Address by the Principal from the MIS Weekly Midday Assembly

MIS's Exploring curriculum subject teacher sharing

Part.1

P1 IB-UOI Class  

In the inquiry unit of P1 class, we have been exploring the theme of "who I am" in depth. This theme not only involves knowledge of biology and linguistics but also integrates multiple perspectives such as philosophy and sociology. Through this unit, we hope that students can gain a deeper understanding of themselves, thereby better maintaining their own health and physical activity.

In class, we have introduced a series of vocabulary and expressions related to body parts to help students have a clearer understanding of various parts of the body and how they cooperate with each other to maintain normal body function. Students are very enthusiastic about discussing these topics. They not only understand the different functions of various body parts but also learn how to describe these parts in Chinese. For example, students have learned how to describe visual function using "eyes", describe olfactory function using "nose", and describe gustatory function using "mouth", etc.

To cultivate students' language ability, in most courses, we expand students' vocabulary and improve their familiarity with the language by using different body parts. Through this method, students not only increase their vocabulary but also learn how to apply these words in daily life. For example, students have learned how to describe their own body sensations and reactions in Chinese, such as "I feel a headache", "I feel hungry", etc.

We have also delved into the connection between the immune system and the five senses. In this process, students have the opportunity to understand various parts of the body and their association with the five senses. They have learned how to describe body sensations and reactions, as well as how to express their own feelings. For example, students have learned how to describe physical discomfort using "I feel very comfortable" and describe physical pain using "I feel very painful", etc.

The mastery of these knowledge and language skills will provide more opportunities and possibilities for students in future learning and career development.

Part.2

P2 UOI-French Class  

In this week's French class, students gradually expanded their knowledge from basic self-introductions, numbers, and colors to more practical daily expressions. They learned several vocabulary words related to actions and activities, such as "courir" (to run), "apprendre" (to learn), "sauter" (to jump), "téléphoner" (to call), and "peindre" (to paint). Learning these words will enable students to describe daily activities and communicate more accurately and vividly.

Learning these words is important for students. For example, the word "courir" will help them describe running or participating in running activities more accurately. When discussing learning, "apprendre" will be a very useful word to express that they are working hard to learn a skill or knowledge. Similarly, "sauter" can be used to describe the act of jumping, while "téléphoner" can express the act of making a phone call.

In addition, learning "peindre" will enable students to describe and discuss works of art and express their understanding of art. This will enhance their aesthetic ability and also help them better understand and appreciate French culture and art in their daily lives.

This week's learning has enabled students to use French more proficiently to describe daily activities and communicate.

Part.3

P3 IB-UOI Class  

In the UOI class this week, we systematically explored the impact of sleep patterns, social interactions (including family, friends, and peers), and physical activities on lifestyle. First, we delved into the adjustment of sleep patterns and their effects on physical and mental health. By comparing different sleep habits, students learned that good sleep is not only crucial for physical recovery and repair but also plays a significant role in improving learning efficiency and emotional state. Second, we discussed the roles and impacts of family, friends, and peers in personal lives. Through role-playing and case studies, students understood that good social relationships bring happiness, support, and a sense of security, while poor social relationships may lead to stress, anxiety, and even depression. Additionally, we specifically discussed the impact of physical activities on lifestyle. Through theoretical learning and practical exercise, students recognized the importance of physical activities for their physical health and their ability to improve mental health, cultivate teamwork spirit, and enhance self-discipline.

During this process, students actively participated and shared their life experiences and thoughts with an open mind. We delved into topics in our discussions, sometimes straying from the topic but always relevant to our learning objectives. For example, we discussed various addictive substances and their consequences, which sparked students' interest and deepened their understanding of these issues through in-depth discussion. When conducting research in the ICT classroom, students demonstrated their responsibility and self-discipline by strictly adhering to the public agreement we established together to ensure classroom rules and efficiency. When encountering problems, they proactively sought help from teachers, exhibiting a positive learning attitude that was encouraging.

Students gradually developed strong thinking skills. Although most question formulations still rely on teacher guidance at present, I always encourage them to bravely ask questions and attempt to understand and answer them from a deeper level. For students who need reminders to record and track their own habits, I encourage them to collaborate more with peers to better establish and maintain good habits. This self-reflection and peer-to-peer learning approach will have a profound impact on their future learning and life. It teaches them how to adapt to new environments, regulate themselves, and communicate effectively with others. This learning experience not only enables them to gain knowledge but more importantly empowers them with a positive attitude towards life and the ability to solve problems.

