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?chē)鷩@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(shí)自然中的事物，了解它們與人類(lèi)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(shí)四季的變化——G2
保護(hù)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(lái)畫(huà)
一年級(jí)的小朋友們剛剛開(kāi)始探究學(xué)習(xí)，他們喜歡用顏色、圖形、符號(hào)來(lái)表達(dá)自己。因此，他們通過(guò)“畫(huà)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(lái)，我們可以做點(diǎn)什么呢？”二年級(jí)的哥哥發(fā)出了疑問(wèn)。
“不如我們給哥哥姐姐們也畫(huà)一幅畫(huà)吧！提醒他們要穿厚厚的衣服，多喝一些熱水?！币荒昙?jí)的小弟弟小妹妹們發(fā)出了這樣的倡議。
于是三年級(jí)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(ài)行動(dòng)
三年級(jí)的學(xué)長(zhǎng)們?cè)谥\劃一個(gè)大活動(dòng)，據(jù)說(shuō)他們兩兩組隊(duì)，一同把活動(dòng)地點(diǎn)定在了超市，開(kāi)展了一次超市大搜索。這場(chǎng)搜索在一周后有了眉目，周一升旗儀式后，同廳的一、二年級(jí)小朋友收到了手套、圍巾、唇膏、護(hù)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(wàn)物：共情輻射
自然的探究學(xué)習(xí)仍在繼續(xù)，關(guān)愛(ài)行動(dòng)的輻射面也從哥哥姐姐到叔叔阿姨，再到校園的植物、動(dòng)物。
“自然中的小動(dòng)物是不是也會(huì)冷？”
“我們要不要給它們送點(diǎn)吃的？”
“家里寵物的窩是不是要改進(jìn)一下？”
“我們可以怎么保護(hù)植物呢？”
......
關(guān)愛(ài)動(dòng)植物行動(dòng)
關(guān)心自然環(huán)境問(wèn)題
關(guān)愛(ài)身邊的朋友、家人
關(guān)注身邊的動(dòng)、植物......
這些由自然引發(fā)的一系列關(guān)愛(ài)活動(dòng)
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(dòng)為他人的生活和我們周?chē)氖澜鐜?lái)積極的影響?！?/div>
————IB學(xué)習(xí)者培養(yǎng)目標(biāo)之“關(guān)愛(ài)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(guò)與不同年齡組的哥哥姐姐、弟弟妹妹交流和合作后，會(huì)逐漸形成獨(dú)立思考和解決問(wèn)題的能力。特別是當(dāng)他們面臨來(lái)自不同學(xué)科、不同年齡段的問(wèn)題時(shí)，孩子們之間就更需要通過(guò)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(jiàn)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(huì)傾聽(tīng)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(lèi)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(wèn)題，廳內(nèi)進(jìn)行辯論和討論?！狦1/G2/G3
產(chǎn)品發(fā)布：
提出自己對(duì)于水資源和生物棲息地問(wèn)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(diǎn)落在“證據(jù)”上，這就意味著他們?cè)谔骄恐校枰P(guān)注尋找證據(jù)去支持自己的觀點(diǎn)。二廳的三個(gè)跨年齡班群在收集數(shù)據(jù)、討論、辯論中開(kāi)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(dòng)一：收集數(shù)據(jù)
一年級(jí)的學(xué)弟學(xué)妹與學(xué)長(zhǎng)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(dòng)二：辯論分析
一、二年級(jí)的小小探究者們圍繞水資源和生物棲息地問(wèn)題展開(kāi)了激烈的辯論和討論。他們不僅在學(xué)長(zhǎng)的帶領(lǐng)下進(jìn)行數(shù)據(jù)的分析和整理，還和學(xué)長(zhǎng)們一起參與了辯論會(huì)，和學(xué)長(zhǎng)們一起進(jìn)行觀點(diǎn)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(dòng)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(jí)的學(xué)長(zhǎng)們負(fù)責(zé)。當(dāng)然，他們會(huì)帶著一、二年級(jí)的學(xué)弟學(xué)妹一起研究。作為探究的最后一個(gè)環(huán)節(jié)，每個(gè)小組在講述自己棲息地的設(shè)計(jì)時(shí)，被學(xué)伴要求使用證據(jù)支持自己的觀點(diǎn)，這不僅需要學(xué)生進(jìn)行創(chuàng)造性表達(dá)，還需要他們?cè)诩ち业挠懻摵娃q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(jī)、氣候變化、人類(lèi)行為......2廳的探究者們?cè)趯ふ易C據(jù)的過(guò)程中，逐漸形成自己對(duì)自然的認(rèn)識(shí)。
