近日，上海德闳学校八年级的同学们体验了一堂别开生面的全球视野课——一场全英文模拟联合国会议。学生们化身各国“外交官”，代表英国、巴西、坦桑尼亚、意大利、印度等全球各地处于不同经济、政治发展阶段、面临各异社会挑战的国家，用英文阐述本国现状、核心需求与可交换资源，与其他国家代表展开非正式磋商与讨论，以此寻找志同道合的伙伴，通过彼此协作解决关键问题。
模拟联合国（Model United Nations, MUN，简称“模联”）是一项以全球议题为背景的情境式学习活动，学生通过扮演不同国家的代表，在模拟国际会议中合作探讨并尝试解决气候变化、贫困、性别平等、资源安全等现实世界中的重要问题。活动中，学生通过前期调研与开场陈述明确本国立场，在交流与磋商中建立联盟、协同制定解决方案，并共同起草和表决决议。
在此过程中，同学们交换意见、建立联盟、共同拟定问题解决方案，在真实的角色扮演中深入学习国际事务。 这不仅是全球视野课的重要一环，更是地理、历史、政治、经济与英语学科的深度跨学科实践。同学们在全英文环境中，完整经历了从调研、表达、协商到形成决议的全过程，切实提升了在英文语境与全球议题下的公开演讲、谈判沟通、问题解决等关键能力。
为何选择模拟联合国作为课堂实践活动？
上海德闳人文学科组坚信：在全球化深入发展的今天，理解国际关系、具备跨文化沟通能力，已成为未来人才必备的核心素养。德闳的全球视野课始终注重将课堂学习与现实世界相联结，而模拟联合国正是实现这一目标的重要平台。整个过程不仅是对学科知识的实践运用，更是对综合能力的全方位锤炼。
中学全球视野老师Nicola Bax
模拟联合国所锻炼的核心能力之一便是同理心——学生需要理解他人的立场，从不同国家和地区的视角思考问题，接触并探讨一些他们在当前中国语境下未必熟悉的议题。与此同时，学生还需要思考：谁可能成为自己的盟友、应该在何处展开协商与谈判、如何说服他人认同自己的观点……这要求他们具备一定的策略性思维。而整个过程中，既强调小组协作，也注重个人在表达观点时的流畅性与逻辑性。
小外交官们有怎样独特的体验与收获？
G8 Lucy - 印度共和国代表
我关注的核心议题包括贫富差距、性别平等以及清洁用水短缺、空气污染等环境问题。这次经历让我学会了辩证、全面地看待复杂的社会议题，也深刻认识到并非所有问题都能依靠课本知识、像理想中的那么轻易被解决。
在合作过程中，起初我们的交流仅局限于一两个国家之间，但随着讨论深入，逐渐发展成为多国协作。最终，我们共同倡议成立了一家国际银行，通过发放贷款筹集资金，并将资金用于慈善项目，以此协同应对贫困、性别平等等全球性挑战——通过这样的合作方式，我们尝试用集体的力量，为全球性挑战寻找到了更可持续的解决路径。
G8 Anna – 法兰西共和国代表
我们重点关注如何提升本国的教育水平，并应对部分经济发展问题。通过这次会议，我对国家之间的合作方式有了更深入的理解。过去我一直认为，国家合作主要体现在资源或利益交换上，例如“你提供农业资源，我提供军事支持”。但现在我意识到，合作的形式可以更加多元，比如通过签证便利政策促进人员流动、学习与工作，从而推动更深层次的国际协作。
在整个过程中，我的合作能力得到了显著锻炼。我们需要与三个国家展开协作，而这些国家并非立场一致或关系始终友好。这让我学会了如何与并不熟悉、甚至立场不同的伙伴进行沟通与协商，在差异中寻找共识，共同推进议题的解决。
G8 Jimmy - 大不列颠及北爱尔兰联合王国代表
我提出的核心议题是应对全球经济下行，并为本国争取并合理配置所需资源。在制定方案时，我首先思考的是如何与其他国家开展合作与贸易。随着讨论深入，我意识到除了双边协作，还需要在大会中与各成员国充分交流、阐述观点并提出有说服力的论点。同时，我也逐渐认识到全球议题不仅限于经济与资源分配，还包括全球变暖、世界和平等更为广泛而重大的挑战。
在这次体验中，我收获最大的是沟通能力的提升。与其他国家代表交流时，我发现对方有时并不能完全理解我的观点，这促使我不断调整表达方式，更清晰地解释自己的立场、论点与解决方案，也使我更加理解了在国际合作中有效沟通的重要性。
G8 Gordon - 坦桑尼亚联合共和国代表
我所代表的国家在军事和经济资源方面相对匮乏，且因由不同地区与部落逐步发展而成，社会结构较为复杂，内部冲突与矛盾时有发生。
通过参与全球视野课相关的学习与实践，我深刻体会到了以“多元视角”看问题能力的重要性。这项能力帮助我们在面对挑战时，能尝试从不同立场、不同背景进行分析和思考。这不仅能让我们变得更加开放包容，也能帮助我们获取更多信息与知识，从而理解那些原本并不熟悉的问题，并找到更合适的解决路径。
模拟联合国是德闳中学全球视野丰富的跨学科单元设置的一个典型体现。全球视野是德闳初中部一门独具特色的综合性学习，融合了经济、商业、环境系统、社会学、地理与历史等多领域知识，是初中阶段跨学科、项目制学习的代表。每学期，学生围绕不同的跨学科主题展开深入探究，并为实际问题寻求切实可行的解决方案，例如六年级学习天气与微气候，七年级讨论人口变化。该学科旨在培养学生的辩证思维、问题解决、沟通协作等关键能力，并帮助学生更深入地理解这个多元的世界。
中学全球视野老师Nicola Bax
在德闳的全球视野课中，初中阶段的教学内容与学生未来进入高中阶段的发展高度衔接。初中阶段，我们重点培养学生在现阶段可以逐步掌握的关键能力，帮助他们顺利过渡并适应高中的学习要求：从六年级开始，学生接触基础的研究技能训练，例如如何甄别可靠的网站资源，并完成小型研究项目；到了八年级，学习内容进一步深化，聚焦更宏观的全球性议题，引导学生评估参考文献与信息来源的可信度，同时鼓励他们思考作为地球村一员如何对全球问题产生积极影响。
