Writer

(資料圖片)

Richard Mapp

Homeroom Teacher

主班老師

Transdisciplinary Theme ?

超學(xué)科主題

How We Express Ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

我們?nèi)绾伪磉_(dá)自己：探究我們發(fā)現(xiàn)和表達(dá)觀點(diǎn)、情感、大自然、文化、信仰與價值觀的方式；我們反思、擴(kuò)展和享受我們創(chuàng)造力的方式；我們對美學(xué)的鑒賞。

Central Idea

中心思想

”

Stories are told in different ways and can help us learn about different cultures.

故事的敘述以不同的方式開展并幫助我們了解不同的文化。

Lines of Inquiry

探究線索

”

?Stories from around the world

?How Stories help us learn

?How cultures have different stories

?How different cultures are the same or different

?世界各地的故事

?故事如何促進(jìn)我們學(xué)習(xí)

?不同的文化如何有不同的故事

?不同的文化是如何相同或不同

EY 3 Pizza Making Field

幼兒園中班制作比薩之旅

Field trips are both fun and memorable ways to promote academic success. With culturally enriching field trips, students can make connections to other educational fields, gain first-hand experiences, and understand concepts on a deeper level. Most importantly, field trips pique the interest of young-learners, a key factor in childrens’ motivation to learn, inspiring students to engage with concepts in ways that are relevant and meaningful. Field trips reinforce topics and ideas learned in the classroom.

戶外探究學(xué)習(xí)以有趣且難忘的方式促進(jìn)孩子們的學(xué)習(xí)興趣和動機(jī)，增加學(xué)生在課堂的參與感。通過富有文化意義的戶外探究學(xué)習(xí)，學(xué)生可以將不同教育領(lǐng)域聯(lián)系起來從而形成超學(xué)科學(xué)習(xí)，在直觀的體驗中對抽象的知識和概念有更深層次的理解。此外，戶外探究學(xué)習(xí)目的在于深化探究學(xué)習(xí)的主題和想法，讓學(xué)生獲得課堂以外的知識、技能和經(jīng)驗。

As per IB, through play-based learning, children develop and nurture fundamentalknowledge and skills. These skills aim to support children of all ages to become learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. Field trips are part of their learning journey as they explore different concepts and environment outside the school walls. Giving equal weightage to both indoor as well as outdoor activities is what will make children well prepared for what lies outside in the real world.

根據(jù)國際文憑組織的概述，基于游戲的學(xué)習(xí)可以幫助兒童發(fā)展和培養(yǎng)基礎(chǔ)知識和技能。這些技能支持各年齡段的兒童成為一個終身學(xué)習(xí)者，讓他們知道如何提出好的問題，設(shè)定有效的學(xué)習(xí)目標(biāo)，并朝著目標(biāo)堅定前進(jìn)并實現(xiàn)目標(biāo)。戶外探究學(xué)習(xí)作為學(xué)習(xí)旅程中的一部分，我們應(yīng)該給予室內(nèi)和戶外的學(xué)習(xí)同等的重視。通過探索不同的概念和環(huán)境，讓孩子更加了解學(xué)校外的世界。

As per the current Unit of Inquiry – How We Express Ourselves, students are learning about stories about other cultures around the world. As they were exploring, students collectively were inquiring about food and culture in Italy. EY3 Teachers and students decided to have an exciting morning going to an Italian restaurant.

幼兒園中班的孩子們目前正在學(xué)習(xí)“我們?nèi)绾伪磉_(dá)自己”的探究單元，他們探究世界各地的文化故事。在探究單元學(xué)習(xí)中，孩子們研究了文化是如何影響飲食文化的。由此，他們學(xué)習(xí)和探究了意大利的故事、文化與食物。最后，孩子和老師們一致認(rèn)為披薩是最愛的食物并決定制作屬于自己的披薩。2月15日，學(xué)校組織中班的學(xué)生和老師一同前往意大利餐廳制作披薩，希望孩子通過實踐和戶外探究活動加深他們對本探究主題的理解。

Pizza Time

?

For this field trip children explored their creativity and communication skills to make and design our pizza. It was the first field trip and a wonderful learning experience with EY3 class. They had a lot of fun with friends and enjoyed the lovely pizza at snack time. We are looking for more field trip in the following time, to enrich student’s learning experience, and to learning more knowledge.

通過戶外探究學(xué)習(xí)，孩子們發(fā)揮了自己的創(chuàng)造力和溝通能力，制作和設(shè)計了比薩餅。這是幼兒園中班本學(xué)期的第一次戶外探究學(xué)習(xí)，是一次精彩的學(xué)習(xí)經(jīng)歷。孩子們和老師們樂在其中，并在課間時間享受我們美味的比薩。期待接下來會有更多的戶外探究學(xué)習(xí)體驗，豐富孩子們學(xué)習(xí)經(jīng)歷的同時，學(xué)到更多的知識。

ISA TIANHE