“添码”行空，“编程一小时”

The Hour of Code on its 3rd Year 

教师培训：“抖抖”知识论

Let’s not Tik-Tok but TOK!

辩论现场：科技是否会损害人际关系？

The Great Debate: Does technology harm our relationship with others?

绘制地图，探索疆域

Mapping it All Out!

从饮食文化鉴古观今

Culinary Culture and Connection

在非营利组织Code.org的支持下，TWIS举办了第三届“编程一小时”活动。作为一个将计算机科学带进K-12学校课堂的组织，Code.org拥有着与TWIS相同的愿景——提高学生对编程的认识，鼓励更多的学生在未来参与计算机科学的学习和建设。为了给学生带来更多的编程启蒙，TWIS组织全校师生共同参加了“编程一小时”的特别活动。

TWIS celebrated its 3rd annual Hour of Code event sponsored by Code.org, a non-profit organization increasing awareness about programming and encouraging more students to take computer science in the future. The whole school gathered for a special assembly about Hour of Code events for the week and to know more about why we are celebrating it. 

研究发现，计算机思维对培养问题解决能力、逻辑推理能力和创造力等方面发挥着积极影响。当科技的力量正形塑和渗透于地球的每一个行业时，帮助孩子迎接未来挑战的TWIS则希望教导学生学习如何利用并创造技术，而不仅仅成为一个使用者。“编程一小时”的活动持续一周，学生游走于信息与通信技术课程和设计课程，积极参与各式各样的编程活动。

Research shows that computational thinking helps equip students with problem-solving skills, logical mind and creativity. While technology is transforming and shaping every industry in the world, students are expected to learn how to create technology, not just use it. During the week, students engaged in various activities on programming in their ICT and design classes.

当“编程一小时”活动临近尾声时，MYP中学生相聚礼堂参加了一场颁奖仪式，每个年级表现优异的学生被授予一顶Code.org的专属棒球帽。然而，相比奖项，更为重要的是“编程一小时”的活动能够让每一位学生切身地感受游戏编程的乐趣。

另外，TWIS已将这些编程概念纳入MYP项目，并即将在DP项目中提供计算机科学课程。

At the end of the week,  MYP students gathered at the auditorium for a session on Coding. The best students from each grade level received a ‘code.org’ baseball cap that they can wear for outdoor activities. It was surely a fun week for everyone as they experienced game programming.  

TWIS  has integrated these programming concepts in the MYP curriculum and will offer Computer Science in the DP. Exciting times! 

Receiving the official IBO authorization last September was the reward of a tremendous team effort. However, when some schools would have decided to rest once this milestone was achieved, the TWIS DP team is going full steam ahead with its preparation as we believe we must be ready in August to deliver one of the best Diploma Programmes in China.  

在此成就的基础上为教师提供更深层次的专业培训是至关重要的，这也是TWIS在校内举办知识论（TOK）研讨会的原因。TOK知识论是DP项目的必修部分，也是核心课程之一。在整个TOK课程中，作为认知者和思考者的学生，被要求批判性地评估和反思自身的角色，这一过程会比想象中更具挑战性。

As such it was very important to build on this achievement by hosting an in-school workshop on the Theory of Knowledge (TOK). It is a mandatory component of the Diploma program and is part of the DP core. As its name indicates, it is about knowledge and we all know that when we are young, we know quite little but when we grow, and it is especially true about DP students we come to know more. However, throughout the TOK course, students are invited to critically evaluate themselves as a knower and thinker which is more challenging than one might think. 

TOK教师工作坊为期两天。在一位专业协调员的带领下，老师们互相分享教学经验，并思考如何建立TOK知识论和所教授学科之间的关联。深度研讨搭建的知识框架和实践体系，必定会满足DP学生的学习需求和提供更多思维方式的可能性。

During those two days and with the support of our workshop leader, teachers also worked on creating connections between the TOK and their own Diploma course. It was an excellent opportunity for collaboration and discussion and generated professional growth which will directly benefit our Diploma students. 

在个人与社会课程中，八年级学生举行了一场辩论赛，辩论的主题为“科技是否会损害人际关系”。以小组为单位，学生被分为正方和反方，运用辩论用语，每个人都提前为自己的论点准备了书面稿件。

‘The Great Debate’ was a collaborative in-class activity involving our Grade 8 Individuals and Societies learners. The motion set was based on the debatable inquiry, ‘Does technology harm our relationship with others.’ The speakers were excellent in utilizing the phrases and language for debate, each preparing written scripts for their opinions and arguments.  

