近日，2020-21學(xué)年度小學(xué)部“探索世界日”報告日活動取得了圓滿成功！成都市新津區(qū)教育局副局長梁慶，黨組副書記梁鵬飛，招考中心副主任周永良也來指導(dǎo)交流。

　　Recently Primary School's ‘Exploring the World’ Day for the 2020-21 academic year ended as a resounding success. Senior government officials and principals from other schools have also joined the event.

　　本學(xué)年初，成都墨爾文學(xué)校小學(xué)部“探索世界部”與所有小學(xué)各學(xué)科老師根據(jù)不同年級學(xué)生日常學(xué)術(shù)發(fā)展情況，在“以學(xué)生為中心”的前提下，經(jīng)過反復(fù)討論、推敲，研發(fā)，為每個年級制定了不同主題的跨學(xué)科主題式教學(xué)活動和全年計劃。

　　At the beginning of this academic year, after much discussion, consideration, and research, the Primary School’s ‘Exploring the World’ Department together with all the primary school teachers developed student-centered, interdisciplinary activities based on various themes, as well as year-round plans for students in each grade based on their daily academic development.

　　跨學(xué)科教學(xué)對學(xué)校各學(xué)科老師們的學(xué)術(shù)能力要求特別高，每個老師首先要做到對自己學(xué)科大綱及課程標(biāo)準(zhǔn)了如指掌，對學(xué)生的各項能力評估準(zhǔn)確到位，才能更好的和各學(xué)科老師共同配合支持學(xué)生的主題探索學(xué)習(xí)。在探索的過程中，做到真正的“以學(xué)生為中心”，我們所有的驅(qū)動問題都來自于孩子們對主題的好奇。例如一年級清明節(jié)的探索過程中，有一個學(xué)生問：“中國有清明節(jié)，那么別的國家的人過不過清明節(jié)呢？” 另一個學(xué)生回答：“應(yīng)該是有的，我們雖然在不同的國家，但是因為有相同對親人朋友的情感，所以可能有相似的節(jié)日?！?通過這些對話，老師們洞察到了孩子們的好奇，探索自然而然地開始了。

　　Interdisciplinary teaching requires a high level of academic competence from all teachers in the school. Each teacher must first have a thorough understanding of the syllabus and the curriculum standards for the subject they teach. They must also be able to assess students' abilities accurately in order to better support the students' theme-exploration learning alongside teachers of other subjects. We have succeeded in arriving at a truly student-centered exploration process, and we were driven by the children's curiosity about these themes. For example, during the exploration teaching about Qingming Festival in Grade 1, one student asked, "China has Qingming Festival. Do people in other countries have it as well?" Another student replied, "Probably. Even though we are in different countries, we may have similar holidays because we have the same feelings for our family members and friends." Through these conversations, the teachers gained an-insight into what the children were curious about and so, the exploration process began naturally.

　　這次探索經(jīng)過兩個多月的備課、立項、學(xué)習(xí)、模型制作，及ICT程序開發(fā)。在老師的指導(dǎo)下，學(xué)生融合中文、英文、數(shù)學(xué)、科學(xué)、藝術(shù)等多門學(xué)科，通過中英文演講、戲劇表演、課程模型演繹、在線程序的運用等多種方式，展現(xiàn)課題深刻的研究內(nèi)涵和外延，直觀地展現(xiàn)了中西創(chuàng)新教育模式的教學(xué)成果。

　　After more than two months of advanced lesson preparation, project development, study, model-making, and ICT programme development, students, with guidance from their teachers, integrated Chinese, English, mathematics, science, art, and other subjects.  They also showed how deep and far they can go in researching different topics in various ways, for example, giving speeches in both Chinese and English, putting on drama performances, acting out curriculum models, and using online programmes to demonstrate the results of an innovative East-meets-West education model.

　　以下是各年級當(dāng)天主題探索的相關(guān)介紹：

　　The following is a list of topics by each grade:

Grade1

一年級

繽紛的節(jié)日 Colorful Festivals

　　一年級學(xué)生在這一主題探索的過程中，采用問題導(dǎo)向式學(xué)習(xí)法（Problem/Inquiry Based Learning），通過 “提問 - 深入探究（閱讀、視頻提煉重要信息、聆聽當(dāng)?shù)厝说慕?jīng)歷等）-小組探討-創(chuàng)造及展示-反思-更多的提問” ，完成了包括對清明節(jié)、端午節(jié)、印度色彩節(jié)、威尼斯狂歡節(jié)等節(jié)日的探究活動。在展示日當(dāng)天，孩子們通過戲劇、音樂、舞蹈、武術(shù)等藝術(shù)形式，帶領(lǐng)來賓們走進(jìn)一個個繽紛的節(jié)日世界。

　　Grade 1 students used the problem/inquiry-based learning approach in the exploration of this theme by asking questions, making deeper inquiries (e.g., extracting important information by reading or watching videos, listening to the experiences of local people, and so on), engaging in group discussion, creating and presenting, reflecting, and asking more questions. They completed their exploration activities on festivals such as the Qingming Festival, Dragon Boat Festival, Holi, and the Carnival of Venice. On the day of the presentation, the children led the audience into a colorful world of festivities through drama, music, dance, martial arts, and other art forms.

Grade2

二年級

時間的洪流 Torrent of Time

　　同學(xué)們在第二主題探索過程中了解了古現(xiàn)代計時工具的發(fā)展、時間單位及時間管理等項目。還在開放日當(dāng)天和家長們一起用他們親手制作的日晷、沙漏等計時工具進(jìn)行了深度的雙語探究體驗。最吸引家長的則為孩子在展示時間概念的形成時，利用自制的宇宙空間（“大型教室空間宇宙”及“自制宇宙模型”）清晰生動地向家長解釋了時間中“天”與“月”的概念。

　　During the exploration of the second theme, the students not only learned about the development of ancient and modern timekeeping tools, units of time, and time management, but, on the day of the presentation, also had an in-depth bilingual exploration experience with their parents using their own handmade sundials, hourglasses, and other timekeeping tools. The most charming part of the presentation for parents was the children’s use of their classroom space, where they created "The Universe in a Large Classroom" and a “Self-made Model of the Universe" to clearly and vividly explain to parents the concept of "day" and "month" in time.

