PYPX學(xué)習(xí)成果展，為學(xué)生提供機(jī)會(huì)，讓他們展示自己在整個(gè)小學(xué)項(xiàng)目學(xué)習(xí)過(guò)程中所養(yǎng)成的國(guó)際文憑學(xué)習(xí)者培養(yǎng)目標(biāo)所描述的各種品質(zhì)，努力了解自己的長(zhǎng)處和弱點(diǎn)，鏈接個(gè)人、社區(qū)、世界所面臨的問(wèn)題和挑戰(zhàn)，為學(xué)習(xí)成果展做鋪墊。

(相關(guān)資料圖)

PYPX Learning Achievement Exhibition provides students with the opportunity to showcase the various qualities described in the International Diploma Learner Development Goals developed throughout the entire primary school project learning process, to understand their strengths and weaknesses, link individuals, communities, the world"s problems and challenges, at the same time lay the foundation for the learning achievement exhibition.

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在PYPX中，每位學(xué)生都會(huì)選擇自己感興趣的內(nèi)容進(jìn)行研究，每位學(xué)生也會(huì)配備至少一位老師作為他們PYPX的導(dǎo)師。導(dǎo)師個(gè)人的興趣、特長(zhǎng)會(huì)與學(xué)生所選的內(nèi)容相匹配。在PYP框架下的老師和學(xué)生，都將極大限度地發(fā)揮自己的所長(zhǎng)，并不斷地發(fā)現(xiàn)自己內(nèi)心最熱愛(ài)的事物和關(guān)注的問(wèn)題。

為了幫助學(xué)生更好地開(kāi)展PYPX，本周我們開(kāi)展了面向?qū)W生的自我認(rèn)知工作坊和面向PYPX導(dǎo)師的工作坊。

Each student will choose what he or she is interested in to explore, and will be assigned at least one mentor. The mentor"s interests and strengths will match the content selected by the student. Teachers and students will maximize their strengths and constantly discover what they love or concern the most under the PYP framework.

In order to help students better carry out PYPX, this week we conducted a self-awareness workshop for students and a workshop for PYPX mentors.

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自我認(rèn)知工作坊

SELF AWARENESS WORKSHOP

4月25日，我們邀請(qǐng)專業(yè)的職業(yè)規(guī)劃導(dǎo)師左鵬女士，通過(guò)“登錄興趣島”等一系列活動(dòng)引導(dǎo)孩子們自我認(rèn)知，結(jié)合前期孩子們對(duì)校園中校長(zhǎng)、老師、宣傳員等其他工作人員的采訪，以及周末對(duì)自己家庭成員的采訪，幫助孩子在自我認(rèn)知的基礎(chǔ)上，通過(guò)家人、朋友以及專業(yè)規(guī)劃師的引導(dǎo)對(duì)自己有全面深刻的認(rèn)識(shí)，進(jìn)一步規(guī)劃未來(lái)。

On April 25th, we invited Ms. Zuo Peng, a professional career planning mentor, to guide children"s self-awareness through a series of activities such as "logging in to the interest island". Through interviews with other staff members such as principals, teachers, propagandists on campus, and interviews with family members on weekends, children were supported with self-awareness to gain a comprehensive and profound understanding of themselves, with the guidance of family, friends and professional planners, they could further plan for the future.

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孩子們通過(guò)登陸代表著“實(shí)踐型、研究型、藝術(shù)型、社會(huì)型、管理型、常規(guī)型”的六種島嶼，了解每一種島嶼代表的共同特點(diǎn)、性格特點(diǎn)和典型職業(yè)。后期，同學(xué)們各自選擇了自己夢(mèng)想的職業(yè)并思考探究想要從事這個(gè)職業(yè)需要具備的素養(yǎng)、個(gè)性與技能。

同學(xué)們?cè)跓崃矣懻撝蟹窒砹俗约旱挠^點(diǎn)并且互相發(fā)言補(bǔ)充，最終同學(xué)們通過(guò)小組討論發(fā)現(xiàn)，無(wú)論何種職業(yè)，都需要擁有實(shí)踐、研究、藝術(shù)、社交、管理和常規(guī)這六種素養(yǎng)，并且鏈接到在PYP中學(xué)習(xí)到的ATL，對(duì)ATL的學(xué)習(xí)意義有了更全面的認(rèn)識(shí)。

Children learnt about the common characteristics, personality traits, and typical professions represented by logging in six islands which are "practical, research, artistic, social, management, and conventional" . After that, each student chose his or her dream career, pondered and explored the qualities, personalities, and skills required to pursue that profession. During the heated discussion, the students shared their viewpoints and supplemented each other. Finally, through group discussions, the students found that regardless of profession, they need to possess six qualities: practice, research, art, socializing, management, and convention. Linking these to the ATL they’ve learned in PYP, they achieved a more comprehensive understanding of the significance of ATL learning.

