从“挖洞”到种下希望：PYP课堂里的“错误变形记”

北京王府学校

03-20 08:39发布于北京

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“老师！Charlie和Max在花园里挖了个大洞！”

当PYP融合部的Yuki老师循声赶到“案发现场”时，眼前的场景让她惊呆了——

班里的两个男孩正在挥舞着粗壮的树枝，在操场旁的花园里卖力地挖着一个又深又大的洞！

旁边泥土凌乱，小草也被掀翻了，两个男孩脸上挂着顽皮的笑容。

一个看似寻常的“捣蛋事件”，在PYP融合部的春日里却悄然萌发出教育的诗意。

土坑里的教育契机

“你们在做什么？”Yuki老师尽量平静地问道。

两个满身泥土的男孩显然被老师的突然出现吓了一跳，他们低着头，局促地解释：

“老师，我们……我们本来只是想挖个洞玩玩，后来想看看能不能挖出一个中国地图。于是就越挖越大了……”

敏锐捕捉到教育契机的老师并没有急于批评，而是蹲下身，轻声问道：

“如果后勤的叔叔阿姨看到自己精心维护的花园变成这样，会有什么感受呢？”

两个男孩相视一眼，笑容渐渐收敛，低下了头。

“他们可能会很生气吧？”Charlie小声说。

“也许他们不会生气，但为了让花园恢复原样，一定会很辛苦。”老师轻抚孩子的头，鼓励他们去主动承担错误。

用行动书写成长答卷

当两个男孩站在后勤办公室鼓起勇气表达歉意时，后勤老师只是笑着拍了拍他们的肩膀，没有责备，还借给他们最需要的铁锹。

填洞、整地，还播种了一些种子……两个男孩在暖阳下挥汗如雨。

男孩们正在填土恢复花园

忙碌间，男孩们告诉老师，他们的灵感其实来自英文小说《Holes》，书中主人公Stanley在沙漠里挖洞的故事让他们觉得很有趣，于是也想来体验一下。

“原来如此！”Yuki老师适时引导，“既然这么喜欢《Holes》，为什么不在PYP装扮日里扮演书中的角色呢？”

这个建议瞬间点燃了孩子们的创意火花。在PYP装扮日当天，他们兴奋地顶着破草帽，穿上破旧的衣服，脸上抹着泥灰，俨然化身为主人公Stanley和Zero。

男孩们在PYP装扮日中

还原《Holes》书中角色

男孩们不仅生动地还原了书中场景，还在角色准备过程中，深入挖掘书中角色的特质，从角色的性格特点、行为动机，到背后所承载的文化价值，都有探究。

看着他们眉飞色舞地向同学们讲述《Holes》的精彩故事，老师的心中满是欣慰。

后来，两个男孩还自告奋勇地担任起“护绿小卫士”，尝试用塑料袋搭建了一个简易温室，希望让种子顺利过冬，每天还不断记录种子的生长情况。

在PYP装扮日活动现场

“教育不是消除错误，而是唤醒成长的内驱力。”Yuki老师在复盘时这样总结。

一次“捣蛋事件”不仅仅让学生认识到错误、勇于承担责任，还让学生将阅读的乐趣转化为积极的行动，激发出对知识的渴望和对生活的热爱。

“知识即生活，学科没有边界，我们一直通过‘探究-行动-反思’的循环，重构学习路径，将偶发事件转化为系统的学习体验。"

PYP“探究-行动-反思”探究动态循环模型

其实，在王府校园的四季轮回里，这样的教育叙事从未间断，总有一些孩子会在成长路上踏出“叛逆”的步伐，做出让人头疼的事儿，可每当遇到教育的春风，最终都生长出独特的生命姿态。

正如PYP老师们常说的，错误是天然的学习资源，关键在于如何转化，当“捣蛋现场”可化作PYP的育人课堂，曾经的泥坑即可孕育出新的生命。

更多希望的种子

在这个春天发芽

在后来的一次UOI探究课中，Charlie分享道：“现在每次经过花园，我都会想起——有些洞不能乱挖，但有些‘洞’值得一直深挖，比如我们对故事的热爱！”

这个春天，王府的花园里不仅种下了种子，更在孩子们心中播撒下责任与创造的种子。这或许就是教育的魅力：

用“错误”作为探究的起点，

以“行动”替代简单的说教，

将“意外”转化为成长的养分。

当学校不用“禁止”扼杀淘气，而是以发展的眼光看待每一次“越界”，那些看似叛逆的种子，终将在爱与引导中，绽放出成长的芬芳。

男孩们和Yuki老师

Today we would like to share with our readers a true story that happened in the PYP department of our primary school.

One day, Charlie and Max dug a big and deep hole in the garden next to the playground! Unfortunately, the news had already reached their teacher, Yuki.

"What are you doing?" Yuki asked as calmly as possible.

After some investigation, it turned out that the two kids had recently read an English novel called "Holes”. They were fascinated by the story of the protagonist, Stanley, who dug holes in the desert, so they decided to dig a hole themselves, hoping to see if they could carve out a map of China. But they didn't expect the hole to be so big...

Sensing an educational opportunity, the teacher did not rush to criticize them. Instead, she encouraged them to take responsibility for their actions. The two children not only filled the hole, but also planted some seeds in it.

But the story did not end there.

To honor the children's admiration for the novel's protagonist, the teacher encouraged them to actively participate in a role-playing activity. On the day of the PYP themed dress-up day, they excitedly donned tattered straw hats, wore old clothes, and smeared mud on their faces, transforming themselves into the characters of Stanley and Zero.

The boys not only vividly recreated scenes from the book, but also delved deeply into the characters' traits during their preparation. They explored the characters' personalities, motivations, and the cultural values they represented.

As the boys recounted the exciting story of "Holes" to their classmates, the teacher's heart was filled with joy. Because our educators hold a profound belief: "Education goes beyond the correction of mistakes; it ignites the intrinsic motivation for growth.”

Within the framework of the PYP at our primary school, we consistently follow the cycle of "Inquiry-Action-Reflection" to design learning pathways and transform every random moment into a purposeful educational journey.