“在準備總結性評估中，我們又運用表達和交流技能，來展示我們這一單元所學。由玄奘取經(jīng)的探險，演繹的神話故事《西游記》，我們講得惟妙惟肖。而用英文講述中國探險家的故事的TED演講活動，弘揚了中華文化�！�
“同時，圍繞探險中的資源利用、實用性的創(chuàng)造、環(huán)境保護理念、創(chuàng)新的思維方式，我們也展開以廢舊紙板為媒介的低碳設計實踐探索�！�
Inspired
Respect
Comprehesion
Teachers Say：
Civilization is the history created by humans and humans
Civilization
觀點·FREE
the
so-called
rules
regulations
【G4：Foreign teachers】
Foreign Teachers Group
G4：Tasha
Our recent Unit of Inquiry was more than just lessonS—it was a voyage. Students journeyed through the annals of exploration, from Magellan's seafaring days to contemporary globe-trotters. This rich historical tapestry, highlighting the transition from hand-drawn maps to digital apps, wasn’t merely a study of past adventures but an ode to human adaptability and innovation.
For me as a teacher, this topic was exhilarating to teach. The stories of exploration brimmed with tales of determination, failure, and triumph. These narratives offered myriad ways to make lessons engaging and drew parallels with modern-day challenges. The enthusiasm was palpable; the classroom buzzed with curious questions and vibrant discussions.
The unit culminated in a dynamic exhibition: lively posters showcased the explorers' exploits, students’ speeches resonated with passion, humorous skits brought history alive, and interactive games tested their knowledge in a playful ambiance.
Feedback from the community was overwhelmingly affirming. One student shared, "It wasn’t just history; it felt like we traveled with the explorers." For us teachers, this theme became an exciting bridge connecting historical events to current realities. Witnessing the students' zeal and connecting those old tales to present-day contexts rejuvenated our love for teaching, reminding us that every lesson can be an exploration in its own right.
Foreign Teachers Group
G4：Andrew
In our IB PYP class project, we delved into the trans-disciplinary theme of "Where we are in place and time" with a focus on exploration. Our exploration project centered around the fascinating journey of explorers, particularly Marco Polo, and the challenges they faced during their adventures.
To bring this theme to life, students embarked on a creative endeavor: they designed an interactive game. Each student crafted individual scenarios that an explorer might encounter on their exploration journey. These scenarios presented players with challenging situations and required them to make choices based on historical knowledge. Correct choices allowed players to progress further in the game, adding an element of excitement and skill-testing to the project.
Beyond the game's development, students also explored marketing and presentation skills. They had to think critically about how to advertise their game effectively to other students in the school, honing their communication and persuasive abilities.
The culmination of our project was the exhibition, where students took on the roles of both game designers and hosts. This event showcased their hard work and creativity to a wider audience, providing an opportunity for others to experience the challenges and triumphs of explorers like Marco Polo in an engaging and educational way.
Overall, our students collaborated effectively, fostering teamwork and critical thinking skills, resulting in an engaging and thought-provoking game. This project not only enriched our understanding of explorers and their journeys but also inspired other students to contemplate the incredible life of explorers like Marco Polo, leaving a lasting impact on our school community.
Foreign Teachers Group
G4：Preshy
Unearthing new findings can be such an exhilarating experience for both the youngand old. On the 20th of October 2023, the Qinqin’s Primary Years Program (Pyp) fourth graders (class 401 learners ) showcased their research and English communication skills, during their first UOI exhibition for the new academic year. The Exhibition was centered around the “ Where we are in place and time” UOI,
theme .Learners showcased all the knowledge and skills they’ve acquired during their Unit Of Inquiry lessons.
The learners (Aiden, Win, Shera and Dene), guided by their English teacher (Miss Preshy), held their first ever open dialogue, where they discussed and shared knowledge & information about their favorite world explorers biographies & inspirations, the importance of exploring as well as the advantages and disadvantages of exploring.
The participants and audience described the experience as FUN and educational, as the learners were able to exercise and stretch their mini teaching and interview muscles ( Skills ).
Foreign Teachers Group
G4：Kristina
Events such as the UOI exhibition at the QinQin school provide an opportunity for children to express themselves and demonstrate not only the acquired skills, knowledge and experience, but also creative skills. The charm of such events reveals and develops creativity and interest in creating original projects. For someone perhaps the opportunity to explore different aspects of human life within the framework of UOI lessons will determine the choice of a future profession or arouse interest in creating something new. That's why, in my opinion, such an experience is so important and necessary.
Growth
Progress
Effort
Parents Say：
家長在學習成果展中見證孩子的成長，發(fā)現(xiàn)他們的可塑性和多樣性。同時，作為家校教育的一環(huán)，對學習成果的達成度，也有一定的監(jiān)督和促進作用。我們歡迎家長參與每一次學習成果展。
Parents witness their children's growth and discover their plasticity and diversity in the learning achievement exhibition. We welcome parents to participate in every learning achievement exhibition.