Part.4

P4 UOI-Dance Class   

The students in P4 brought their teachers a great surprise in this semester's dance class. In order to provide students with various dance experiences, expose them to different dance styles and cultures, and stimulate their curiosity and interest, the students in P4 have learned a unique dance style this semester - modernized Chinese-style jazz. This dance style has complex rhythm patterns and faster movement frequencies, which the students have some difficulty mastering.

However, when faced with this challenge, the students did not shrink back but actively responded. We adopted a group mutual approach to actively unlock the rhythm and essential elements of each dance move. In this process, the children recreated the dance moves and we preserved the personality and style they added to the movements. We encouraged the children to bring their own creativity into their dancing, making sure they approached each element with enthusiasm and focus.

Throughout this process, every child was full of passion and actively participated in every dance practice. In dance class, the teacher constantly provided the children with interesting and challenging experiences, hoping to inspire their imagination and creativity. By learning this dance style, the children not only improved their dancing skills but also developed teamwork abilities and problem-solving skills.

In conclusion, learning dance has significant meaning for the students in P4. It not only helps them improve physical coordination and flexibility but also cultivates their self-confidence and creativity. By learning different dance styles and cultures, children can better understand the world and broaden their horizons. Additionally, dance is also a way of expressing personality and emotions, as children can find their own voice and unique way of expression through dance.

Part.5

P5 UOI-PE Class  

This week, the physical education class for P5 students focused on football, with a particular emphasis on basic rules and techniques. Through this class, the students not only fully grasped basic football rules such as offside, fouls, and corner kicks, but also learned various basic techniques like passing, receiving, and shooting. Additionally, they learned how to cooperate with teammates in matches to unleash maximum combat effectiveness.

In class, the students gradually became familiar with the basic techniques and rules of football through repeated practice. They learned how to use different parts of the body for passing, receiving, and shooting, as well as how to position themselves and cooperate during matches. This training not only improved their physical fitness and coordination skills but also fostered their teamwork spirit and a sense of collective honor.

Moreover, participating in football activities helped the students develop an interest in ball games. They experienced the joy of sports, which sparked their enthusiasm for physical activities. At the same time, football training also nurtured their imagination, creativity, and other abilities, enabling them to be more flexible and innovative when facing problems.

Most importantly, through learning correct exercise postures and techniques, the students' coordination ability was significantly improved. They were able to confidently display their technical skills in matches and achieve better results. Additionally, participating in football activities helped the students build self-confidence and motivation for learning, improving their mastery of sports knowledge and further stimulating their enthusiasm for participating in sports activities.

In football activities, the students also learned how to coordinate with their peers. They learned how to play their role in the team to strive for victory. This ability to cooperate is not only crucial in football matches but also indispensable in daily life.

Part.6

P6 UOI-PE Class   

This week, students participated in a series of engaging activities that required them to play different roles. Some activities require them to complete independently, such as independently researching a project or giving a presentation alone, which can cultivate their ability to think independently and conduct research. Some activities require the whole class to cooperate, such as holding a class discussion or working together to complete an assignment, which can foster teamwork and communication skills. There were also some activities that required groups to compete against each other, such as sports matches or debates, which can enhance their sense of competition and collaboration spirit.

In this week's learning, we emphasized the training of students' hand-eye coordination ability. Hand-eye coordination is an essential skill in daily life, as it can help people better complete various tasks, such as writing, playing balls, typing, etc. Through some specially designed exercises and activities, students will have the opportunity to improve their hand-eye coordination ability and master various basic skills. At the same time, we also pay attention to maintaining balance in the body and doing some aerobic exercise. Aerobic exercise can help people maintain their physical health, enhance immunity, improve their mental state, etc. Through some simple aerobic exercises, such as jogging, skipping rope, yoga, etc., students can maintain physical and mental health in their busy study life, thus better facing the challenges of daily life.

