Learning Exhibition 導(dǎo)語 For the begining:  為了給孩子的成長創(chuàng)設(shè)更自然、開放的環(huán)境，綠城育華親親學(xué)校打破年級、班級壁壘，對“混齡 ”教育進行了更多的思考和實踐。我們將原有的分齡教育進行了革新、改進，形成了“三室一廳”的跨年齡班群，讓不同年齡段的孩子在一起學(xué)習(xí)、生活，并提供了更豐富的學(xué)習(xí)場景和更寬泛的活動空間。 In order to break down barriers between grades and classes, and provide children with a more natural way of growth. Green City Yuhua Parent School has conducted more thinking and practice on mixed age education. On the basis of the original age based education, we have formed a cross age class group of "three rooms and one living room", allowing children of different age groups to study and live together, providing them with richer learning scenes and spaces. Learning Exhibition PYP學(xué)習(xí)成果展 “學(xué)習(xí)廳”模式下的成果展 Something about our learning exhibition  概念解讀： “三室一廳”：指跨年齡的大班群合。“三室”即是不同年級的三間立體教室:“一廳”即教室共用的公共活動空間。 Interpretation of core concepts: "Three rooms and one living room": Refers to a large class group that spans different ages. "Three rooms" refer to three independent classrooms of different grades; "One hall" refers to a public activity space shared by three classrooms. “三室一廳”是一個集圖書角、展示廳、小舞臺、交流空間、游戲區(qū)......于一體的多功能公共活動空間。三個教室加一個公共活動空間組合在一起，教室和教室之的“空間墻壁”消失了，取而代之的是可以靈活組合的活動門。教師們還可以根據(jù)教與學(xué)的需要來改空間。 "Three rooms and one living room" is a multifunctional space that includes a book corner, exhibition hall, small stage, communication space, game area Integrated. Three classrooms are combined with a public activity space, and the "walls" between the classrooms have disappeared. Instead, they are replaced by "random doors" that can be combined for activities. Teachers can modify the space according to the needs of teaching and learning. 本學(xué)期開始，我們根據(jù)學(xué)生的實際情況，結(jié)合學(xué)校的主題文化活動，以培養(yǎng)未來人才為目標(biāo)，協(xié)商跨年齡班群合作學(xué)習(xí)廳的課程與教育模式并開始新的思考：這樣的學(xué)�？臻g，教育怎么發(fā)生？站在現(xiàn)在，面向未來，學(xué)生應(yīng)該具備怎樣的能力？作為教育工作者，我們不斷努力為學(xué)生做好進入"現(xiàn)實社會”的準(zhǔn)備，以便他們進入社會時能更好地融入和生存。 經(jīng)過思考，我們依據(jù)哈佛學(xué)者瓦格納在《教育大未來》中介紹的未來學(xué)生存具備的”生存技能”來進行活動設(shè)計，組織了多次多元化的“跨年班群合作學(xué)習(xí)"活動。這些活動都突顯“跨齡”、“群體”、“合作”、“學(xué)習(xí)”四大要素及“共情力”、“交互力”、“領(lǐng)導(dǎo)力”、“創(chuàng)新力”、“思辨力”等五大特征。 從提出疑問到產(chǎn)生行動，如果都能在一個以“廳”為單位的學(xué)習(xí)場發(fā)生，不同年齡、不同認(rèn)知的孩子們之間又會產(chǎn)生怎樣的觀點和情感碰撞？ 且看本次P1學(xué)部五個跨齡學(xué)習(xí)廳在UOI學(xué)習(xí)成果展中的實踐樣態(tài)。 Starting this semester, based on the actual situation of students and in combination with the school's theme cultural activities, we will negotiate the curriculum and educational model of the cross age class cooperative learning hall with the goal of cultivating future talents. Leading teachers to start new thinking: How can education happen in such a school space? What abilities should students possess when standing in the present and facing the future? As educators, we constantly strive to prepare students for entering the "real society" so that they can better integrate and survive when entering society. After careful consideration, we designed activities based on the "survival skills" that future students should possess as introduced by Harvard scholar Wag in "The Great Future of Education", and organized multiple diversified "cross year cooperative learning" activities. These activities highlight the four elements of "cross age", "group", "cooperation", and "learning", as well as the five characteristics of "creative interaction", "innovation", "empathy", "critical thinking", and "leadership". What kind of viewpoints and emotional collisions would arise from different ages and cognitions, from raising questions to taking action, if they could all occur in a learning field based on the unit of "hall"? Let's take a look at the practical performance of the 5 learning halls of P1 department in the UOI learning achievement exhibition.     P1學(xué)部學(xué)習(xí)成果展 No.1 共情力 Empathy Power 探究主題： 共享地球 Sharing the Planet 自然里的事物(Something about nature） 一 廳  共情力 (Empathy) 共情力，即理解和分享他人感受的能力。孩子們的周圍圍繞的都是不同年齡的小伙伴，這使得他們更需要理解和關(guān)心他人的感受。 Empathy refers to the ability to understand and share the feelings of others. If students collaborate with classmates from different grades, it makes it more necessary for them to understand and care about the feelings of others,
