單元結(jié)題是我們學(xué)校PYP學(xué)部的大事，因?yàn)閷W(xué)生可以通過有趣且豐富的形式展示他們在一個(gè)單元的探究學(xué)習(xí)里收獲的知識(shí)和概念性理解，他們樂于向不同的來賓講解他們的偉大發(fā)現(xiàn)，他們喜歡化身于不同的角色展示他們的研究成果，他們善于運(yùn)用“學(xué)習(xí)方法”支持自己的目標(biāo)研究學(xué)習(xí)，他們都是可以自我調(diào)節(jié)的學(xué)習(xí)者。

Unit celebration is a major event for our school PYP, as students can demonstrate the knowledge and conceptual understanding they have gained in a unit of inquiry learning through interesting and rich forms. They are willing to explain their great discoveries to different guests, like to incarnate in different roles to demonstrate their research results, and are good at using "learning methods" to support their target research learning. They are self-regulated learners.

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G1中文單元探究

PYP G1 UNIT OF INQUIRY

一年級(jí)學(xué)生的結(jié)題活動(dòng)采用分板塊講解的形式帶我們走進(jìn)了多姿多彩的藝術(shù)世界。他們自主分組，合作完成展板設(shè)計(jì)，內(nèi)容分別有：“開題啦”、“表情包猜猜猜”、“采訪專欄”、“藝術(shù)人物知多少”、“國畫藝術(shù)”以及“創(chuàng)意無限”等等，師生一起通過展示所學(xué)表達(dá)對(duì)“人們運(yùn)用不同的表達(dá)方式通過藝術(shù)傳達(dá)他們作為人的獨(dú)特性”的理解，展示出“善于交流”、 “知識(shí)淵博”的學(xué)習(xí)者品質(zhì)。

G1 students took us into a colorful art world in the form of segmented explanations. "They independently grouped and cooperated to complete the design of the exhibition board, with the following contents: "Opening the Topic ","Emoji Guess "," Interview Column ","Encyclopedia about Artistic Characters"," Traditional Chinese Painting Art ", and" Unlimited Creativity ". Teachers and students together demonstrated their understanding of central idea "people use different ways of expression to convey their uniqueness as human beings through art", and showcased their good communication skills and their learner quality -- being knowledgeable.

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數(shù)學(xué)

MATHS

數(shù)學(xué)結(jié)題中，孩子們展示了自己對(duì)20以內(nèi)退位減法、平面圖形、分類與整理的學(xué)習(xí)。通過“形式、變化”這兩個(gè)關(guān)鍵概念的驅(qū)動(dòng)，孩子探究總結(jié)了“破十法”、“平十法”和“想加算減法”等不同的計(jì)算方法。；又運(yùn)用 “功能”這一關(guān)鍵概念，孩子們聯(lián)系實(shí)際生活，分析了“有多余條件的問題”和“多幾（少幾）”的問題，培養(yǎng)了收集和辨別數(shù)學(xué)信息的能力，并能運(yùn)用正確的方法解決實(shí)際問題。

英語

ENGLISH

英語結(jié)題中，學(xué)生參與到熟悉故事的閱讀中，他們在閱讀中體現(xiàn)了單詞認(rèn)讀能力。他們談?wù)摴适轮械氖录瑢?duì)人物和事件進(jìn)行推斷以表示理解，并用正確的表達(dá)方式閱讀單詞、短語和句子。在寫作中，學(xué)生們寫信講述他們的經(jīng)歷、想法和感受。他們寫下簡單的句子和玩具、顏色和衣服的名字。

數(shù)學(xué)

MATHS

In math, they demonstrated their learning of subtraction within 20, planar graphics, classification, and organization. Driven by the 2 key concepts -- "form and change", children explored and summarized different calculation methods such as "breaking the ten method", "leveling the ten method", and "adding and subtracting". Using the key concept of "function", children have analyzed "problems with superfluous conditions" and "more or less" problems in real life, cultivating the ability to collect and distinguish mathematical information, and being able to use correct methods to solve practical problems.

英語

ENGLISH

They joined in with reading familiar and simple stories and demonstrated an understanding that one spoken word corresponds with one written word. They talked about events in a story and made inferences about characters and events to show understanding and they read words, phrases, and sentences with proper expressions. In writing, the students wrote to tell about their experiences, ideas, and feelings.They wrote simple sentences and names of toys, colors and clothes.

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G2中文單元探究

PYP G2 UNIT OF INQUIRY

二年級(jí)的孩子們用自己改編的故事劇本《從現(xiàn)在開始》，以話劇的形式演繹他們對(duì)故事單元的理解。他們充分調(diào)動(dòng)了自身的研究技能，溝通技能和思考技能去排練表演話劇，大大激發(fā)了他們閱讀故事、創(chuàng)作故事的興趣。每個(gè)學(xué)生還通過多元的角度，對(duì)不同角色性格特點(diǎn)的討論，解讀了作者寫作的目的，展示出“積極探究”的學(xué)習(xí)者品質(zhì)。

G2 students used their own adapted storyline "From now on", to demonstrate their understanding of story units in the form of drama. They have fully mobilized their research skills, communication skills, and thinking skills to rehearse and perform plays, with their interest being greatly stimulated in reading and creating stories. Each student also interpreted the purpose of the author"s writing by discussing the personality characteristics of different roles from multiple perspectives, demonstrating the learner"s quality of "inquiriers".

