在美国任教的学校是一所“老”IB了（2001年获得国际文凭组织认证）。我非常荣幸地和当地的美国老师们成为了搭档，并且有了长达5年的PYP（IB小学阶段项目）教学实践经验。在这里，我经历了不同的地域文化，也感受到了不同教育体系下的差异。

The school where I taught in the US has been an IB school for a long time (IBO- authorized in 2001). So, I was lucky enough to work with my American colleagues and spent five years exposing myself to PYP teaching, which is an IB Primary Years Program. There, I got to know different cultures and see how different education systems work.

从一名英语学科老师成长为一名全科老师，在这其中，IB的教学也让我产生了许多对于教学的思考。从个人层面上来讲，我可以更加全面地了解一个学生，也了解到教学的更多方面，觉得更有挑战、更有意思。

Transitioning from an English teacher to a general teacher, I have been inspired by the practice of IB teaching to reflect deeply on my pedagogical philosophy and methods. Personally, I feel that this change has enabled me to comprehend the students holistically, and to acquire more knowledge in teaching, which poses greater challenges but also offers me satisfaction.

今年已是我工作的第11个年头了。回想当时，我决定回到祖国时，就毫不犹豫地选择了长沙，选择了彼一米，现在担任三年级的班主任兼数学老师。彼一米的办学理念，与我过往的经历是高度契合的，我希望能在彼一米实现自己的教育理想。

This year marks the 11th anniversary of my career. When I decided to come back, I opted for CBFS without a second thought, and I have taken up the role of the homeroom / Maths teacher of Grade 3. CBFS's educational philosophy matches well with my past experience, and I hope to achieve my career goals as an educator at CBFS.

在今年10月中下旬，我们收到了学校正式成为IB PYP及IB DP项目候选学校的消息，心情无比的激动与兴奋。专业的人做专业的事，彼一米的教学团队有超凡的奉献精神和团队意识。

In October of this year, we learned that CBFS officially became a candidate school for both IB PYP and IB DP, and we are all thrilled about it. At CBFS, our teams demonstrate remarkable dedication and team spirit, because we believe that professionals do their jobs professionally.

IB提倡的模式是让孩子真正享受学习，有非常大的话语权表达自己的想法，发展孩子的创造性思维和批判性思维，让孩子逐渐发展为具有学习能动性的终身学习者，而老师是一个引领和支持孩子学习和发展的角色。

IB's approach is to let children enjoy learning, have a voice in expressing their own ideas, develop their creative and critical thinking, and help them become lifelong learners who take charge of their own learning, while teachers are there to guide and support them.

我们现在所做的主题单元探究（UOI），正是PYP框架下的本土化实施，每位老师都需要参与其中。UOI是需要超学科融合的探究实践，这要求单学科老师们之间必须高度关联，了解彼此的课程体系，互相配合，联合备课。

The transdisciplinary unit of inquiry (UOI) we are currently implementing is how we apply the PYP framework in our own context, and every teacher is involved. UOI is an inquiry practice that requires integration across disciplines, which means single-subject teachers have to work closely, understand each other's curriculum, cooperate, and plan lessons together.

三年级的学生在刚刚过去的第一个探究单元（UOI）的主题是“我们是谁”。我与我的外方搭档Mr. Dibden，以及其它学科老师经过多轮集体备课，决定从“需求”入手。学生们对于“需求”的疑问，很好地打开了这次的探究之旅。

The theme of the first UOI for the third graders was "Who We Are". My co-teacher Mr. Dibden, and teachers of other subjects, decided to start from the idea of "need" after several rounds of lesson planning meetings. As it turned out, the students' questions about "needs" really kicked off this inquiry unit nicely.

这些调查和统计，都为后期的深入探究做好了铺垫。紧接着，每堂课上，孩子们都有不同的思考。我们的教师团队，从不同角度设计活动，引导孩子们去思考，去探究。

By inquiring and putting data together, the kids are prepared for further inquiries later on. Then, they really showed their creative thinking in each class that followed. This is how our team guides the children to think and inquire, by designing activities in different ways.

体育课上，老师设计的体育活动，从第一次合作尝试后，孩子们开始思考，“谁在最左/右边我们能跑得更快啊？”“我们得控制速度，不然所有人都会摔倒。”……这些活动设计，孩子们通过亲身体验，明白了我们的探究线索之一——不同的人有不同的需求。

After their first teamwork activity during the PE class, the children started to think about "can we run faster if we let (name) run on the left / right side?" "we’ve got to control the speed before we all take a fall."... We are designing activities like this so the children can understand one of our lines of inquiry through actively experiencing it - that is people's needs vary.

数学课上，孩子们通过观察比较两幅图，找出了之间的规律和关系。

“第一行有2根小棒，第二行我圈了4次。”  

“所以第二行有4个2。”

“第二行小棒数量是第一行的4倍。”

……

这些课堂观察，在不知不觉中，帮助孩子们理解了本次UOI中“联系”这个概念。

This shows how the children are looking for patterns and correlations by comparing images during a Maths class.

"The first row has two sticks, and I circled four times in the second row."

"So, the second row has four twos."

"The sticks in the second row are 4 times that of the first."

...

These classroom observations, without them realizing it, helped the children understand the concept of “connection” in this UOI.

英语课上，Mr. Dibden引导学生们制作的，关于团队合作的思维导图，是对之前学习“需求”的一个深度思考。

In English class, Mr. Dibden guided the students to make a mind map about teamwork, which was a deeper thinking activity based on the previous learning of "needs".

我们的每个单学科教学，都是围绕着探究单元来开展的。孩子们不仅能学到知识内容，他们的学习技能(ATL)——思考能力、创新能力、交流能力等等，也都得到了全面提升。

Our single-subject teaching is all based on the inquiry unit. The children not only learn the knowledge, but their approaches to learning (ATL) skills too, such as thinking, creativity, communication, etc., are improved in all aspects. 

最后，“需求”从课堂到生活，孩子们通过这些问卷、调查、课堂活动等，理解了“帮助别人就是帮助自己”。所以，探究的最后，是反思和采取行动。短短六周过去了，虽然第一个探究单元已经结束，但孩子们的学习还在继续，他们的好奇心还在增长，我们尊重并守护这份热爱。我们围坐一圈，分享和交流整个探究，自己的感受和反思。为下一个探究单元做准备。

Finally, "needs" from the school to life, the kids understood through these questionnaires, surveys, classroom activities, etc., that "helping others is helping yourself". So, the last part of the inquiry is reflection and action. Six weeks have passed, although the first UOI is over, the children’s learning is still going on, their curiosity is still growing, and we respect and protect such passion. We sit in a circle, share and communicate the whole inquiry, our feelings and reflections. We do this to prepare for the next UOI.

我们说，学习应该基于学生的兴趣而真实发生。只有当学生学会学习，享受学习，源源不断的内驱力才会产生。我最喜欢的一句话出自乔布斯之口：“Stay foolish! Stay hungry!”大智若愚，求知若渴。只有当教育者躬身，始终走在终身学习的路上，他/她的学生才会一直追随，一直终身学习。

We say that learning should be based on students' interests and happen authentically. Only when students learn how to learn and love learning, will they have endless motivation. My favorite quote is from Steve Jobs, "Stay foolish! Stay hungry!" Be wise as a fool, and eager for knowledge as a thirsty man. Only when educators lead by example and always walk on the path of lifelong learning, will their students follow and always be lifelong learners.