中心思想： 認(rèn)識自然中的事物，了解它們與人類的關(guān)系。 Central Idea: Understand things in nature and their relationship with humans. An inquiry into: 了解了自然的規(guī)律 ——G1 認(rèn)識四季的變化——G2 保護自然環(huán)境——G3 Understanding the Laws of Nature - G1 Understanding the Changes of Four Seasons - G2 Protecting the Natural Environment - G3     理解自然變化：四季變化我來畫 一年級的小朋友們剛剛開始探究學(xué)習(xí)，他們喜歡用顏色、圖形、符號來表達(dá)自己。因此，他們通過“畫四季”初步了解四季的溫度特征和自然生物的形態(tài)變化。 “寒冷的冬天就要到來，我們可以做點什么呢？”二年級的哥哥發(fā)出了疑問。 “不如我們給哥哥姐姐們也畫一幅畫吧！提醒他們要穿厚厚的衣服，多喝一些熱水。”一年級的小弟弟小妹妹們發(fā)出了這樣的倡議。 于是三年級的哥哥姐姐在某天下課后突然收到了這樣的禮物：       關(guān)心自然生活：暖冬關(guān)愛行動 三年級的學(xué)長們在謀劃一個大活動，據(jù)說他們兩兩組隊，一同把活動地點定在了超市，開展了一次超市大搜索。這場搜索在一周后有了眉目，周一升旗儀式后，同廳的一、二年級小朋友收到了手套、圍巾、唇膏、護手霜......                   幾天后，學(xué)校的老師、保安叔叔、保潔阿姨也都收到了一份禮物。     觀照地球萬物：共情輻射 自然的探究學(xué)習(xí)仍在繼續(xù)，關(guān)愛行動的輻射面也從哥哥姐姐到叔叔阿姨，再到校園的植物、動物。 “自然中的小動物是不是也會冷？” “我們要不要給它們送點吃的？” “家里寵物的窩是不是要改進一下？” “我們可以怎么保護植物呢？” ......      關(guān)愛動植物行動 關(guān)心自然環(huán)境問題 關(guān)愛身邊的朋友、家人 關(guān)注身邊的動、植物...... 這些由自然引發(fā)的一系列關(guān)愛活動 是1廳在本次學(xué)習(xí)展中最大的收獲      Grade1 students learned about plants and animals in nature through color painting. They observe, draw, and constantly share in the learning hall, inspiring curiosity and empathy among children and adults towards ecosystem diversity. The second grade students shared the habitats of animals and plants drawn by their first grade classmates through speaking. The process of expression is also about understanding and empathizing with the painting of the younger students. Group discussions encourage them to form empathy for teamwork. In addition to gaining a better understanding of natural ecology, in the process of making promotional posters, first and second grade students further appreciate the importance of teamwork through further cooperation. In the third grade activity, the senior students in the third grade further explored the problems faced by plants and animals in nature through writing based on the research of their first and second grade siblings. The performance of the textbook drama "Beautiful Planet" deepened the understanding of nature for three grades throughout the exploration activity, from caring for nature to caring for everyone around them. Caring about natural environmental issues Understand and actively participate in environmental protection Make positive contributions to the future society. This is the biggest achievement of Hall 1 in this learning exhibition. “我們表現(xiàn)出同理心、同情心和尊重。我們致力于服務(wù)，我們以行動為他人的生活和我們周圍的世界帶來積極的影響。” ————IB學(xué)習(xí)者培養(yǎng)目標(biāo)之“關(guān)愛他人” “We show empathy, compassion and respect. We have a commitment toservice, and we act to make apositive difference in the lives ofothers and in the world around us. —— IB definition of the attribute Caring NO.2 思辨力 Critical thinking ability 探究主題：共享地球 Sharing the planet 自然中的變化(The change in nature) 二 廳  思辨力 (Critical thinking ability) 孩子們通過與不同年齡組的哥哥姐姐、弟弟妹妹交流和合作后，會逐漸形成獨立思考和解決問題的能力。特別是當(dāng)他們面臨來自不同學(xué)科、不同年齡段的問題時，孩子們之間就更需要通過思考、討論和合作，去尋找創(chuàng)新性的解決方案。不同年齡層的學(xué)生有著不同的見解和認(rèn)知，如果要更好地交往和學(xué)習(xí)，就意味著孩子們之間要學(xué)會傾聽和尊重。 Children will gradually develop the ability to think independently and solve problems through communication and cooperation with older siblings and younger siblings of different age groups. Especially when they face problems from different disciplines and age groups, children need to seek innovative solutions through thinking, discussion, and cooperation. Students of different age groups have different perspectives and cognition. If we want to communicate and learn better, it means that children need to learn to listen and respect each other.