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通過(guò)本次工作坊，同學(xué)們加深了對(duì)自我的認(rèn)知，對(duì)于職業(yè)規(guī)劃與個(gè)人興趣也有了更加深刻的理解，相信本次自我認(rèn)知工作坊的學(xué)習(xí)，將對(duì)同學(xué)們未來(lái)的探索方向有很多啟發(fā)和幫助。

Through this workshop, students have deepened their self-awareness, gained a deeper understanding of career planning and personal interests, we believe that through the learning of this self-awareness workshop, students will have more inspiration and support for their exploration direction in the future.

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導(dǎo)師工作坊

PYPX MENTORS WORKSHOP

而在本周三，為了幫助六年級(jí)學(xué)生更好地開(kāi)展PYPX，參與PYPX的導(dǎo)師們也開(kāi)展了一次工作坊。

本次工作坊分為三個(gè)議題，分別是“什么是PYPX”、“導(dǎo)師的角色”以及“為什么要成為一名導(dǎo)師”。老師們照自己的興趣，分別選擇了其中一個(gè)課題進(jìn)行討論、分享與研究。

To better support G6 students develop PYPX, a workshop on PYPX was conducted by CBIS teachers. The workshop focused on three topics: What is PYPX, The Role of a Mentor and Why Become a Mentor. According to teacher"s interests, each selected one topic to discuss, share and inquire.

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IB一直所強(qiáng)調(diào)的“Student Agency”不僅體現(xiàn)在老師對(duì)學(xué)生的教學(xué)上，也體現(xiàn)在老師與老師的各種培訓(xùn)會(huì)議上。國(guó)際部的會(huì)議少有某個(gè)老師的大段發(fā)言，更多的是大家就某個(gè)教學(xué)議題共同討論，發(fā)表意見(jiàn)以及補(bǔ)充觀點(diǎn)，極大地調(diào)動(dòng)著每個(gè)老師的積極性。讓他們?cè)诿看闻嘤?xùn)中不僅能挖掘到自己深層次的理解，也能聆聽(tīng)到來(lái)自各方的聲音，從而形成自己對(duì)某個(gè)內(nèi)容的更深刻、更全面的認(rèn)識(shí)。

IB emphasis on Student Agency is not only reflected in teacher-to-student teaching, but also in teacher-to-teacher training. The training of the International Department rarely has a long speech by one teacher, but more based on teachers sharing and learning, which greatly mobilizes the enthusiasm of every teacher. In each training, they can not only dig into their own deep understanding, but also listen to the voices from different parts, so as to form deeper and more comprehensive understanding of a certain content.

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工作坊上，每個(gè)老師都在組內(nèi)積極發(fā)言，表達(dá)觀點(diǎn)，認(rèn)真研讀資料，拓展對(duì)PYPX的認(rèn)識(shí)，以求能夠更好地協(xié)助六年級(jí)的學(xué)生完成小學(xué)生涯的最后一次“結(jié)題”。

通過(guò)召開(kāi)面向?qū)W生和面向?qū)煹墓ぷ鞣唬覀儗?duì)PYPX都有了更加深刻的認(rèn)識(shí)與理解，相信在導(dǎo)師們和學(xué)生們對(duì)共同努力下，本屆PYPX將會(huì)是一次意義非凡且收獲頗豐的旅程！

During the workshop, every teacher expressed themselves actively in groups, studied IB document carefully to expand their understanding of PYPX, so as to better assist the 6 graders to complete the PYPX.

By holding workshops for both students and mentors, we have gained a deeper understanding of PYPX. We believe that with the efforts of mentors and students, this PYPX will be a rewarding journey which means a lot for everyone!

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END

撰稿 | 陳永梅 葉蕙蕙 程美茵

翻譯 | 葉蕙蕙 林燕凱

校對(duì) | 陳袁袁

攝影編輯 | 賈先濤 劉楚淵

審核 | 李曉麗