Grade3

三年級

水的奧秘 The Mysteries of Water

　　三年級的小朋友人人變身為“水偵探”，在老師的引導(dǎo)下一起探究了身體中的水、星球上的水、蔬菜瓜果中的水，他們的水足跡更遍布了海洋、河流、濕地、湖泊、以及冰川。在學(xué)習(xí)過程中，孩子們除了了解世界著名的河流、湖泊，還更深入的探究了一些國內(nèi)外著名的水利工程。在展示日當(dāng)天，讓來賓們驚喜的是——孩子們竟可以利用自己制作的三峽水電站和美國胡弗水壩的3D模型做對比研究及專題匯報。同時，三年級的孩子們還用雙語向家長們展示了水與環(huán)境保護(hù)的關(guān)系。在反思匯報時，通過展示節(jié)水設(shè)計圖、節(jié)水傳單和節(jié)水海報，讓師生及來賓們更加重視“節(jié)約水資源”。

　　該課題也入選新津區(qū)教育局國際理解教育重點課題。

　　With the guidance of their teachers, Grade 3 students turned into "water detectives" and explored the water in their bodies, on the planet, and in vegetables and fruits. They also discovered how their water footprints spread across oceans, rivers, wetlands, lakes, and glaciers.  During the learning process, the children not only gained an understanding of the world's famous rivers and lakes but also explored in greater depth some of the famous hydraulic engineering projects at home and abroad. On the day of the presentation, what surprised the audience was how the children were able to use their self-made 3D models of the Three Gorges Hydroelectric Power Station and the Hoover Dam for a comparative study and presentation. At the same time, students used both Chinese and English to demonstrate to their parents the relationship between water and environmental protection. During the reflection part of the presentation, the children made teachers, students, and guests more aware of water conservation by showing their water conservation design drawings, flyers, and posters. The topic was also selected as a key topic in International Understanding Education by the Xinjin District Education Bureau.

Grade4

四年級

初探經(jīng)濟 World Economy

　　四年級學(xué)生對經(jīng)濟主題的探索興趣盎然，很多孩子都把在課堂中學(xué)習(xí)到的經(jīng)濟知識運用到了生活中。在第二主題探索過程中，孩子們用雙語學(xué)習(xí)了當(dāng)今世界各個國家經(jīng)濟的發(fā)展，各國貨幣的歷史以及未來貨幣的演變等。同時，孩子們通過各種理財類活動，在實踐中逐步成為了一個個小小理財專家。學(xué)校還和實體大型銀行機構(gòu)實現(xiàn)了教學(xué)合作，銀行走進(jìn)校園，讓孩子們沉浸式的學(xué)習(xí)和了解到了銀行和金融的知識。活動當(dāng)天，孩子們扮演各國代表參加模擬聯(lián)合國經(jīng)濟貿(mào)易發(fā)展會，為自己代表的國家獻(xiàn)上了一份經(jīng)濟發(fā)展的建議，家長們都為孩子們廣闊的國際視野感到驚喜。

　　Grade 4 students were interested in exploring the topic of economics, and a lot of the children applied what they had learned about economics in the classroom to their own lives. During the exploration of the second theme, the children learned, in both Chinese and English, about the economic development of various countries in the world today, the history of various currencies, and the evolution of future currencies. At the same time, the children gradually practiced becoming little financial experts through various financial management activities. Also, the school realized a teaching collaboration with a famous bank, allowing the bank into the campus to give the children a more intuitive experience of banking and finance. On the day of the presentations, the children played representatives of various countries to participate in a Model United Nations Conference on Trade and Development, offering a proposal for the economic development of the country they represented. The parents were all pleasantly surprised by their children’s broad worldview.

Grade5

五年級

氣候與民生 Climate and Livelihoods

　　學(xué)生在氣候與民生主題探究過程中，用雙語了解了天氣與氣候、24節(jié)氣等相關(guān)科學(xué)知識，同時深入探究了全球氣候變化及其產(chǎn)生的影響及后果；在深刻反思后，結(jié)合在各科所學(xué)知識制定了一系列解決”氣候問題“的行動計劃。通過調(diào)查問卷、采訪及實地探究等步驟，最終完成”智能環(huán)保養(yǎng)老院“的終極項目。報告日當(dāng)天，學(xué)生們通過結(jié)合舞蹈、音樂、武術(shù)等藝術(shù)形式向家長們展示了孩子們在這段時間的主題探索學(xué)習(xí)成果，喚起了大家的環(huán)保意識。

　　Students learned about weather and climate, the 24 solar terms, and other related scientific knowledge in Chinese and English during their exploration of the “Climate and Livelihoods” theme. They also delved into global climate change as well as its impact and consequences. After deep reflection, they developed a series of action plans to solve the “climate problem”, taking into account what they had learned through various classes. After going through the process of undertaking surveys, interviews, and fieldwork, they finally finished their ultimate project: The Smart Eco-friendly Nursing Home. On the day of their presentations, the students gave a unique drama performance in Chinese and English in front of parents that combined dance, music, martial arts, and other art forms to raise everyone’s awareness of environmental protection.

　　孩子們精彩的學(xué)術(shù)報告贏得了家長們、老師們的肯定。

　　The excellent academic report of the children has won the affirmation of the parents and teachers.

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