中心思想： 人類的行為在影響自然并改變自然。 Central Idea: Human behavior is influencing and changing nature. An inquiry into: 數(shù)據(jù)收集： 收集關(guān)于水資源使用和生物棲息地變化的數(shù)據(jù) ——G1/G2 廳內(nèi)辯論： 圍繞水資源和生物棲息地的問題，廳內(nèi)進行辯論和討論�！狦1/G2/G3 產(chǎn)品發(fā)布： 提出自己對于水資源和生物棲息地問題的創(chuàng)新性解決方案�！狦3 Data collection: Collect data on water resource use and changes in biological habitats - G1/G2 Debate in the hall: Debate and discussion will take place within the hall on issues related to water resources and biological habitats—— G1/G2/G3 Product release: Propose innovative solutions for water resources and habitat issues—— G3  NEW VIEW   同是研究“共享地球”，2廳的弟弟妹妹、哥哥姐姐們將研究重點落在“證據(jù)”上，這就意味著他們在探究中，需要更關(guān)注尋找證據(jù)去支持自己的觀點。二廳的三個跨年齡班群在收集數(shù)據(jù)、討論、辯論中開展了他們的探究。 Both students in Department 2 focus their research on "sharing the Earth" from an empirical perspective, which means that in exploration, they are more focused on finding evidence to support their views. The three cross age classes in the second hall conducted their explorations by participating in data collection, debate, and discussion. 活動一：收集數(shù)據(jù) 一年級的學(xué)弟學(xué)妹與學(xué)長們一起收集水資源使用率和生物棲息地變化的數(shù)據(jù)。 First grade students collect data on water resource use and changes in biological habitats together with senior students. Through hands-on practice, they began to realize the urgency and severity of the problem. Through cooperation with senior students, they have initially felt the importance of information collection and sharing.  活動二：辯論分析 一、二年級的小小探究者們圍繞水資源和生物棲息地問題展開了激烈的辯論和討論。他們不僅在學(xué)長的帶領(lǐng)下進行數(shù)據(jù)的分析和整理，還和學(xué)長們一起參與了辯論會，和學(xué)長們一起進行觀點表達(dá)。 The second grade students engaged in intense debates and discussions around water resources and biological habitats. Younger and younger students have developed critical thinking by analyzing and organizing information; At the same time, senior students encourage their younger siblings in the first grade to participate in expressing their opinions together, and students from different grades gradually develop a more comprehensive way of thinking while empathizing.  活動三：提出方案創(chuàng)新性解決方案的提出和討論主要由三年級的學(xué)長們負(fù)責(zé)。當(dāng)然，他們會帶著一、二年級的學(xué)弟學(xué)妹一起研究。作為探究的最后一個環(huán)節(jié)，每個小組在講述自己棲息地的設(shè)計時，被學(xué)伴要求使用證據(jù)支持自己的觀點，這不僅需要學(xué)生進行創(chuàng)造性表達(dá)，還需要他們在激烈的討論和辯論中，整理有層次的證據(jù)。 The proposal and discussion of innovative solutions are mainly led by senior students in third grade, with first and second grade students studying together. As the final stage of exploration, students are encouraged to propose innovative solutions, especially in protecting water resources and biological habitats. When each group discusses the design of their habitat, they support their views through logic and evidence. This not only requires students to express themselves creatively, but also requires them to provide strong evidence to support their views in intense discussions and debates. 水危機、氣候變化、人類行為......2廳的探究者們在尋找證據(jù)的過程中，逐漸形成自己對自然的認(rèn)識。 Water crisis, climate change, human behavior The students in Hall 2 gradually formed their own understanding of nature while searching for evidence. “他們積極主動地運用批判性和創(chuàng)造性的思維技能來認(rèn)識和處理復(fù)雜的問題，并做出理由充分、合乎道德的決定�！� ——IB學(xué)習(xí)者培養(yǎng)目標(biāo)之“勤于思考” “They exercise initiative in applying thinking skills critically and creativelyto recognize and approach complexproblems, and make reasoned, ethicaldecisions.”