家長是親親學習者社區(qū)重要的參與者
學校每年都為我們的孩子提供階段性的成果展示，針對的主題“探究我們身處什么時空”，著實讓我思考了很多。
在這個快節(jié)奏的現(xiàn)代社會里，我們的孩子們正處在一個充滿挑戰(zhàn)和機遇的時空。IB體系的雙語教育不僅令他們掌握了多種語言的技能，還培養(yǎng)了他們的批判性思維和跨文化意識。這是一個拓展視野、融入全球化的時空。
在成果展中，我們能夠看到孩子們展示自己的創(chuàng)造力、智慧和團隊合作精神，這是他們在這個特殊時空中所培養(yǎng)出的品質。讓我們繼續(xù)支持他們，鼓勵他們追求自己的夢想，同時也要引導他們珍惜我們所生活的時空，為創(chuàng)造更美好的未來而努力。
——G4 李鑫林媽媽
在“六頂思考帽”展示環(huán)節(jié)中，白、黃、黑、藍、紅、綠六頂帽子分別對應了以下六個問題：“有哪些探險事實？”，“探險有哪些好處？”，“探險有哪些壞處？”，“學了本單元后有什么不一樣的感受？”，“對于探險你有哪些總結和下一步行動？”以及“對于探險有哪些創(chuàng)新想法？”這些問題讓孩子們從探險實事出發(fā)，通過對探險的目的和意義、探險帶來的問題的思考，引發(fā)孩子們對更安全的探險方式以及新的探險領域的暢想。這六個問題的提出，不僅涵蓋了孩子們這一單元的學習內容，也遞進式地激發(fā)了孩子們對于探險的認知。
——G4 顧翌晨媽媽
非常榮幸于10月20日來到親親學習者社區(qū)參與了P2學部的學習成果展。通過參與本次學習成果展示，不僅看到了孩子們步入高年級后從身高到心智的成長，更能強烈的感受到孩子們學科系統(tǒng)性和思維邏輯性的整體提升和進步。
在成果展中，我看到了很多同學的作品，這些作品不僅體現(xiàn)了學科融合的整合性，更展示了同學們對知識的熱愛和追求。
同時，我也看到了孩子們通過學習小組的建設，協(xié)同合作所有人在小組中人人有事做，個個有發(fā)展。體現(xiàn)了項目性理念，即把學生學習問題轉化為可操作、可測評的小組合作學習情況，讓大家共同參與到小組合作學習當中,通過參與小組合作學習達到對知識的理解和運用。彰顯個性和共性。
通過這次學習展，充分感受到了學科融合的趣味性、多維性、協(xié)作性和項目性。這樣的教學模式非常有益，它不僅可以提高孩子們的綜合素養(yǎng)，還可以激發(fā)孩子們的學習興趣和創(chuàng)新精神。
——G4 羅智翰媽媽
穿越時空，
探尋文明之光！
G5
Traveling through time and space,
Explore the Light of Civilization!
文明圣火，與天地并存，與日月同光在歷史長河中，圍繞文明的發(fā)展與變化，探究了從古至今的文明變遷，從本地和全球的視角了解個體和文明之間的聯(lián)系。不僅如此，我們還大膽設想，在未來，隨著人類需求的變化和科技的發(fā)展，生活和文明又會變成什么樣？
The sacred flame of civilization coexists with heaven and earth, and shines with the sun and moon in the long river of history. It explores the development and changes of civilization from ancient times to the present, and understands the connections between individuals and civilizations from local and global perspectives. Not only that, but we also boldly imagine what life and civilization will become in the future with changes in human needs and the development of technology?
文明在不同的時空里穿梭，寄于手工業(yè)、商業(yè)人文、傳說......民間故事存在于世界的每一個角落，書籍里記載了中外民間智慧，每一個不同時期的民間智慧，展現(xiàn)了不同時空的”文明。
Culture
Rules
Form
Students Say：
“結合本單元的探究主題“文明”，我們閱讀了自己感興趣的大量中外讀物，按照自己的理解，將故事做成我們對故事的“輸出品”，這些輸出品，也算是我們對于“文明”的一個理解維度�！�
——G5 厲梓伊
“除了我們對以前時空的「輸出品」，我們也嘗試留下這個時空的「民間故事」，留下文明痕跡。于是，我們自創(chuàng)了「新故事」�！�
——G5 曹心琪
More
“數(shù)字也是文明的一個載體。數(shù)字的發(fā)展和變遷，也見證這人們生活、生產(chǎn)、思維方式的變遷。我們一起探究了數(shù)字發(fā)展的歷程，了解了為數(shù)學做出偉大貢獻的數(shù)學家科學家祖沖之、高斯、牛頓、阿基米德等等，更思考了數(shù)字未來的發(fā)展。激發(fā)出探索未知世界的濃厚興趣。我們不禁追問：數(shù)字未來的發(fā)展方向是怎樣的呢？”
——G5 江芷悠
“除了民間故事、數(shù)字，我們還在探究之余找到了一些可以記錄文明的載體，比如瓷器工藝、飲食文化、疆土擴張、地形變遷等，然而隨著研究的深入，我們發(fā)現(xiàn)，「有人的地方就有江湖，有江湖的地方就有文化」。我們現(xiàn)如今的手機文化、「梗」文化，在多少年之后，是否也會變成后人研究的前時空的文化呢？”
——G5 洪謙一
文明
civiliz--ation
Explore
Culture
Adventure
Teachers Say：
異國文化的同異
Similarities and Differences in Foreign Cultures
【G5：Foreign teachers】
Foreign Teachers Group
G5：Gary
The UOI journey for 5th grade began with the students being assigned groups and being instructed that they would have to discover the past of their ancient civilization through group and individual research. Fortunately for most of grade five, this seemed to inspire them to take accountability not only for themselves, but also for their group.
