Shanghai Foreign Language Middle School Celebrated its 15th Birthday

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Shanghai Foreign Language Middle School Celebrated its 15th Anniversary
ReleaseDate: 2011-12-05

On the morning of November 26, amid hectic drumbeat, music, applause and laughter, Shanghai World Foreign Language Middle School welcomed its 15th birthday. The school was founded in 1996, and was acquired by JuneYao Group in 2005. In its early days, the school only had a dozen or so faculty members and 130 plus students; but today, the school boasts 250 faculty members, and nearly 2,000 on-campus students, and its course setup has developed from uniform national courses to bilingual courses, and international diploma courses.

Within the short span of 15 years, the school has continually developed and improved itself, and completed a process of transformation from “a school on borrowed ground” to “a school with distinct features”.

Take advantage of foreign language strength, build a globalized school

Schoolmaster Xu Jian said the school adheres to the target of cultivating “modern Chinese facing the World”, and insists on implementing “Participation, Practice”, and “Cooperation, Innovation” concepts. It emphasizes students’ mental and physical health, comprehensive development, and encourages students to foster their own special skills, and develop individuality.

Over the past 15 years, the World Foreign Language Middle School took advantage of its strength in foreign language teaching to build an international school, the school focused on equal exchange between Chinese and overseas schools, and focused on converging Chinese and Western

culture. By making breakthrough on foreign language subject, the school carried out international education exchange projects including international two-way exchange, introduction of international courses, exchange of Chinese and foreign teachers, and output of Chinese traditional culture, aiming to develop students into “caring, generous, and graceful” modern Chinese talents.

Over the past 15 years, the World Foreign Language Middle School continually transformed education model, returned the classroom to students, and handed over the study process back to students. During the process of promoting Phase II course reform, the school introduced class-moving model into elementary courses. Four years ago, to develop English education features, the school also boldly introduced graded English teaching pilot project. After experimenting class-moving model practice with 3 different targets spanning 3 years, the school not only established graded education model for elementary courses, but also spread it to other courses such as music, physical education and fine arts.

Over the past 15 years, the school continually deepened classroom education reform, improved study efficiency, reduced students’ burden, and stimulated academic interest. In the recent 3 years, the school carried out “Smart Teacher” construction project; by revolving around the two subjects of teachers’ professional development and the construction of teaching team, and departing from the frontline of classroom teaching, it carried out a number of activities intending to improve effectiveness of classroom teaching, and put forward detailed requirements from 5 different perspectives to improve classroom teaching effectiveness, which are implemented through different forms including report and lecture, case analysis, scientific research subject, audition, class break-in, which obtained considerable results.

“Home” and “School” coordinated steps to carry out close cooperation

While paying attention to school education, the World Foreign Language Middle School also attached great importance to family education. Xu Jian argued that parents should let children develop themselves freely, enhance their character, and improve moral quality, rather than simply asking children to learn certain knowledge or skill. The school has become fully aware of the point that, to better educate children, teachers and parents must communicate with each other, obtain consensus, coordinate steps, and ensure close cooperation between “home” and “school”. To this end, the school has voluntarily offered “school liaison” opportunity to parents, and used online resources to promptly inform parents of the school’s teaching program and requirements, the school’s activity schedule in the near future, and students’ campus behavior, so as to let parents and teachers become each other’s assistant. The schoolmaster has published 25 articles on the parent-school BBS opened by the school to discuss education and communication issues. Parents and the school joined hands to ensure more smooth and effective proceeding of teaching activities.

family education method, and participate in students’ study management under teachers’ guidance. The junior high school period is the peak period in children’s physiological and psychological development, and also a crucial period in developing children’s life outlook and world outlook. In this stage, children begin to enter a rebellion period, so their communication with parents is no longer so unobstructed like they are in primary school. In order to help parents and children set up channel for intimate communication, the school planned “Parents-Children Manual” project, to let parents and children together finish related activity requirements designed by the school, so that during the activity process parents and children could together add to their knowledge and promote mutual affection. After years of practice, the “Parents-Children Manual” received acknowledgement from parents and students, promoted parents-children communication, and improved students’ social practice ability.

Furthermore, the School also actively carried out “Parent-School” activity to let parents learn.

Students of the World Foreign Language Middle School are staging dance performance at the school’s anniversary celebration ceremony.