-IB definition of the attribute Thinkers NO.3 交互力 Interaction force 探究主題：世界如何運作 How the World Works 三 廳  交互力 (Interaction) 交互力是指一個人在與人交往過程中，能夠主動、積極地與他人進行良好互動和有效溝通的能力。這種能力包括理解他人、表達(dá)自己、建立和維護人際關(guān)系等方面。 Interactivity refers to a person's ability to actively and effectively interact and communicate with others in the process of interacting with others. This ability includes understanding others, expressing oneself, establishing and maintaining interpersonal relationships, and so on. 對于不同年齡的孩子們來說，交互力的培養(yǎng)尤為重要，因為這意味著他們需要與不同年齡段的孩子進行交往，學(xué)會適應(yīng)不同的社交環(huán)境和規(guī)則。 For children of different ages, cultivating interaction skills is particularly important because it means they need to interact with children of different age groups, learn to adapt to different social environments and rules.
中心思想： 地球上有人們賴以生存的自然資源，自然資源在人類不同行為下逐漸匱乏。 Central Idea: There are natural resources on Earth that people rely on for survival, and these resources are gradually becoming scarce under different human behaviors An inquiry into: 地球上的自然資源有哪些？——G1 自然資源是怎么形成的？——G2 地球上目前現(xiàn)存的自然資源種類有多少？——G3 什么行為導(dǎo)致了這樣的現(xiàn)象？——G3 1.What are the unique natural resources on Earth?——G1 2.How are natural resources formed?——G2 3.How many types of natural resources currently exist on Earth?——G3 4.What behavior led to this phenomenon?——G3     3廳的學(xué)習(xí)者們在本次大單元主題探究中關(guān)注交互力。他們開展了三個不同的探究活動，在豐富的實驗中，他們發(fā)現(xiàn)問題、提出猜想、開展探究、總結(jié)發(fā)現(xiàn)、表達(dá)觀點。在不斷的交流中，他們形成了自己對自然規(guī)律的認(rèn)知。 The learners in Hall 3 are focusing on interactive power in the theme exploration of this large unit. They conducted three different exploration activities, in which they discovered problems, proposed hypotheses, conducted explorations, summarized findings, and expressed viewpoints through rich experiments. Through continuous communication, they have developed their own understanding of natural laws. 互動發(fā)現(xiàn) ：光的傳播實驗 一年級的小朋友們需要通過實驗感受光的傳播，于是他們在哥哥姐姐們的幫助下，共同設(shè)計、參與了科學(xué)實驗。 First grade students experience the propagation of light through experiments. During the activity, not only did the first grade students help each other, but the senior students from the second and third grades also participated in discussions and provided suggestions, helping the younger students to conduct experimental explorations more effectively.     聯(lián)動合作：日晷的制作 在二年級制作日晷的活動中，哥哥姐姐與弟弟妹妹之間的分工成為了活動的亮點。 In the activity of making sundials in second grade, the division of labor between siblings became the highlight of the activity.   流動記錄：環(huán)保宣傳 三年級的學(xué)習(xí)者想要觀察日晷的影子指向，這一觀察過程耗時較長，于是三個年級輪流上崗，共同記錄。同時，在環(huán)�；顒雍托麄髦�，他們也承參與了不同形式的活動：演講、翻翻書、日晷記錄表、清水凈化日記...... The third grade explorers need to observe the direction of the shadow on the sundial, which takes a long time. Therefore, the three grades take turns to work and record together. At the same time, in environmental protection activities and promotion, they also took on different forms of speeches: flipping through books, sundial records, and water purification diaries     “我們以多種語言和多種方式自信地創(chuàng)造性地表達(dá)自己。我們有效合作認(rèn)真聽取其他個人和團體的觀點。” ——IB學(xué)習(xí)者培養(yǎng)者目標(biāo)之“善于交流” “We express ourselves confidently andcreatively in more than one language and inmany ways. We collaborate effectively,listening carefully to the perspectives ofother individuals and groups .” —IB definition of the attribute Communicators NO.4 創(chuàng)造力 Creativity 探究主題：共享地球 Sharing the Planet 科學(xué)里的“水”(I watch water by numbers) 四 廳  創(chuàng)造力 (Creativity) 在當(dāng)代社會中，創(chuàng)新思維的重要性愈發(fā)凸顯。