This week we deepened our knowledge of badminton, including how to hit the shuttlecock properly, how to score points, how many players are participating in each match, etc. Badminton is a popular sport that can help people exercise their bodies, enhance their cardio-respiratory function, improve their reaction speed, etc. By learning the rules and techniques of badminton, students can enjoy this sport better and also improve their sports literacy and exercise ability.

This week's learning was colorful and full of challenges and opportunities process. Through participating in various activities, learning various knowledge and skills, and exercising the body, students will have more opportunities to develop their comprehensive abilities while enjoying the fun of learning and sports.

Part.7

M1 Art Class   

Student Art Journey: Abstract Art Exploration from Theory to Practice

In this special art education course, students threw themselves into the world of abstract art and one of its founders, Vasily Kandinsky. As one of the most influential art theoreticians and pioneers of abstract art in the 20th century, Kandinsky's philosophy and creative methods paved the way for the development of modern art. To further understand and appreciate Kandinsky's art, students first learned about the basic concepts and historical background of abstract art. They discovered that abstract art is an art form that does not rely on specific images or forms but rather depends on elements such as shape, color, line, and space to express emotions and ideas. Kandinsky's contribution lies in his unique and personal way of combining and applying these elements to reveal his inner world and emotions.

After gaining a basic understanding of abstract art, students began to apply this concept to practice. They accepted a practical task - to create an artwork named "Space Journey" that reflects Kandinsky's style and apply the theoretical knowledge of color, form, and texture they had learned before.

This project not only required students to create an artwork but most important they needed to integrate Kandinsky's theory and spiritual connotations into the work. This was not only an artistic practice but also a deep understanding and application of Kandinsky's abstract artistic theory. During the process of creating "Space Journey," students had the opportunity to further improve their formal thinking and unleash their imagination. They learned how to transform an abstract concept into a concrete work of art and how to use color, shape, and texture to express their own ideas and emotions. Additionally, they also learned how to explore their subconscious and inner world through creation.

Part.8

M2 Natural Science Class  

This week, students at the M2 stage began exploring the physics div of the science field, combining the knowledge they have learned with daily life to enable them to gain a deeper understanding of the unique value of physics as a discipline explaining natural laws. Concepts such as physical phenomena, matter structure, matter interaction, and matter motion laws may seem abstract, but they actually exist around us. In the past few weeks, we first introduced the three basic forms of matter - solid, liquid, and gas - and enabled students to gain a more intuitive understanding through simple experiments such as observing the melting of ice and the boiling of water. Subsequently, we further discussed phase changes and explained the characteristics of various phases and the reasons for phase changes from the perspective of particle theory. To enable students to further understand these concepts, we also guided them to independently analyze the formation process of natural phenomena such as rain, snow, dew, and frost. After understanding the concept of phases and their changes, we introduced the concept of density and introduced methods for measuring the volume of objects and using a balance. Through these practical operations, students not only learned how to calculate density but also understood the relationship between density and the internal structure of matter.

In the learning segment on pressure and intensity, we used actual phenomena such as camels in the desert, diving, and altitude sickness as examples to guide students to understand and grasp the pressure performance of solids, liquids, and gases under different environments. Students actively participated in group experiments using simple materials such as paper, water, and ping-pong balls, experiencing firsthand and deeply realizing the existence of intensity. During the learning process, students demonstrated a strong interest in connecting physical knowledge with real-life applications. We look forward to them experiencing the charm of nature in science classrooms.

来自MIS周度午间集会的校长致辞

MIS探究课程学科教师分享

Part.1

P1 IB-UOI超学科单元主题课程  

在P1班的探究单元中，我们一直在深入探索“我是谁”这一主题。这个主题不仅涉及了生物学和语言学知识，还融入了哲学和社会学等多元视角。通过这个单元，我们希望学生们能够更深入地了解自己，从而更好地维护自身健康和身体活动。

在课堂上，我们引入了一系列与身体部位相关的词汇和表达，以帮助学生更清晰地理解身体的各个部分以及它们如何相互配合维持身体的正常运转。学生们非常热衷于讨论这些话题，他们不仅了解到了身体各部位的不同功能，还学会了如何用中文来描述这些部分。例如，学生们学会了如何用“眼睛”来描述视觉功能，用“鼻子”来描述嗅觉功能，用“嘴巴”来描述味觉功能等。

