在寧波華茂國際學校，如果說IB PYP小學階段是為了建立孩子的學習熱情，通過通識教育為將來各學科做鋪墊，那么MYP初中階段則對學生的進一步分科學習提出了更高的學術要求。

　　這一點在MYP項目近期的IDU跨學科教學單元中體現(xiàn)得淋漓盡致。起初，華茂教育集團為初中師生出了一道難題，邀請學生參與設計位于C樓階梯教室旁的廢棄集裝箱，將其改造為集設計、藝術、音樂教室、演出場地、休閑餐點于一體的學生活動場所。經(jīng)過多學科深入討論、教研之后，MYP教師團隊決定融合設計、數(shù)學、視覺藝術和英語四門學科進行了跨學科探究單元教學，以校園內(nèi)原有廢棄集裝箱為載體，讓同學們運用學科知識進行提案設計。這一方案得到了所有初中生的積極響應。

　　首先，由設計課老師Chris為同學們講述設計集裝箱的一些相關理論知識。例如，作為建筑設計的一部分，我們首先需要考慮該建筑應具備哪些功能，如何運用現(xiàn)有材料和模型將想法付諸實現(xiàn)。同時，作為日常設計教學的一部分，Chris老師再一次強調(diào)了建筑設計應考慮宏觀和微觀兩個方面，既要突出建筑本身的特點，又要對內(nèi)部各個區(qū)域做清晰的功能劃分，將空間利用最大化，并充分考慮光線的照射。部分學生甚至在初稿完成后利用編程軟件設計出3D建筑模型，舞臺、觀眾席、門窗、休閑吧、桌椅甚至樓梯等細節(jié)一一得到體現(xiàn)。

　　緊接著，數(shù)學老師Yarina又針對如何測量集裝箱這個龐然大物的問題和學生們展開討論。最后得出結論，可以利用太陽光對于集裝箱頂部在鏡子中的的反射距離進行測量，利用入射角等于反射角以及相似三角形計算出無法觸及的集裝箱高度。作為基礎學科之一，MYP的學生們對于將數(shù)學知識應用到生活中并不陌生，此前他們已經(jīng)嘗試過利用拋物線計算最佳投籃角度、自行設計《憤怒的小鳥》新關卡、利用線性代數(shù)制作精美紗線畫、為學校重新設計停車場等等。

　　隨后，視覺藝術老師Marjorie又進一步對學生們的設計提出美學上的要求。引導學生發(fā)散思維，運用想象力，為集裝箱的外觀和內(nèi)部設計添上各種圖案或顏色，充分利用點、線、面以及藝術課上學到的各種繪畫、手工制作技巧凸顯華茂教育獨有的美育特色。

　　當然，所有的設計理念離不開語言的表述。因此，在跨學科單元教學的最后，由英語老師Keola和Tiara為學生講述如何寫好一份設計提案。為了突出重點，使評委對本組的設計理念和集裝箱構造亮點印象深刻，同學們嘗試三步驟寫作，包括提出設計目的、陳述問題和解決方案以及總結，并對創(chuàng)新之處采用要點羅列的方式進行詳細說明。

　　在整場活動中，所有MYP學生跨年級分為20組，6-7名學生為一組，先對集裝箱進行測量，在圖紙上畫出模型，再利用設計老師提供的同比例紙質(zhì)模型進行拼接創(chuàng)作。每個學生承擔了不同的角色任務，例如組長、記錄員、PPT制作、數(shù)字模型制作、提案寫作以及演講等。在創(chuàng)作過程中，同學們“絞盡腦汁”和“靈光一閃”常有發(fā)生，更重要的是在創(chuàng)作過程中，他們學會了如何發(fā)揮自己的優(yōu)勢，懂得了如何與他人合作。

　　通過國家課程與IB課程體系的融合，華茂國際學校MYP初中項目的課程研發(fā)旨在穩(wěn)固學生知識的前提下，以優(yōu)質(zhì)的教育資源幫助學生夯實學術能力，為穩(wěn)步過渡到高中階段打下基礎。初中年級的探究課程有助于學生們更好地銜接到高中IB DP階段?！霸贛YP，我們倡導學生通過探究式的學習方式，主動思考，不斷進行大量的調(diào)研與分析，從而加深對知識的理解，并且為IB DP大學預科課程做好準備。同時，這也意味著IB課程體系下長大的孩子更像孩子，并且更具創(chuàng)造性，這無疑將在未來帶給他們更多競爭力?！?MYP初中中方負責人葉琳老師如是說。

　　In the IB Middle Years Program (MYP), interdisciplinary learning integrates two or more subjects to create new understanding. At NBHIS, MYP further develops the cross-subject learning, with deeper inter-disciplinary study.

　　MYP program's recent interdisciplinary teaching unit took up the Huamao Education Board challenge to middle school teachers and students by inviting them to design a space for design, art, music, a showroom or dining place around the shipping containers next beside building C. After in-depth discussions, the MYP faculty team demonstrated an interesting proposal with interdisciplinary elements. 

　　Christopher Mead, the design teacher, explained some design theoretical knowledge for the students. For example, as part of architectural design, we need first to consider what functions the building should have and how to use the available materials to bring the ideas into reality. Chris emphasized that the architectural design should consider both internal and external structures, highlighting the characteristics of the building itself and making a clear functional division of inner space, also considering the light exposure. Some students chose to use programming software to design 3D building models after the first draft was completed; including details such as stage, audience, doors and windows, lounge bar, tables and chairs, and stairs.   

　　Immediately afterwards, Yarina, the math teacher, discussed with the students how to prepare the measurements of the container. She concluded that the distance of sunlight reflecting on the top of the container in the mirror could be measured. The height of the unreachable container could be calculated by using the angle of incidence equal to the tip of reflection and a similar triangle. MYP students had applied their mathematical knowledge to life previously, in the campus parking lot project.

　　Marjorie, a visual arts teacher, then gave students some aesthetically pleasing suggestions. Students were guided to think outside the box and use their imagination to add various patterns or colours to the exterior and interior walls of the containers. Making full use of the dots, lines and surfaces, they used different drawing and drafting skills learned in art class to highlight their designs.

　　We use language as a tool for communication with other people. Writers use words to communicate with their readers, while designers use visual language to share with their users. Fonts, colours, shapes, visual elements such as icons — those are elements of design language. Therefore, at the end of the interdisciplinary unit, English teachers Keola and Tiara talked to the students about writing a good design proposal. To focus and impress the judges with the group's design concept and container construction highlights, the students wrote in three steps: presenting the design purpose, stating the problem and solution, and summarizing with a detailed explanation of the innovations bullet point list. 

　　All MYP students from Y7-Y9 were divided into 20 groups throughout the event, with 6-7 students in a group. Each student took on a different role: group leaders, recorders, making PPT presentations and digital models, and writing proposals. Students often had brainstorming and bright ideas during the creation process, but more importantly, they learned how to use their own strengths and collaborate with others.

　　By integrating the National Curriculum and the IB curriculum, the MYP Middle School Program at NBHIS has been developed to help students solidify their academic skills with quality educational resources and lay the foundation for a steady transition to high school. The middle school years help students better articulate to the high school IB DP level. Ms Yorlin Ye, MYP Chinese Coordinator, explains: "At MYP, we promote an inquiry-based approach to learning where students actively think and continually conduct extensive research and analysis to deepen their understanding and prepare them for the IB DP college preparatory courses. It also means that students are more creative and innovative, which will undoubtedly bring them more competitiveness in the future."

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