隨著科技的快速發(fā)展和社會的不斷變革，創(chuàng)造性思維成為了一種必備的能力。創(chuàng)新思維不僅能夠幫助人們解決問題，還能夠激發(fā)和培養(yǎng)個人的創(chuàng)造力和想象力。一起看看四廳的探究者們有什么新的發(fā)現(xiàn)和收獲。 In contemporary society, the importance of innovative thinking is becoming increasingly prominent. With the rapid development of technology and continuous social changes, creative thinking has become an essential ability. Innovative thinking not only helps people solve problems, but also stimulates and cultivates personal creativity and imagination. The children from the Fourth Hall broke grade barriers, formed teams of mixed ages, and together explored the mysteries of water resources.
中心思想： 水資源是自然資源中重要的組成部分。 Central Idea: Human behavior is influencing and changing nature. An inquiry into: 水是一種自然事物，它有三態(tài)變化�！狦1/G3 淡水資源是人類賴以生存的水資源�！狦3 現(xiàn)存的淡水資源有多少？——G3 生活中有哪些浪費水資源的現(xiàn)象？——G3 What are the similarities and differences in the distribution of water resources worldwide?——G1/G3 Freshwater resources are the water resources that humans rely on for survival.——G3 Why are freshwater resources limited?——G3 What are the phenomena of wasting water resources in daily life?——G3   NEW VIEW   學(xué)習(xí)空間一：食堂 水資源調(diào)查：在水資源調(diào)查中，三年級的哥哥姐姐提出調(diào)查學(xué)校一天的用水量，于是他們與一年級的弟弟妹妹一同參與學(xué)校食堂、寢室的水資源調(diào)查。 Water resource survey: In the water resource survey, third grade siblings and first grade siblings participated in the water resource survey of the school cafeteria, dormitories, and campus together. Through various methods such as personal investigation, analysis, questioning, communication, and reporting, students not only gained a deeper understanding of the sources, uses, and waste of water, but also shared and reported on it by creating posters.  學(xué)習(xí)空間二：生活空間 水的魔法世界：在學(xué)校住宿樓里，三年級的哥哥們帶著一年級的弟弟妹妹們一起觀察水中物質(zhì)的溶解速度、水的表面張力，一起認(rèn)識水的特征和作用。 The magical world of water: In the school laboratory, first and third grade students observe the dissolution rate of substances in water, the surface tension of water, and other experiments. This experimental learning method makes children interested and become small scientists in seconds.  學(xué)習(xí)空間三：藝術(shù)教室 節(jié)水標(biāo)語藝術(shù)創(chuàng)作：在探究的最后一個環(huán)節(jié)，小小探究者們覺得還差點什么，于是他們互相商議，最后決定利用顏料、卡紙等材料設(shè)計了節(jié)水標(biāo)語。 Art creation of water-saving slogans: Students have designed simple, clear, and creative water-saving slogans using materials such as pigments and cardboard. Art creation is one of the favorite learning activities for students, and children of all ages are willing to participate because there is no standard answer, and they are more willing to engage in personalized creation.  學(xué)習(xí)空間四：編程教室 小水滴旅行編程創(chuàng)作：在Scratch編程軟件的支持下，大、小朋友們通力合作，哥哥們在弟弟妹妹面前好好“炫”了一下技，他們運用編程課學(xué)習(xí)的命令模塊、計算時間差和循環(huán)結(jié)構(gòu)，編寫了關(guān)于水循環(huán)的程序；弟弟妹妹們也沒閑著，他們自己設(shè)計了你問我答環(huán)節(jié)，一問一答間，水的顏色、水的形態(tài)、水資源的分布、水循環(huán)的特征等知識一下就掌握了。 Little Water Drop Travel Programming Creation: Using Scratch programming software, children use command modules, calculation time differences, and loop structures to write programs about water circulation, and further deepen their understanding of water resources knowledge through Q&A, quiz, and other methods.   “我們探索具有本地和全球意義的概念、想法和問題。通過這些，我們獲得深入的知識，并在廣泛而平衡的學(xué)科范圍內(nèi)發(fā)展理解�！� ——IB學(xué)習(xí)者培養(yǎng)目標(biāo)之“知識淵博” "We explore concepts, ideas, and issues with local and global significance. Through these, we gain in-depth knowledge and develop understanding within a broad and balanced disciplinary framework." ——The definition of the goal of cultivating IB learners with profound knowledge NO.5 領(lǐng)導(dǎo)力 Leadership 探究主題：世界如何運作 How the world works 五 廳 