为了培养学生的语言能力，在大部分课程中，我们借助不同的身体部位来扩展学生的词汇量，并提高他们对语言的熟悉程度。通过这种方式，学生们不仅增加了词汇量，还学会了如何将这些词汇应用于日常生活中。例如，学生们学会了如何用中文来描述自己的身体感觉和反应，如“我感到头疼”“我感到肚子饿”等。

我们还深入探究了免疫系统和五感之间的联系。在这个过程中，学生们有机会了解身体的各个部位及其与五种感官的关联。他们学会了如何描述身体的感觉和反应，以及如何表达自己的感受。例如，学生们学会了如何用“我感到很舒服”来描述身体舒适的感觉，用“我感到很痛”来描述身体疼痛的感觉等。

这些知识和语言技能的掌握将为学生们在未来的学习和职业发展方面提供更多机会和可能性。

Part.2

P2 UOI 法语课程  

在本周的法语课上，学生们从基础自我介绍、数字、颜色等知识，逐步扩展到了更实用的日常表达。他们学习了几个与动作和活动相关的词汇，例如“courir”（跑步），“apprendre”（学习），“sauter”（跳），“téléphoner”（打电话）和“peindre”（画画）等。这些词汇的学习将使学生们在描述日常活动和交流中更加准确、生动。

学习这些词汇对学生们来说具有重要的意义。例如，“courir”这个词将帮助他们更准确地描述跑步或参加跑步活动。在谈论学习时，“apprendre”将是一个非常实用的词汇，能够更准确地表达他们正在努力学习某项技能或知识。同样，“sauter”可以用来描述跳跃的动作，而“téléphoner”则可以表达打电话这个行为。

此外，“peindre”的学习将使学生们能够描述和讨论绘画作品以及表达自己对艺术的理解。这将增强他们的审美能力，同时还有助于他们在日常生活中更好地理解和欣赏法国文化和艺术。

本周的学习使学生们更加熟练地运用法语来描述日常活动和交流。

Part.3

P3 IB-UOI超学科单元主题课程  

在UOI课程中，我们系统地探讨了睡眠模式、社交互动（包括家人、朋友和同伴）以及体育活动对生活方式的影响。首先，我们深入研究了睡眠模式的调整及其对身体和心理健康的影响。通过对比不同的睡眠习惯，学生们了解到，良好的睡眠不仅关乎身体的恢复和修复，而且对提高学习效率和情绪状态也有着不可忽视的作用。其次，关于社交互动，我们探讨了家人、朋友和同伴在个人生活中的角色和影响。通过角色扮演和案例分析，学生们理解到良好的社交关系能带来快乐、支持以及安全感，而不良的社交关系则可能导致压力、焦虑甚至抑郁。此外，我们还专门讨论了体育活动对生活方式的影响。通过理论学习和实际锻炼，学生们认识到体育活动对身体健康的重要性，同时也能帮助提升心理健康，培养团队协作精神以及增强自律性。

在此过程中，学生们积极配合，以开放的心态分享自己的生活经历和想法。我们在讨论中深入，有时话题会偏离主题，但这些都是与我们的学习目标相关的，值得深入探究的问题。例如，我们讨论了各种让人上瘾的事物及其后果，学生们对此表现出了浓厚的兴趣，通过深入探讨，他们对这些问题的认识更加深刻。当我们在ICT教室进行资料查询时，学生们充分展示了他们的责任感和自律性。他们严格遵守我们共同制定的公共约定，以确保课堂秩序和效率。在遇到问题时，他们主动寻求老师的帮助，这种积极的学习态度令人鼓舞。

学生们逐渐发展出强大的思维能力。虽然目前大多数问题的提出还主要依赖于老师的引导，但我始终鼓励他们勇于提出问题，并试图从更深层次去理解和解答。对于那些需要提醒才能记录并追踪自己习惯的学生，我会鼓励他们更多地与同伴合作，以便更好地建立和维护良好的习惯。这种自我反思和同伴互助的学习方式，将对他们未来的学习和生活产生深远影响。它教会他们如何适应新环境，如何自我调节，以及如何与他人有效沟通。这种学习经历不仅让他们学到了知识，更重要的是让他们掌握了一种积极的生活态度和解决问题的能力。

