探究的课堂，带我们走进真实的世界

　　国际文凭课程小学项目（International Baccalaureate Primary Years Program，简称IB PYP），是专门为3～12岁的学生开设的IB小学阶段课程，重在引导学生成为课堂和生活中的探索者。课程体系中的每个单元都在解决一个或多个基本问题。

它由六大跨学科的主题宗旨构成，让学生运用学科领域中的所学知识和技能探索世界，进行探究式学习。PYP阶段课程旨在培养学生学习的兴趣，提倡终身学习。

开学一个月以来，北京王府外国语小学双语部的师生们走出校园，根据目前各个年级的不同探究单元，进行了一系列探究实践。让我们跟随他们的脚步，开启探究之旅吧！

 GRADE 1

一年级

　　9月22日，双语部一年级迎来了第一次户外探究学习。

探究单元：我们是谁

中心思想：学习许多技能并能在学习中及时反思

探究线索1：有助于学习的行为习惯

探究线索2：学习态度

探究线索3：学习的技能

桃花朵朵开

根据教练的指令，孩子们迅速反应，和同伴配合，“簇”成朵朵桃花。

障碍赛大比拼

同学们分成几队，越过一个又一个障碍，成功抵达终点，其他同学为队友加油打气!

毛毛虫赛跑

在教练的指令下，同学们提起“毛毛虫”，动作统一，步伐一致，齐心协力向目标奔跑！

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风火轮冲冲冲

同学们站在传输带中，有节奏地向前移动，他们沉着冷静，步调一致，互相配合并顺利地完成任务！

 

摸石头过河

双脚不能踩到地面，用三块木块铺路，然后到达终点。

　　在比赛的过程中，孩子们团结互助，尊重队友，遇到问题积极沟通，学习到了团队合作的重要性！他们在比赛中集思广益，发动智慧去思考怎样闯关，并总结反思自己的表现！

向上滑动阅览

Grade 1 students from PYP Department embraced their first learning excursionon September 22nd!

Our Unit：Who We Are

Central Idea：Students can learn many skills and reflect on their learning.

Line of inquiry 1 – behaviors that help us learn

Line of inquiry 2 – Attitudes towards learning

Line of inquiry 3 – Skills that help us learn

The first challenge is “blooming peach flower”! The coach said，“The peach flowers are blooming now! ” The students asked，“How many peach flowers are blooming?” Suddenly the coach said,“There are five peach flowers blooming!”  Hearing the instruction, the students looked for their partners immediately and they made groups with five people! After several rounds of the game, the students responded more and more quickly! They cooperated quite pleasantly!

Next, we started the obstacle race! The students were divided into several groups and they went through various obstacles to reach the final line successfully!Meanwhile, other students were full of enthusiasm and cheered for their teammates!

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After a short rest, the students began to play the game “caterpillar race”. The students lined up on both sides of the “caterpillar” and listened to the instructions and requirements of the coach carefully. When the match began,the students carried the “caterpillar” forward to the final line together with steady pace!The students’ collaborative abilities have been greatly improved!

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Then, the students began to play the game “rolling wheels”! Standing in the conveyor belt, the students moved forward in order. They behaved calmly and completed the task successfully!

The last activity was “crossing the river by blocks”. The coach proposed new challenges and requirements tostudents. The students should arrive at the final line by paving the way by “three blocks”. The students performed fairly well!

In this learningexcursion,Grade1 students helped each other in the process of activities. They respected their teammates and showed strong communication skills when faced with problems. During the activity, they learned the importance of teamwork! They used their wisdom to think about how to solve problems, and reflect on their own performance! After this outdoor learning, the students learned a lot of skills, and their comprehensive abilities have been greatly improved! Grade 1 students is commendable, and we are very satisfied with their performance! We hope they will make persistent efforts to make more progress!

文/译：张蕾

摄：陈钰、张韩、邓芬芬、张蕾、Jordan、Ilouwna

 GRADE 2

二年级

　　如何拥有健康平衡的生活方式？怎样做才能不仅保持饮食健康，同时带来身体健康和心理健康呢？

探究单元：我们是谁

中心思想：均衡的选择帮助我们获得健康的生活方式

二年级的孩子们走进“共享田园”，体验苹果采摘、环保酵素的制作、动物喂养等活动，去发现自然、探索自然。

　　第一站，孩子们在果园工作人员的带领下开启了苹果采摘之旅。在采摘中，孩子们不仅体会到了采摘的乐趣和丰收的喜悦，更深切了解到有机苹果对身体健康的益处。

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　　第二站，孩子们来到了小动物喂养区，一边喂养着可爱的小动物，一边讨论着它们的饮食爱好，分享保护动物的心得。

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　　第三站，在环保酵素制作实验室，孩子们利用烂苹果制作环保酵素，了解了环保酵素的制作原材料、制作过程和使用方法等知识，并将自己亲手制作的环保酵素带回家，期待一个月后，环保酵素变身为清洁剂和空气清新剂的“魔法”。

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　　自由活动时间，图书区安静阅读的时光、射箭区英姿飒爽的身姿，活动区自由奔跑的身影，孩子们在选择中践行平衡，在平衡选择中享受快乐。

　　返校后，孩子们对本次外出实践活动进行了反思和总结，记录了自己的所见、所闻、所感并结合课上学习到的知识，独立完成了总结报告。

How do we live a well balanced life? How do we maintain a healthy diet as well as physical and mental health?