中心思想： 地球是我們賴以生存的家園，自然環(huán)境與所有地球生物息息相關(guān)。 Central Idea: Understand things in nature and their relationship with humans. An inquiry into: 哪些自然資源正在瀕臨滅絕？——G2 人類的哪些活動在加速自然資源的毀滅？——G2 生活中我看到哪些現(xiàn)象與破壞自然有關(guān)？——G3 我們可以從哪些方面開始行動？——G3 1.What natural resources are on the brink of extinction? ——G2 2.What human activities are accelerating the destruction of natural resources?——G2 3.What phenomena do I see in life that are related to destroying nature?——G3 4.What aspects can we take action from?——G3    三年級的學(xué)長們設(shè)計了“水資源凈化”的實驗。他們還根據(jù)實驗的步驟，給對同廳的學(xué)弟學(xué)妹們進行了普及。為了讓他們更好地理解水資源凈化的過程，他們還鼓勵低年級的弟弟妹妹參與實驗，如實驗數(shù)據(jù)記錄、計時等。 The senior students in third grade designed an experiment on "water resource purification". They also popularized the process of water resource evolution among younger students in the same room according to the experimental steps. In order to help them better understand the process, they also encouraged younger siblings to participate in experiments, such as recording experimental data and timing.     領(lǐng)導(dǎo)力：組織、適應(yīng)和協(xié)調(diào) 不同年齡層次的探究成員帶來了不同的思維方式和創(chuàng)新觀點。高年級的學(xué)習(xí)者們臨時充當(dāng)起了“小小領(lǐng)導(dǎo)者”，這使得他們在學(xué)習(xí)環(huán)境中產(chǎn)生一種組織能力：鼓勵每個成員提出獨特的想法，從而推動整個探究分隊在解決問題、應(yīng)對挑戰(zhàn)時更有具創(chuàng)造力。另外，在跨年齡班群里的每一個探究者搭都會參與多種探究活動，這使得他們也具備更多的適應(yīng)性和協(xié)調(diào)能力。 Exploring members of different age groups brings different ways of thinking and innovative perspectives. Senior leaders can inspire innovation in this environment, encourage members to come up with unique ideas, and drive teams to become more creative in problem-solving and tackling challenges. In a mixed age environment, each researcher needs to be more adaptable and coordinated. “我們理解智力、身體和情感平衡的重要性，以實現(xiàn)自己和他人的個人幸福�！� ——IB學(xué)習(xí)者培養(yǎng)目標(biāo)之“全面發(fā)展” "We understand the importance ofintellectual, physical and emotionalbalance to achieve personal well-beingfor ourselves and others." ——The definition of the goal of cultivating IB learners with IB definition of Balanced 我 們 怎 么 開 展 探 究 How we do some inquiries Part1：關(guān)于探究話題的確定 Regarding the determination of exploration topics  “比起老師或同齡人，孩子們在哥哥姐姐或弟弟妹妹面前更有表現(xiàn)欲�！� ——P1學(xué)部陳老師 “探究學(xué)習(xí)需要這種表現(xiàn)欲。當(dāng)然，不同認(rèn)知的孩子面對同一個探究主題不可能達(dá)到相同的研究高度，所以探究點的確立非常重要。于是我們會和孩子們一起商討：你最感興趣的研究點是什么？同齡的小組自己商討，并確定1-2個探究主題，再跟同廳其他學(xué)伴的探究主題進行商討，最終確定。至于怎么確定，就給孩子們自己去決定。他們的表現(xiàn)欲和解決問題的能力往往超出我們的想象。  “Compared to teachers or peers, children are more expressive in front of older siblings or siblings.” ——P1 Department Teacher Chen “Exploratory learning requires this desire for expression. Of course, children with different cognitions cannot reach the same level of research when facing the same inquiry topic, so the establishment of inquiry points is very important. Therefore, we will discuss with the children: what is the research point that interests you the most? The same age group will discuss and determine 1-2 inquiry topics, and then discuss with other classmates in the same room to determine the final inquiry topic. As for how to confirm it Let the children make their own decisions. Their desire for expression and problem-solving ability often exceed our imagination.” Part 2：核心契約的形成 Formation of core contracts “他們每個小組都制定了基本的核心契約，概述了他們將如何共同努力去實現(xiàn)目標(biāo)。