Foreign Teachers Group
G5：Matt
This was encouraging to see and gave a good indication that when it came time for the UOI exhibition, the students would band together, manage, and assist the other students who may not be as comfortable speaking in public.
Foreign Teachers Group
G5：Perry
It was wonderful to see the students' hard work come to fruition after many weeks of information gathering. Their debate on stage exceeded expectations, and when asked about their civilizations, grade five students answered confidently and did themselves proud, not to mention the impressive art displays and a few costumes.
Change
Develop
Future
Parents Say:
自由·FREE
the
so-called
rules
regulations
I am grateful for the opportunity to participate in the UOI Union of Exhibition, and I saw that all student was very active in the process, and I could feel the dedication of each student in the performance and presentation.
Before the exhibition, I saw that the children were aggressive in preparation, not only learning how to collect data, organizing and presenting, but also learning how to cooperate, communicate and express in a team, showing a good spirit of inquiry.
Thanks to the teachers' for their preparation and arrangement, as well as their encouragement and appreciation to the children, they can get out of the books and broaden their horizons with interesting learning activities to make campus life more exciting.
——G5 Yannes and Yanki's Mum
學習成果展 Learning Exhibition
【評估：漫談學習成果展】
學習成果是我們的學習過程，
但
我們的學習成果是否經(jīng)得起推敲？
如何向學伴、老師、父母闡述我對于成果的解釋？
學伴們對我的學習成果還存在哪些困惑？
學伴的啟發(fā)下，我有沒有更好的探索角度？
于是，學習成果展就不僅限于“展示”
更多的，還是展示過程中，進一步的「被輸入」和「再輸出」。
我們在不同的學伴那里留下了我們的痕跡。
Learning outcomes are our learning process,
but
Can our learning outcomes withstand scrutiny?
How can I explain my explanation of the results to my classmates, teachers, and parents?
What confusion do we still have about my learning outcomes?
Do I have a better perspective on exploration inspired by others？
So, the exhibition of learning achievements is not limited to "display"
More importantly, during the display process,
further 'input' and're output 'are required.
We left our mark with different classmates.
“
寫在成果展結束后：
“知識、技能、概念、態(tài)度、行動”是IB PYP的五大重要元素，綠城育華親親學校在開展IB PYP融合課程實施中，每個探究單元，我們都充分尊重并調動孩子的能動性，帶領孩子們在每個環(huán)節(jié)及時反思自己的不足和前進的方向，同時也浸潤在IB十大品格的培養(yǎng)中。
作為IBO官方認證的國際課程 IB PYP學校，綠城育華親親學校在夯實國家義務教育大綱的語數(shù)課程體系和美國英文核心課程體系的學科基礎上，精心地融入IB PYP課程中的“超學科”元素，“終身學習者”的核心理念以及“探究式”、“概念驅動”的教學方式，引領小學項目全面升級，向著建校愿景穩(wěn)步前進：親親的每一步，將與世界同步。
Knowledge, skills, concepts, attitudes, and actions are the five important elements of IB PYP. In the implementation of IB PYP integrated courses at Greentown Yuhua Qinqin School, we fully respect and mobilize children's initiative in each exploration unit, leading them to reflect on their shortcomings and direction of progress in each link in a timely manner, while also infiltrating into the cultivation of IB's top ten qualities.
As an international curriculum IB PYP school officially certified by IBO, Greentown Yuhua Qinqin School has carefully integrated the "interdisciplinary" elements of IB PYP curriculum, the core concept of "lifelong learners", and the "exploratory" and "concept driven" teaching methods, while consolidating the disciplinary foundation of the national compulsory education curriculum and the core curriculum system of American English, leading the comprehensive upgrading of primary school projects, Steady progress towards the vision of building the school: every step of Qinqin will keep pace with the world.
欲體驗親親課程，了解更多信息，可通過以下方式預約報名：
微信號｜qinqinxiaowei1234
咨詢熱線 | 0571-89003518
133-6215-3692
歡迎加入親親FAMILY！
親親小微
