national emblem; the name, melody, lyrics and meaning of the national anthem, and when and where it is to be sung and the etiquette to observe when it is sung.

Suggested teaching procedures:

1. Teachers guide students to discuss the importance of their birthdays.

Then, draw forth the meaning of the National Day and discuss ways to celebrate the birthday of the country.

2. Teachers show the national flag of the People’s Republic of China and introduce the concept underlying the design.

3. Teachers use pictures or videos (e.g. showing different national teams parading into the stadium and holding up their national flags at the opening ceremony of the Olympic Games); Chinese athletes holding the national flag and circling around the field to acknowledge the audience’s cheers after winning an event; the national flag being raised while the national anthem being played in the background when a Chinese athlete is awarded with a medal in an international contest) to illustrate the occasions for the use and the etiquette to observe, enabling students to understand that the national flag is an emblem of the country and of great significance to national unity.

4. Teachers play the national anthem and lead students in a discussion of the occasions when it is sung and the etiquette to be observed.

Teachers then teach students to sing the national anthem to feel the love for the country embedded in the rhythm and lyrics of the national anthem.

5. Students can further understand and experience the significance of the symbols of the country such as the National Day, national flag, national emblem and national anthem through classroom learning and revisit scenes recreated by different media. Hence, their national identity will be enhanced and they will learn to respect the emblems of the country and their significance better.

Understanding the opportunities and challenges facing the country through classroom learning of the contemporary national situations In the national domain at Key Stage Three of MNE, students can deepen the understanding of the contemporary development and explore the country’s current situations and challenges from different perspectives through the study of the automobile industry development.

Learning objectives:

To understand the opportunities and challenges facing the country through rendering concern for its developments and important plans Learning content:

Exploring the impact of the country’s important contemporary plans on social development. Learn about the process from conceptual planning to real practice and the opportunities and challenges facing the country.

Suggested teaching procedures:

1. Students split into groups and search for information in various fields regarding the topic “automobile industry development of the country”.

Examples of fields and key study areas are as follows:

Policies and regulations: the relationship between relevant policies and regulations and the development of the automobile industry such as “The Twelfth Five-Year Plan” and automobile manufacturing standards

Environmental protection: the efforts of the automobile industry to keep in line with energy-saving, emission-reduction and green and low-carbon agenda

Urban management: the impact of increasing use of automobile on urban roads and license management

People’s livelihood: the relationship between the development of the automobile industry and the growth of the economy and people’s livelihood

The development of automobile industry: development direction of the automobile industry (such as establishing Sino-foreign joint ventures and its own brands)

Brand creation: promotion of automobile of national and foreign brands in the mainland market

International trade: the significance of China’s entry into the WTO to the development of the automobile industry

International cooperation: The contributions to the development of automobile industry made by cooperation between Chinese and foreign enterprises as well as cooperation in scientific research and technology between China and foreign countries

2. Each group sets questions about the field it has worked on for other groups to discuss. Each group is required to think about the

“automobile industry development of the country” from different perspectives based on the information initially obtained.

3. Each group presents the results of the discussion. The group responsible for setting the question will comment on and supply further information to the discussion results to demonstrate the effectiveness of cooperative learning.

4. Teachers guide students to summarise the learning outcomes of each group to study the contemporary national situations from automobile industry and learn the opportunities and challenges facing the country.

4.4.3 Promotion of national education: complementing classroom learning with