因為是混齡，所以提前制定研究規(guī)范會保證探究的順利開展。當(dāng)然，每個小組也會針對自己的話題進行融合，并撰寫中心思想和探究線索�！� Each group began by establishing essential agreements outlining how they would work together to achieve their goals and then focused on developing a central idea and lines of inquiry that connected back to the idea of ‘Sharing the Planet’. ——融合部 Linda  Part3：時間軸的規(guī)劃 Timeline planning 從探究學(xué)習(xí)伊始至舉辦學(xué)習(xí)成果展是一個關(guān)聯(lián)緊密的時間軸，它對整個探究過程有著引領(lǐng)性的作用。每周的探究會議是探究者之間進行進度匯報的重要議程，他們通過探究會及時調(diào)整研究計劃或制定幫扶計劃。每次的探究會議上，他們都需要與小組成員討論與合作，制定學(xué)習(xí)計劃，更新學(xué)習(xí)日志，并確定下一步將要完成的任務(wù)。   The timeline from the beginning of inquiry learning to holding a learning achievement exhibition is closely related and plays a leading role in the entire inquiry process. The weekly exploration meeting is an important agenda for progress reporting among explorers. They adjust their research plans or develop assistance plans in a timely manner through the exploration meeting. At each exploration meeting, they need to discuss and cooperate with group members, develop learning plans, update learning journals, and determine the next steps to be completed. Part4：合作與分享的反饋 Feedback on cooperation and sharing “小組間的合作討論，與其他小組、弟弟妹妹和老師的分享都是至關(guān)重要的部分。我們能得到反饋與指導(dǎo)，從而不斷反思我們獲得的進步與挑戰(zhàn)，思考我們需要改進的地方，以及如何更進一步為小組目標(biāo)的確立做出貢獻�！� ——305 阮格    "Collaboration and discussion among groups, as well as sharing with other groups, siblings, and teachers, are crucial parts. We can receive feedback and guidance, constantly reflect on the progress and challenges we have made, think about areas we need to improve, and how we can further contribute to the group's goals."Part5：充分展示的機會 An opportunity to fully showcase “孩子們在成果展介紹中，可以充分向他人分享他們的中心思想、探究線索。在探究中呈現(xiàn)的學(xué)習(xí)者特質(zhì)以及學(xué)習(xí)方法，包括他們?yōu)槭裁催x擇這樣的世界問題進行研究。大帶小，本以為有沖突，但看得出友愛互助，是一種新的學(xué)習(xí)方式。最重要的是，因為沒有特別標(biāo)準(zhǔn)的答案，沒有限制的探究會給他們有更多實現(xiàn)自我的成就感。” —— 201謝宜庭媽媽        "Children can fully share their central ideas, explore clues, present good learner traits and learning methods in the introduction of the results exhibition, including why they choose such world problems for research. Without standard answers or limitations, exploring will give them more sense of self realization and achievement." Part6：評估與反思的促進 Regarding the determination of exploration topics “孩子們采用了各種方式的評估與反思，哥哥姐姐會幫助弟弟妹妹從不同角度分析自己的學(xué)習(xí)成果，弟弟妹妹會發(fā)現(xiàn)新的評價點（比如作業(yè)單可不可愛等），從而不斷了解和改進他們的探究學(xué)習(xí)。他們討論并制定了評估標(biāo)準(zhǔn)，這樣能使他們對成功的目標(biāo)有著清晰的認(rèn)識。” ——P1學(xué)部 陳老師   Students have used a variety of formative assessment tasks along the way to continually inform and improve their inquiry. They discussed and created rubrics for assessments, enabling them to identify the pathways to achievement。 家 長 眼 中 的 成 果 展 成果展結(jié)束，觀眾們會給予各種書面反饋，這些也為學(xué)生的后期學(xué)習(xí)提供了信心支持。 At the end of the exhibition, the audience will provide various written feedback, which also provides valuable insights for students to express their content and share the learning process of the exhibition.     