不仅是全球视野课，上海德闳的课堂从不仅限于老师对学生进行书本知识的单向传授，而是注重让每个孩子都参与到跨学科、探究式的实践中，帮助他们在课本之外直观感受知识在现实世界中的应用。未来，上海德闳还将继续通过更多跨学科、沉浸式的学习与实践，让每一位德闳学子不仅在学术上追求卓越，更在语言能力、国际视野与综合技能上做好准备，以迎接未来全球舞台上更多来自真实世界的挑战。
2026年1月8日及1月10日
上海德闳将分别举办
中学课程信息分享会及小学开放日
即刻扫码报名，亲临德闳校园
探索优质资源支持下的个性化成长路径
插班测评也持续进行中
From Classroom to Model UN: How Dehong Shanghai Empowers Middle School Students with Global Perspectives and Real-World Skills
Recently, Grade 8 students at Dehong Shanghai took part ina distinctive Global Perspectives lesson—a fully English Model United Nations (MUN) simulation. Stepping into the roles of “diplomats,” students represented countries such as the United Kingdom, Brazil, Tanzania, Italy and India, each at different stages of economic and political development and facing diverse social challenges. In English, students presented their countries’ current contexts, key needs and negotiable resources, engaged in informal consultations, and sought like-minded partners. Throughcollaboration, they worked towards addressing shared challenges and developing collective solutions.
(Click the video to revisit highlights from the G8 MUN)
Model United Nations (MUN)is a scenario-based learning activity centered on global issues. Students take on the roles of country representatives and work collaboratively in simulated international conferences to explore and address real-world challenges such as climate change, poverty, gender equality, and resource security. Through pre-conference research and opening statements, students articulate their countries’ positions; through discussion and negotiation, they build alliances, co-develop solutions, and jointly draft and vote on resolutions.
Throughout the process, students exchanged views, built alliances and co-developed proposals, gaining an in-depth understanding of international affairs through authentic role-play. This activity formed a core component of the Global Perspectives curriculum and representeda meaningful interdisciplinary integration of Geography, History, Politics, Economics and English. In a fully English-speaking environment, students experienced the complete process—fromresearch and presentation to negotiation and resolution—strengthening essential skills such as public speaking, negotiation, collaboration and problem-solving in a global context.
Why Model UN as a Classroom Practice?