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數(shù)學(xué)

MATHS

數(shù)學(xué)結(jié)題中，圍繞“形式、功能、聯(lián)系”這三個(gè)關(guān)鍵概念，學(xué)生展示了對(duì)“表內(nèi)除法”平均分的理解，準(zhǔn)確分析總數(shù)、份數(shù)和每份數(shù)之間的關(guān)系，并有條理地思考、解決問題；通過剪紙活動(dòng)展示了對(duì)圖形軸對(duì)稱、平移和旋轉(zhuǎn)規(guī)律的發(fā)現(xiàn)，表現(xiàn)出良好的空間想象能力。

英語

ENGLISH

學(xué)生們展示了如何通過改變他們在家里和學(xué)校的行為來履行他們的責(zé)任，他們從展示家務(wù)詞匯開始，然后轉(zhuǎn)移到如何用形容詞來描述人的行為，最后，呈現(xiàn)了一般現(xiàn)在時(shí)和第三人稱單數(shù)動(dòng)詞形式這個(gè)語言學(xué)習(xí)的重要結(jié)構(gòu)。

數(shù)學(xué)

MATHS

In math, around the 3 key concepts of "form, function, and connection", students demonstrated their understanding of the average score of "intra table division", accurately analyzed the relationship between the total number, the number of copies, and the number of every copy, and methodically considered and solved problems. Through the Paper Cuttings activity, students" discovery of the laws of axial symmetry, translation and rotation of figures were demonstrated, showing their good spatial imagination.

英語

ENGLISH

Students demonstrated how to fulfill their responsibilities by changing their behavior at home and school. They began by displaying household vocabulary, then shifted to using adjectives to describe human behaviors. Finally, they presented the important structure of language learning: the simple present tense and the third person singular verb form.

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G3中文單元探究

PYP G3 UNIT OF INQUIRY

三年級(jí)的同學(xué)們在親近植物時(shí)選取了最感興趣的植物主題作為結(jié)題內(nèi)容，小組合作以海報(bào)分享、自制演示文稿解說、視頻講解、英文歌演唱四種形式進(jìn)行了結(jié)題發(fā)表。大家積極分享了對(duì)中心思想及相關(guān)概念的解析，結(jié)合在研學(xué)途中及日常生活中躍入腦海的問題，共同回顧了單元探究之旅以及采取的相關(guān)行動(dòng)。

最后，大家將單元探究內(nèi)容和聯(lián)合國17個(gè)可持續(xù)發(fā)展目標(biāo)相結(jié)合，愿共創(chuàng)資源節(jié)約型、環(huán)境美好型學(xué)習(xí)社區(qū)。

G3 students choose the topic of plants that they are most interested in when getting close to plants as the summative assessment. Group work is conducted to complete the topic through poster sharing, self-made presentation explanation, video explanation, and English song singing. Everyone actively shared their analysis of the central idea and related concepts, and reviewed the unit exploration journey and relevant actions taken in combination with the questions that jumped into their minds during their research journey and daily life. Finally, everyone combines the unit exploration content with the 17 sustainable development goals of the United Nations, and is willing to jointly create a resource efficient and environmentally friendly learning community.

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數(shù)學(xué)

MATHS

數(shù)學(xué)結(jié)題中，學(xué)生展示了自己繪制的位置與方向平面圖，圖中融合各學(xué)科知識(shí)，例如數(shù)學(xué)、天文、地理、英文等，探究出各種辨別方向的方法，以及關(guān)于方向和行走路線的不同表達(dá)方式。此外，學(xué)生還通過抽題的方式，演算一位數(shù)除三位數(shù)的筆算方法，并講解其中的算法與算理，能夠?qū)⒁晃粩?shù)除兩位數(shù)的計(jì)算方法應(yīng)用于一位數(shù)除三位數(shù)的計(jì)算之中，發(fā)展了數(shù)學(xué)推理意識(shí)。

英語

ENGLISH

學(xué)生通過小組、結(jié)對(duì)工作和互動(dòng)活動(dòng)，展示了本單元所學(xué)詞匯、位置介詞、“擅長”的表達(dá)和動(dòng)名詞的使用。他們遵循支架式語言學(xué)習(xí)方法，從基本的詞匯和語法結(jié)構(gòu)開始，逐漸建立了更復(fù)雜的語言使用。老師的形成性評(píng)估給了他們足夠的、有針對(duì)性的支持。

數(shù)學(xué)

MATHS

At the summative assessment, students presented their own location and direction plan, which incorporated knowledge from various disciplines, such as mathematics, astronomy, geography, and English. They explored various ways to identify directions, as well as different expressions of directions and walking routes. In addition, students also learnt the written calculation method of dividing one digit by 3 digits by drawing questions, and explained the algorithms and algorithms therein. They could apply the calculation method of dividing one digit by 2 digits to the calculation of dividing one digit by 3 digits, and develop a sense of mathematical reasoning.