反方观点节选

Highlight of the Counterclaim

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正方观点节选

Highlight of the Claim

滑动显示中文>>>

在辩论现场，时间管理的能力是关键，因为每个发言人只有2分钟的时间表达自己的观点。同时，反驳对方的观点还需要拥有专注的听力能力和敏捷的思维能力。学生们根据研究调查资料，发表了许多有趣的观点，比如在反方阐述“科技不会损害人际关系”时，运用了前沿的科技案例——元宇宙，论证基于现实世界创造的虚拟空间科技可以增进我们与远方朋友亲人的关系和感情。

作为辩手的学生，他们坚定和捍卫了自己所在方的立场和观点，让知识在辩论和互动中碰撞出新的火花。

Time management was essential during this activity as each speaker was allotted only 2 minutes to introduce their thoughts. Rebutting points made by the opposing team required sharp listening and quick-thinking skills which the students exhibited well. During the debate, students presented many interesting ideas based on their own research. For example, when the opposing side argued that "technology will not harm our relationship with others", a student used a very cutting-edge example, the metaverse, to indicate that technology that can create virtual spaces can enhance our relationships with distant friends and relatives.

This was an engaging and meaningful exercise in which students referred to research, expressed certainty, defended their points of view, we were able to discover new information and put knowledge into action. Grade 8, bravo for all your efforts! 

During CASE (extra-curricular activities), students were tasked with understanding the components of maps, how to use maps and what features of maps are important to our everyday lives. Students had opportunities to create their own range of practical maps. 

以地图为主题，学生写下了一系列与之相关的问答题，并根据学校生物园的形态绘制地图，规划种植药材和蔬果的区域。此外，学生还利用在线网站，展示了从一个城市到家乡所在地的路线。在跨学科观念的影响下，学生的思考领域不只仅关注在地图上，他们还思考着网格参考线和数学、艺术的关联。

地图是空间意识和空间概念的集成。孩子在学会如何分辨方向的同时，可以提高对于空间的认识，并以此构建出更为丰富的想象力。

Students had full control over the class content where they created a range of map-related quiz questions for fellow classmates, decided which places were suitable to plant herbs and tomatoes based on a map of the community farm. Furthermore, using online software, students could show their journeys from one city to their hometown. Some students looked at grid references connecting them to mathematics class, and explained his passion for maps as art. 

Overall, the group is more prepared not to get lost anytime soon! Children learned how to distinguish directions while providing an awareness of space, and in doing so, build a richer imagination.

二年级学生在设计一系列与自身文化背景相关的食谱的同时，被赋予了理解数学的连贯性和准确性的跨学科学习任务。这项综合探索任务构成了他们探究“我们所处的空间和时间”学习单元的一部分——关注近代和现代日常生活的关联和变化。

The children of Grade 2 were given the task of understanding that sequencing and accuracy with mathematics are key components when designing and following a range of recipes from their own cultural backgrounds. This exploration task formed part of their inquiry for the unit ‘Where We Are in Place and Time’ which mainly looks at connection and change from the past to the modern-day. 

在课堂上，学生深度地调查和探讨了不同主题的日常关联和变化，如电视的演变，深圳和东莞等城市从1960年到现代的变化，以及对比了旧学校和新学校的个别文章。另外，学生还批判性地研究了不同层面的科学技术，如电话的演变，甚至还探讨了住宅建造方式从古至今的变化。

Provocations and inquiries have explored everyday connections and changes in relevant topics such as television evolution, communities such as Shenzhen and Dongguan from 1960 until the modern-day, and individual articles comparing old schools to new ones. We also critically investigated aspects of technology such as the evolution of the telephone and even changes around how homes were built from ancient times to now. 

在形成性任务中，学生选择了用虾仁制作云吞和饺子，用猪肉制作肉夹馍。烹饪虽然好玩，但教育始终是这一过程的第一顺位。食谱指南的不同步骤被纳入到英语语言文学（ELA）二年级的课程标准，学生按照严格的食谱程序进行烹饪。

Therefore, for this formative task, it was important to also highlight how connection can be kept personal and with pride over time as the children chose to make Wonton Dumplings with shrimp and Xi’an Style Burgers using pulled pork. Whilst cooking can sometimes be fun, we made sure education was the key as we incorporated ELA Grade 2 curriculum standards in our step-by-step sequencing guide for others to follow and complete. 

数学内容如何参与到此探究性单元？在数学方面，二年级通过重新组合学习1000以内的加法和减法，并将学习成果展示为数量和时间。跳跃计数的渐进式增长帮助学生如何准确地理解数字。学生将此知识点纳入到他们所制作的题为“我们所在的空间和时间”的总结性任务中，并制作成精美的杂志。能让学生度过了一段美好的时光，要特别感谢PYP协调员和三年级班主任给学生提供烹饪上的支持，帮助学生提高学习效率，并将学习的广度延伸至生活。

In terms of mathematics, Grade 2 studied addition and subtraction within 1000 with regrouping and displayed this learning into their quantities and timings. Progressive growth with skip counting helped the children to be exact and this success displayed growth in their knowledgeable learner profile attribute in this formative task. Students made this a key feature of the magazine they produced for their summative task named ‘Where We Are in Place and Time’ and had a wonderful time with the learning engagement. A special thank you goes to the PYP Coordinator Ms. Cherie and PYP Homeroom Teacher Ms. Fifi for helping to enhance our learning with their culinary skills and bringing everyday connections to life!