“在整個成果展中，學(xué)生們通過自己的努力和實際行動，為他們的家人、社區(qū)甚至世界做出有實際影響力的事，哪怕只有一小步改變，也是PYP成果展的價值所在�！� ——P1學(xué)部UOI教師  Throughout the exhibition, students strive to make a real impact for positive change on their families, their neighbours, their communities and even the world with their efforts and practical actions. This is one of the most important outcomes of an IB PYP education. ————P1 Department UOI Teacher 大手拉小手： 每一步都是成長 Children can do great things add true value to the communities in which they belong 蘇聯(lián)心理學(xué)家維果斯基（Vygotsy）認(rèn)為，人的發(fā)展有兩種層次：實際發(fā)展層次與潛在發(fā)展層次。實際發(fā)展層次就是皮亞杰（Piaget）所說的兒童發(fā)展階段——什么樣的階段有什么樣的能力；而潛在發(fā)展層次則是指在大人或同伴的合作下，能夠解決問題的能力。這兩者之間的差距，維果斯基稱之為“最近發(fā)展區(qū)”。 我們認(rèn)為，學(xué)習(xí)與發(fā)展不是獨立的，而是一種互相影響的過程。一個孩子對事物的認(rèn)知發(fā)展來自于語言與孩子本身的社會文化經(jīng)驗，年齡相近的兒童具有相似的社會文化經(jīng)驗與語言，同時也具有相似的最近發(fā)展區(qū)，所以來自能力較高的學(xué)長們的支援和幫助，會讓學(xué)習(xí)的效果更好。 親親三室一廳的跨年齡班群，就是利用各種活動創(chuàng)造一個個讓不同年齡的孩子一起共同完成任務(wù)、不斷促進最近發(fā)展區(qū)的學(xué)習(xí)歷程，從而引發(fā)學(xué)生發(fā)展更高層次的認(rèn)知。 在親親，我們不只關(guān)注實現(xiàn)人的個性化，更關(guān)注實現(xiàn)人的個性化和社會化的協(xié)調(diào)及全面發(fā)展。 Soviet psychologist Vygotsy believed that human development has two levels: actual development level and potential development level. The actual level of development is what Piaget referred to as the developmental stage of children - what kind of Jetton has what kind of abilities; The potential level of development refers to the ability to solve problems with the cooperation of adults or peers. The gap between these two is referred to by Vygotsky as the "zone of proximal development". We believe that learning and development are not independent, but rather a process of mutual influence. A child's cognitive development towards things comes from language and their own socio-cultural experience. Children of similar ages have similar socio-cultural experiences and language, as well as similar areas of proximal development. Therefore, support and assistance from senior students with higher abilities can improve learning outcomes. A cross age class group with three bedrooms and one living room is created through various activities, allowing children of different ages to work together to complete tasks and continuously promote the learning process in the zone of proximal development, thereby triggering students to develop higher-level cognition. In kissing, we not only focus on achieving personalization, but also on achieving coordination and comprehensive development of personalization and socialization.     這可能極有意義， 這可能意義非凡。 It may be extremely meaningful, it may have extraordinary significance.   欲體驗親親課程，了解更多信息，可通過以下方式預(yù)約報名： 微信號｜qinqinxiaowei1234 咨詢熱線 | 0571-89003518 133-6215-3692 歡迎加入親親FAMILY！ 親親小微  
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