The Global Perspectives team at Dehong Shanghai firmly believes that in an increasingly globalised world,understanding international relations and developing intercultural communication skillsare essential competencies for future-ready learners. The Global Perspectives curriculum consistentlyconnects classroom learning with the real world, and MUN serves as a powerful platform to achieve this goal. The experience goes beyond applying subject knowledge—it is a comprehensive exercise in critical thinking and transferable skills.
Nicola Bax, SS Global Perspectives Teacher
One of the core skills developed through Model UN isempathy. Students must understand different perspectives, think from the viewpoints of other countries and regions, and engage with issues they may not typically encounter in their current context in China. At the same time, they need tothink strategically: Who could be potential allies? Where should negotiations take place? How can they persuade others to support their proposals? The process emphasizes bothteamwork and the clarity and logicof individual expression.
What Unique Experiences and Insights Did Our Young Diplomats Gain?
G8 Lucy, Representative of the Republic of India
My key focus areas included wealth inequality, gender equality, and environmental challenges such as access to clean water and air pollution. This experience taught me toview complex social issues in a more balanced and comprehensive way, and helped me realise that not all problems can be solved as easily as textbooks suggest.
At first, cooperation was limited to one or two countries, but as discussions deepened, it evolved intomultilateral collaboration. We eventuallyproposed the establishment of an international bankto provide loans for charitable projects, addressing poverty and gender inequality collectively.Through collaboration, we explored more sustainable solutions to global challenges.
G8 Anna, Representative of the French Republic
Our focus was on improving education quality while addressing economic development issues. This experiencereshaped my understanding of international cooperation. I used to think cooperation mainly involved direct exchanges of resources or benefits. Now I see that it can take many forms—such asvisa facilitation policiesthat promote mobility for learning and work, enabling deeper collaboration between countries.
Working with three countries that did not always share the same stance challenged me tocommunicate, negotiate and find common ground despite differences.
G8 Jimmy, Representative of the United Kingdom of Great Britain and Northern Ireland
My main proposal focused on responding to global economic downturns and securing and allocating resources effectively. As discussions progressed, I realised that beyond bilateral cooperation, it was essential toarticulate persuasive arguments in broader multilateral forums. I also gained a deeper understanding that global issues extend beyond economics to include climate change and world peace.
The biggest takeaway for me wasthe improvement in communication skills—learning how to adjust my expression to ensure clarity and mutual understanding in international dialogue.
G8 Gordon, Representative of the United Republic of Tanzania
The country I represented faces limitations in military and economic resources and has a complex social structure shaped by diverse regions and communities.
Through Global Perspectives learning and practice, I trulyunderstood the importance of viewing issues from multiple perspectives. This ability helps us remain open-minded, gather broader information, and better understand unfamiliar challenges—ultimately leading to more effective solutions.
MUN is a representative example of the rich and thoughtfully designed Global Perspectives curriculum at Dehong Shanghai Secondary School. As a distinctiveinterdisciplinary subject, Global Perspectives integrateseconomics, business, environmental systems, sociology, geography and history, and serves as a cornerstone ofproject-based learningat the middle school level. Each term, students explore different interdisciplinary themes and work towards practical solutions to real-world issues—such as weather andmicroclimatesin Grade 6, orpopulation changein Grade 7. The subject aims to develop critical thinking, problem-solving, collaboration and communication skills, while deepening students’ understanding of a diverse and interconnected world.
Nicola Bax, SS Global Perspectives Teacher
The Global Perspectives curriculum at Dehong Shanghai middle school iscarefully aligned with students’ progression into high school. At the middle school stage, we focus onbuilding essential skillsstep by step—such as evaluating reliable sources and completing small-scale research projects in Grade 6, before moving on tomore complex global issuesin Grade 8. Students learn to assess the credibility of information and consider how they can make a positive impact as global citizens.
(Global Perspectives lessons and student learning outcomes at Dehong Shanghai Secondary School)
At Dehong Shanghai, learning is never limited to one-way textbook instruction. Across subjects, students actively participate ininterdisciplinary, inquiry-based experiencesthat allow them to seehow knowledge applies in the real world. Looking ahead, Dehong Shanghai will continue to expand immersive, cross-disciplinary learning opportunities—ensuring that every student not only strives for academic excellence, but is also well prepared in language proficiency, global perspectives and essential skills to meet the real-world challenges of the future global stage.
January 8 and January 10, 2026
Dehong Shanghai will host
theSS Parent Information Session & ES Open Day(👈🏻Click to know more)
Scan the QR code to register and
discover how world-class resources nurture personalized growth
Transfer assessments are also ongoing
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