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(dòng)地運(yùn)用批判性和創(chuàng)造性的思維技能來(lái)認(rèn)識(shí)和處理復(fù)雜的問(wèn)題，并做出理由充分、合乎道德的決定?！?br>
——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(yùn)作
How the World Works
三
廳
交互力
(Interaction)
交互力是指一個(gè)人在與人交往過(guò)程中，能夠主動(dòng)、積極地與他人進(jìn)行良好互動(dòng)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(hù)人際關(guān)系等方面。
Interactivity refers to a persons goals."
Part5：充分展示的機(jī)會(huì)
An opportunity to fully showcase
“孩子們?cè)诔晒菇榻B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(wèn)題進(jìn)行研究。大帶小，本以為有沖突，但看得出友愛(ài)互助，是一種新的學(xué)習(xí)方式。最重要的是，因?yàn)闆](méi)有特別標(biāo)準(zhǔn)的答案，沒(méi)有限制的探究會(huì)給他們有更多實(shí)現(xiàn)自我的成就感?！?/div>
—— 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(píng)估與反思的促進(jìn)
Regarding the determination of exploration topics
“孩子們采用了各種方式的評(píng)估與反思，哥哥姐姐會(huì)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(huì)發(fā)現(xiàn)新的評(píng)價(jià)點(diǎn)（比如作業(yè)單可不可愛(ài)等），從而不斷了解和改進(jìn)他們的探究學(xué)習(xí)。他們討論并制定了評(píng)估標(biāo)準(zhǔn)，這樣能使他們對(duì)成功的目標(biāo)有著清晰的認(rèn)識(shí)?！?/div>
——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(zhǎng) 眼 中 的 成 果 展
成果展結(jié)束，觀眾們會(huì)給予各種書(shū)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(gè)成果展中，學(xué)生們通過(guò)自己的努力和實(shí)際行動(dòng)，為他們的家人、社區(qū)甚至世界做出有實(shí)際影響力的事，哪怕只有一小步改變，也是PYP成果展的價(jià)值所在?！?/div>
——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(zhǎng)
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(shí)際發(fā)展層次與潛在發(fā)展層次。實(shí)際發(fā)展層次就是皮亞杰（Piaget）所說(shuō)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(wèn)題的能力。這兩者之間的差距，維果斯基稱(chēng)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(dú)立的，而是一種互相影響的過(guò)程。一個(gè)孩子對(duì)事物的認(rèn)知發(fā)展來(lái)自于語(yǔ)言與孩子本身的社會(huì)文化經(jīng)驗(yàn)，年齡相近的兒童具有相似的社會(huì)文化經(jīng)驗(yàn)與語(yǔ)言，同時(shí)也具有相似的最近發(fā)展區(qū)，所以來(lái)自能力較高的學(xué)長(zhǎng)們的支援和幫助，會(huì)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(dòng)創(chuàng)造一個(gè)個(gè)讓不同年齡的孩子一起共同完成任務(wù)、不斷促進(jìn)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(shí)現(xiàn)人的個(gè)性化，更關(guān)注實(shí)現(xiàn)人的個(gè)性化和社會(huì)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.
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