英語

ENGLISH

Through group work, paired work, and interactive activities, students demonstrated the vocabulary, positional prepositions, the expression of "good at", and the use of gerunds learned in this unit. They followed a scaffolding approach to language learning, starting with basic vocabulary and grammatical structures, and gradually establishing more complex language use. The teacher"s formative assessment provided them with sufficient and targeted support.

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G4中文單元探究

PYP G4 UNIT OF INQUIRY

四年級(jí)的結(jié)題以Gallery Walk的形式展示小組制作的生態(tài)系統(tǒng)模型、海報(bào)、倡議書以及作文。通過本單元的學(xué)習(xí)，學(xué)生能練習(xí)自己的思考、研究、自我管理技能，通過這些技能工具的運(yùn)用，知道生態(tài)系統(tǒng)的組成，不同生態(tài)系統(tǒng)的特點(diǎn)，生物間的捕食關(guān)系，食物鏈和食物網(wǎng)，會(huì)分析某個(gè)物種消失了，對(duì)生態(tài)系統(tǒng)造成的影響；理解“原因、連系、責(zé)任”這三個(gè)關(guān)鍵概念，并運(yùn)用其進(jìn)行學(xué)習(xí)，比如，會(huì)根據(jù)“連系”一詞提出問題——“人類如何與環(huán)境相互作用?”并進(jìn)行探索；能意識(shí)到我們需要承擔(dān)責(zé)任，并采取行動(dòng)。

The summative assessment of G4 is to present the ecosystem model, poster, proposal, and composition produced by the group in the form of Gallery Walk. Through the learning, students could practice their thinking, research, and self-management skills. Through the use of these skills and tools, they could understand the composition of ecosystems, the characteristics of different ecosystems, the predator-prey relationship between organisms, food chains, and food webs, and analyze the impact of the extinction of a certain species on the ecosystem. They were able to understand the 3 key concepts of "causation, connection, and responsibility" and use them to learn. For example, they could ask questions based on the word "connection" like "How do humans interact with the environment?" and explore them. They were aware that we need to take responsibility and take action.

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數(shù)學(xué)

MATHS

數(shù)學(xué)結(jié)題中，學(xué)生展示了自己繪制的四則運(yùn)算及運(yùn)算定律思維導(dǎo)圖，通過“聯(lián)系、功能、變化”等關(guān)鍵概念呈現(xiàn)對(duì)四則運(yùn)算、運(yùn)算定律的理解與運(yùn)用。例如由概念“功能”驅(qū)動(dòng)，他們能靈活地運(yùn)用運(yùn)算定律進(jìn)行簡便計(jì)算；由概念“變化”驅(qū)動(dòng)，學(xué)生根據(jù)數(shù)據(jù)特點(diǎn)，靈活地把算式中的數(shù)拆分，重新組合，充分表現(xiàn)出“積極思考”的學(xué)習(xí)者品質(zhì)。

英語

ENGLISH

學(xué)生通過演講，向大家介紹了他們所研究的生物群落和其中食物網(wǎng)的互動(dòng)關(guān)系，展示出良好的“研究技能”學(xué)習(xí)者品質(zhì)。他們還分享了擁有豐富內(nèi)容的文件夾，包括富有個(gè)性的反思任務(wù)單，綜合地展示出IB學(xué)習(xí)者品質(zhì)。

數(shù)學(xué)

MATHS

In math summative assessment, students showed their own mind map of the operations and operational laws, and presented their understanding and application of the 4 operations and operational laws through key concepts such as "connection, function, and change.". For example, driven by the concept of "function", they could flexibly use operational laws for simple calculations; Driven by conceptual "change", students could flexibly split and reassemble numbers in mathematical expressions based on data characteristics, fully demonstrating the learner"s quality of "thinkers".

英語

ENGLISH

Through presentations, students introduced the interactions between the biological communities they studied and the food webs within them, demonstrating good "research skills" learner qualities. They also shared folders with rich content, including personalized reflective task sheets, which comprehensively demonstrated the attributes of IB learner profile.

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通過這樣的單元結(jié)題活動(dòng)，我們看到了我們的學(xué)生善用他們自己的自發(fā)性和個(gè)人意愿去探索這個(gè)世界，看到了他們樂于承擔(dān)自主學(xué)習(xí)的責(zé)任，以及在合作中意識(shí)到他人的意見，價(jià)值和需要，逐步建立起社群意識(shí)。這樣他們就有足夠的能力應(yīng)對(duì)不確定的未來。

Through such unit celebrations, we have seen that our students made good use of their own agency and personal will to explore the world and that they were willing to assume the responsibility of autonomous learning, and recognize the opinions, values, and needs of others in cooperation, gradually building a sense of community. In this way, they could be equipped with sufficient capacity to cope with the uncertain future.

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END

撰稿翻譯 |PYP老師

攝影 | 賈先濤 劉湘?zhèn)?/p>

編輯 | 劉楚淵

審核 | 李曉麗