为什么从小在青苗长大的孩子“不一样”？ Why BIBS Students Grow Up Differently?-国际教育网

为什么从小在青苗长大的孩子“不一样”？ Why BIBS Students Grow Up Differently?

2020-12-03

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在青苗，有一个词叫“根红苗正的青苗娃”，是因为越是到了高年级，这些从一年级甚至从幼儿园就在青苗就读的孩子，就越发展现出比同龄人更强的独立性、创造力、团队感和主动性。其实，原因很简单，因为从青苗的幼儿园开始，IB的探究式学习方法就已经贯穿课堂，IB精神早已植根孩子们的心中。

今天，我们就带您走进青苗学前班，看看跨学科探究主题下的STEAM课堂是如何引导孩子们一步步发挥创意、与人合作和解决困难的。

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Many BIBS students started here from G1 or even kindergartens, and they tend to show stronger independence, creativity, teamwork spirit and proactiveness. There is a simple answer to that, which is the IB inquiry-based learning which embedded in the children’s hearts from day one.

Today’s BIBS Mini Class we will find out how the interdisciplinary STEAM class guide our students towards solving problems with creativity and cooperation.

【UOI主题】：我们是谁

【中心思想】：社区里有不同的人在一起生活和工作。

【UOI Theme】: Who We Are

【Core Idea】: Community is a group of people who live and work together.

在“我们是谁”这一探究主题中，本期steam课程是结合UOI的中心思想，通过Lego 搭建的形式让学生们进一步了解“什么是社区”和“社区里不同人的角色和责任”。

在搭建前，我会给每个小组分配搭建的任务，比如：一组搭建医院，二组搭建消防局……在整个探究过程中，让我感到惊喜和欣慰的是，学前班孩子们有很强的动手能力和想象力。

孩子们在乐高搭建中能够很好地运用色彩搭配和人物搭配。我清楚地记得 KC班的Allen和Nathan 搭建的消防局，不仅整体的布局颜色都是红色，消防局的人物有消防员和警犬。

还有孩子们搭建的图书馆，自己用Lego做出来小小的书架和书，并且能把书放进去。在搭建中，无论是建筑物的色彩还是结构，他们都能很好地运用数学中学过的对称原理。

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Under this theme, the STEAM class integrates the core idea of Unit of Inquiry, and helps students understand what a community is, and the roles and responsibilities people take in it by building Lego.

Each team will be given a task, such as a hospital or a fire station, and during the inquiry process our students have demonstrated very satisfying hands-on skills and creativity.

Our students have shown a good command on colors and characters, i.e. Allen and Nathan from the KC class correctly chose red color for their fire station and included the firemen and dogs.

Other students built a library with shelf and books with good color choices, structuring skills in summitry principal.

Lego的最后一节课，我让孩子们看了“Lego Master”乐高大师的宣传片，给学前班最后的挑战和任务是帮助之前搭建好的“金刚”社区再增添新的元素和设施。孩子们有的添加了植物，有的添加了游乐园。因为当时学校正在举办“万圣节”活动，有的孩子还特意添加了橘色的南瓜房子和黑色的鬼屋……

在这期的steam课，其实每个人都是“乐高大师”，虽然这些隐藏的细节在成年人看来很普通和平淡，但是对于一群5、6岁的孩子们来说，却是需要满满地创意和想象力。

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In the last Lego class, we played the Lego Master video and tasked our students to add more elements to the King Kong Community already completed. Some added plants, some built an amusement park, and some built pumpkins and haunted house for the ongoing Halloween activities at school.

Everyone in the STEAM class was a Lego master with a lot of creativity and imagination.

Steam课不仅是结合UOI的探究课，其实更多地是培养孩子的合作能力。学前班的孩子往往会因为一个小小的Lego引发争执，比如上期我们做蛋糕，每个孩子都想主导放各种材料，孩子们会因为没有轮到自己而发生争执。在上课时，我就把这些已经发生过或可能发生的事例讲出来，让孩子辨别哪些是好的行为、哪些是坏的行为。

孩子们在搭建乐高课的时候，往往会因为一个小零件烦躁不已。因为像乐高里的门或窗就只有几个，并不是每个孩子都有门和窗，有时候会需要孩子们自己去其他组找门和窗。我会问，你可以去其他组直接拿Lego吗？孩子们说不可以。我会接着提问，那应该怎么做？孩子们会回答说，要经过他人的许可。用这种问答的形式一步步引导孩子的分享和合作精神。

即使在其他组愿意分享的情况下，有很多小部件往往还是找不到，这个时候就要引导他们自己用Lego搭建出来。让孩子们知道，有些时候换种方式也可以找到解决方法。

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The Steam class did not only integrate the UOI inquiry class but also developed students’ teamwork skills. Preschool kids always had conflicts for their own ideas on what to put on a Lego cake. We took the opportunity to help them understand good behaviors versus bad ones.

Students may also get annoyed finding all the spare parts they needed. So we asked them if they can get some parts from other teams after asking for permissions. This type of questions showed them how to share and work together.

When parts were still not available, students had to build them, which was a good example of finding solutions.

总之，在整个学前班 steam课中，孩子们其实才是课堂中的主导，我们要做的，是通过兴趣引导学生们更多地参与到课堂。结合UOI探究课的内容，用这种“玩”的形式，把单调和空洞的“社区”和“责任”的概念，让孩子们的双手搭建出来。并鼓励他们发挥创意和想象，学习如何与他人合作、分享和交流，在遇到困难时，如何正确的面对和解决问题。

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Students were the ones driving the preschool STEAM class, while teachers were only there to guide their interests and encourage them to participate more. Students learned to understand the definition of community and responsibility by building Lego with their own hands. They developed their imagination, creativity, and learned to work in a team, share and communicate, and more importantly, face the problems and find solutions.

听完了青苗上东校区STEAM老师Ms. Ming介绍课堂，我们还特别采访到青苗上东校区学前班的家长，想看看在家长的眼里，孩子们在跨学科探究的IB课堂，究竟学到了什么。来听听KB班的Logan妈妈怎么说吧！

作为一名接受传统教育长大的家长，我理解的“UOI（Unit of Inquiry）”，应该是一种让孩子思考事物本质与相互联系的学习方法，鼓励孩子融合各学科的知识内容去解决实际问题。

比如在这次“我们是谁——关于责任”的主题探究中，我看到孩子对学校咖啡厅工作人员的工作内容进行了关于责任的分析，如给大家提供制作咖啡的帮助等。孩子还和我讨论了50多种不同的职业，对于其中的几个，如警察、医生、老师，甚至“妈妈”这一“职业”，他都很感兴趣他们的责任是什么。我觉得这些了解对于他未来的人生都很有意义。

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Having listened to our BIBS UES STEAM teacher Ms. Ming’s introduction, we have also interviewed our UES Preschool parents for their opinion on what their children have learned from the IB inquiry class. Now let’s find out from Logan’s mon from the KB class.

As a parent with traditional education background, my understanding on UOI is a learning methods which helps children find out the nature of things and the connections among them, and encourages them to solve actual problem by integrating the knowledge and skills they have learned from all subject fields.

Like in the Who We Are – About Responsibility theme, I’ve seen my child trying to find out the responsibility of the cafeteria staff, such as making coffee etc. We discussed over 50 different careers, and my son was particularly interested in the responsibilities of some careers such as police, doctors, teachers, and even ‘mothers’. I think this has been a very meaningful experience for him.

BIBS