Our current UOI unit is “Who We Are”, and the central idea is “Making balanced choices allows us to have a healthy lifestyle”. Throughout the month of September, our students learned the importance of consistently practicing good hygiene habits in order to live a healthy life. With the knowledge we learned in the UOI classes in mind, our second-grade students took a field trip to the “shared garden” located in the Shunyi District. We let students discover and explore nature by letting them get their hands on picking apples, creating eco-enzymes, and feeding animals.

For our first stop, students visited the apple picking garden. September is the peak apple harvesting season, and we asked each student to pick five big and ripe apples and played a fun treasure hunt game during the process. During this activity, students not only learned the health benefits of organic apples, but they also got to experience how happy and rewarding it is to interact with nature.

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For our second stop, students were encouraged to participate in animal feeding. There were various types of animals such as chicken, sheep, and pig. All of the students were thrilled to see animals in action. As each student learned the proper way to feed each animal, they learned that every animal has different eating habits, and students also learned how to properly take care of each animal.

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For our third stop, our students went inside a laboratory that deals with creating eco-enzymes. The instructor led a hands-on activity with our students by teaching them how to use rotten apple wastes to make environmentally friendly enzymes, and during the activity, students actively participated by asking meaningful questions related to raw materials, enzyme-creating procedures as well as real life applications of these eco-friendly enzymes. At the end of the activity, the instructor asked every student to take their eco-enzymes that they created home. Our students are going to observe the migicalfermentation process of the eco-enzymes, which will eventually evolve into cleaning materials and air-fresheners in about a month.

After lunch, the freetime began. Students were given three options—reading, archery, and games—for their free time. Many students spent their free time independtly reading in the reading corners, participated in archery competitions amongst themselves, and ran around the activity area with their peers. Students enjoyed the happiness of making balanced choices during their free time.

After returning to school, students reflected and summarized their day at the “shared garden”. Each student recorded what he/she saw, heard, and felt. Students were asked to combine the knowledge that they learned in the UOI classes and independently filled out the daily report.

We are very hopeful that our “Interacting with nature in order to live a healthy life” themed field trip will deepen our students’ understanding of previous content knowledge they learned in class, trigger them to live a balanced, healthy life, and become advocates of maintaining a healthy diet as well as physical and mental health.

We sincerely hope that every child can live a healthy life and grow up happily.

文：李心钰、陈利娜

译：李心钰

摄：李心钰、陈利娜、刘洪雪

 GRADE 3

三年级

 

学生权力有哪些？本次活动主要涉及到了哪些儿童权利？

探究单元：我们是谁

中心思想：Active citizens advocate for  the rights of others

 

此前，孩子们已经学习了儿童的五项基本权利，并探究学习了权力和特权之间的区别。

双语部三年级组走进了知识的宝库“小宝图书馆”，感受阅读，分享知识，进行了趣味阅读，绘本故事分享，DIY手工制作等三项个人和集体活动。

在趣味阅读环节，孩子们根据自己的理解，自行发现并选择与儿童权利、儿童保护组织等核心主题相关的书籍进行阅读。还有同学结合过去所学到的知识，分组讨论，合作学习，分享收获。

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　　工作人员为大家带来了“魔法匣子”的小故事，细心的同学们一边观看，一边思考，偶尔还和身边的小伙伴各自交换彼此的看法。老师们也适时地插入一些提醒，鼓励孩子们与PYP精神相结合，思考节目中体现了哪些儿童权利。

　　接着，老师和工作人员一起带领着孩子们完成了“云朵灯”的制作游戏，孩子们使用棉花、小彩球和胶水，共同设计，互相交流，独立完成，制作了属于自己的云朵灯。图书馆的工作台上，留下了孩子们认真工作的影子。

　　尊重学生发展，让知识与实践相结合，对孩子们的探究精神充分保护和尊重，在不断的拓展中，引领学生成长，实现课程价值。

Enjoy reading and understanding children’s rights-inquiry activities of the third grade of PYP department.

What are the rights of students? What children’s rights are mainly involved in this activity?

Our current UOI unit is “Who We Are”, and the central idea is ” Active citizens advocate for  the rights of others”.

Before that, children have learned five basic rights of children and explored the difference between rights and privilege.

In the golden autumn season, accompanied by the children’s happy laughters and cheerful voices, PYP Grade 3 students, under the leadership of their teachers, walked hand in hand into the knowledge treasure house “Bao Xiao Library”, where they felt reading, shared knowledge and gained wisdom. three Individual activities and group activities., such as interesting reading, picture story sharing and DIY manual production, were carried out together and surrounded by books.

