This study, grounded in narrative-based neuroscience, explores the pioneering unit design and pedagogical approaches to TCFL. Its primary objectives encompass facilitating cross-cultural identity, affective engagement, and enriching language acquisition for second language learners. Conventional instructional techniques often overlook the imperative cultivation of emotional resonance and the meticulous orchestration of linguistic and cognitive frameworks, engendering a dearth of profound cognitive processing and cultural assimilation. Within this study, we adopt a narrative-based neuroscience-informed backward design template, synergizing the tenets of Understanding by Design to seamlessly intertwine pedagogical objectives and evaluative measures through the lens of learners’ attainable capabilities. Neuroscientific inquiry into brain functioning during learning has divulged intricate processing mechanisms. The fusion of neuroscience and narrative science imbues Chinese language acquisition with an experiential facet, transcending the mere accrual of information, thus stimulating learners’ enthusiasm and ardor. In summation, this study pioneers innovative Chinese teaching design method that foster cross-cultural identity and emotional immersion. It propels the integration of narrative-based neuroscience into language education, augments language proficiency and cross-cultural cognizance, and furnishes invaluable insights for the enhancement and innovation of pedagogy.
Designing Learning for Transfer of Learning: Focusing on the IB MYP
The goal of education can be said to be the cultivation of ‘competence’. This is because ‘competence’, the ability to solve problems by transferring the results of learning, is required to dynamically cope with the uncertain and variable future society. Setting the goal of education as the development of competence reflects the shift in perception that education should be able to contribute to the sustainable development of mankind in the future society.
Cultivation of competence begins with transferring the results of learning to real life. Curriculum around the world places learning for transfer in the direction of instruction and assessment. Among them, the IB MYP provides an empirical learning framework to transfer learning to life. This learning framework includes learning contents such as knowledge, skills, valuesㆍattitudes, the context in which learning should be transferred, and a circular teachingㆍlearning model for developing competencies. The 2022 revised Korean national curriculum also aims to transfer learning and develop competency, the learning framework of the IB MYP can provide an example of developing a learning model for the settlement of the 2022 revised curriculum.
In this paper, I draw implications for the settlement of the 2022 revised curriculum by examining the learning design process for transferring learning using the IB MYP framework.
Exploring a Case for IB DP English B Class Based on Narrative Theory
This study aims to enhance students’ inquiry in IB DP English B classes. Therefore, the aim is to investigate the instructional design based on narrative theory to facilitate students’ genuine explorations. With the increasing number of IB candidates and accredited schools, there is growing interest in IB education. This study examines the key characteristics and essence of the IB DP in high schools and explores a reorganization plan for the English B unit plan based on Narrative theory. The aim is to move away from traditional education focused on exam preparation and towards a more student-centered approach that fosters self-directed learning, creativity, and critical thinking skills. The introduction of the International Baccalaureate (IB) program in public education is seen as an alternative, which leads to a consideration of the required changes in the field of education. Therefore, the aim is to guide students who are pursuing the IB DP to develop their own meaningful interpretations of experiences through the narrative theory in the English B curriculum, enabling them to form and reframe genuine inquiry questions and ultimately progress as lifelong learners capable of crafting insightful inquiries.
Expanding the Cognitive Map of Education: Educational Application of Narratives and Metaphors