In the first project, students enter the library and find their favorite reading positions according to the previous groups. Started the interesting reading session. According to their own understanding, children find and choose books related to core themes such as children’s rights and child protection organizations to read. Some students combine what they have learned in the past, discuss in groups, study in cooperation, and share their gains. The whole project was carried out in a warm atmosphere.

In the second project, the staff brought us a “magic box” story. The children watched it happily and attentively. The attentive students watched it while thinking, and occasionally shared it with friends around them, exchanging their views. Teachers also insert some reminders in due course. Encourage children to combine with PYP spirit and think about what children’s rights they have experienced in the program.

And next, the teacher and staff led the children to complete the game of making “Cloud Lantern”. The children used cotton, small colored balls and glue, and everyone made their own little lantern. Children design together, communicate with each other and do it independently. On the workbench of the library, there are shadows of children working hard.

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Finally, the children work together, organize their personal space, sum up the knowledge and gains, and show their works in front of teachers happily, share the joy of learning.

This activity reflects the teaching  style of the PYP Department, which respects students’ development and combines knowledge with practice. It also reflects the protection and respect for children’s inquiry spirit. In the continuous development, we will lead students to grow and realize the value of the course.

The children returned to school happily. Returning with the children, there is also the joy brought by activities and the growth brought by practice.

文/译：万兆元、张玉芳

摄：Deon、Michiel、周晓艳

 GRADE 4

四年级

探究单元：信念和价值观

双语部四年级学生参观了孔庙和国子监，开展了一次别有意义的实践与探究相结合的出游。

出游前孩子们学习了信念与价值观会影响人们的选择，也通过一系列的探究活动了解了个人信仰和信仰体系。

儒家文化作为中国最重要的宝藏，潜移默化地影响着我们的行为方式和思考方式，起着引导作用。

为了让孩子对于孔庙和儒家思想获得直观的感受，我们首先参观了大成门和触奸柏，通过完成老师提前准备的“探宝”形式的作业单，孩子们获得了很多有趣的知识，比如“触奸柏”是孔庙内最大的一棵柏树，相传是许衡所植，已有近七百年的历史。

　　大成殿门口的殿牌匾写着万世师表，高度歌颂孔子一生的功业以及留给后人无尽的精神遗产。

辟雍殿是古代皇上讲书的地方，大殿为两重屋檐，上覆黄色琉璃瓦，檐角翘起，大殿正面屋檐之下，高挂着乾隆皇帝书写的“辟雍”匾额，整个建筑庄严且精美。

　　孩子们在快乐的探究与学习中完成了这次出游，不仅深化了探究课的学习，还对中国传统文化和价值观有了更深入的思考，也为本单元接下来的学习奠定了基础。

This unit for Who We Are in Grade 4, the PYP students have been learning about how “our beliefs and values can influence the way we make choices.” We visited the Imperial College and Confucius Temple in Beijing yesterday for our students to deepen their understanding of our unit. It was an excellent opportunity for our students to explore the Chinese beliefs and values imbued in this era. Prompted by the pictures and questions on their worksheet, the students developed as inquirers who sought to find the answers, like in a game of treasure hunt. We had an interesting short debrief afterwards to consolidate our learning as a group. Some shared their realisation that education and hardwork are part of the Chinese values and understood when and how it started.

文：王夷康、Laveena Kukanesan

译：王夷康

摄：王夷康、郑君敏、蒋雪

 GRADE 5

五年级

探究单元：我们如何表达自己

中心思想：人们通过创造力表达和发现想法

探究线索1：如何表达创造力

探究线索2：人们的创造如何引发改变

探究线索3：对创造力的感知如何引起新的想法

　　人们通过创造力来表达和发现想法。五年级以这一中心思想为指导，研究和讨论了从古代到现代，从北京到世界各地的不同建筑风格和元素。

9月22日，双语部五年级师生到北京世园公园实地考察，研究不同建筑风格的组成部分、用途和复杂性。孩子们在出游中反思自己的学习，并将所学的新知识用于总结评估。

Theme：How We Express Ourselves

Central Idea:  People express and discover ideas through creativity.

Lines of Inquiry：

1.How creativity may be expressed

2.How people’s creativity has led to change

3.How perception of creativity leads to new ideas

People express and discover ideas through creativity. Using this central idea as a guide, Grade 5 researched and discussed different architecture styles and elements from ancient to modern and from Beijing to the rest of the world. We then took a field trip to the Beijing World Park to study the parts, the purposes, and the complexities of the different architecture styles on display. The Grade 5 students reflected on their learning during the excursion and are using their new knowledge for their Summative Assessment.

文：Pam

译：朱晏竹

摄：各班老师

编辑｜晓婉

2021年9月30日 | 小学资讯
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