Part.4

P4 UOI舞蹈课程  

P4的同学们在这学期的舞蹈课上给老师带来了很多的惊喜。为了给学生提供多种不同的舞蹈体验，让他们接触不同的舞蹈风格和文化，以激发他们的好奇心和兴趣，这学期的P4年级学习了一种独特的舞蹈风格——偏现代风的国风爵士。这种舞蹈风格具有复杂的节奏型和较快的动作频率，同学们对这种频率较快的动作掌握起来有一定的难度。

然而，当同学们面对这一挑战时，他们并没有退缩，而是积极地应对。我们采取了小组互助的形式，积极解锁每一组元素动作的节拍和动作要领。在这个过程中，孩子们对元素动作进行了二度创作，我们保留了孩子们在动作中加入的个性和风格。我们鼓励孩子们在舞蹈中发挥自我创造力，让他们以热情和专注的态度面对每一个元素动作。

在这个过程中，每一个孩子都充满热情，积极参与每一次的舞蹈练习。舞蹈课上，老师会不断地给孩子们提供有趣而具有挑战性的体验，也希望能够激发孩子们更多的想象力和创造力。通过学习这种舞蹈风格，孩子们不仅提高了舞蹈技巧，还培养了团队合作能力和解决问题的能力。

总之，学习舞蹈对于P4年级的孩子们来说具有重要的意义。它不仅能够帮助他们锻炼身体协调性和灵活性，还能够培养他们的自信心和创造力。通过学习不同的舞蹈风格和文化，孩子们可以更好地了解世界，拓宽视野。同时，舞蹈也是一种表达个性和情感的方式，孩子们可以在舞蹈中找到自己的声音和独特的表达方式。

Part.5

P5 UOI运动课程  

本周P5的体育课以足球为主题，重点进行了基本规则和基本技术动作的训练。通过这堂体育课，同学们不仅全面掌握了足球的基本规则，如越位、犯规、角球等，还学会了各种基本的技术动作，如传球、接球、射门等。此外，他们也学会了如何在比赛中与队友配合，发挥出最大的战斗力。

在课堂上，同学们通过反复的练习，逐渐熟悉了足球的基本技术和比赛规则。他们学会了如何运用身体的不同部位进行传球、接球和射门，同时也掌握了如何在比赛中进行跑位和配合。这些训练不仅提高了他们的身体素质和协调能力，还培养了他们的团队合作精神和集体荣誉感。

此外，通过参与足球活动，同学们还培养了自己的球类兴趣爱好。他们在比赛中感受到运动的乐趣，激发了参与体育活动的热情。同时，足球训练也培养了他们的想象力、创造力等能力，使他们在面对问题时能够更加灵活和富有创意。

最重要的是，通过学习正确的运动姿势和发力技巧，同学们的协调能力得到了显著提升。他们在比赛中能够更加自信地发挥自己的技术水平，取得更好的成绩。同时，参与足球活动也有助于帮助学生建立自信心和学习内驱力，提高他们对体育知识的掌握程度，进一步激发他们参与体育活动的积极性。

在足球活动中，同学们还学会了如何与同伴进行协调配合。他们学会了如何在团队中发挥自己的作用，为团队争取胜利。这种协调配合的能力不仅在足球比赛中非常重要，在日常生活中也是不可或缺的。

Part.6

P6 UOI运动课程  

本周，学生们参与了一系列引人入胜的活动，这些活动需要他们扮演不同的角色。有些活动需要他们独立完成，例如独立完成研究项目或单独进行演讲，这可以锻炼他们的独立思考和研究能力。有些活动则需要全班合作，例如进行全班讨论或共同完成一份作业，这可以培养他们的团队合作和沟通能力。还有一些活动需要分组对抗，例如进行体育比赛或辩论赛，这可以增强他们的竞争意识和协作精神。

在本周的学习中，我们注重训练了学生的手眼协调能力。手眼协调能力是人类日常生活中必不可少的一项技能，它可以帮助人们更好地完成各种任务，如写字、打球、打字等。通过一些专门设计的练习和活动，学生将有机会提高他们的手眼协调能力，从而更好地掌握各种基本技能。同时，我们也会注意保持身体的平衡，做一些有氧运动。有氧运动可以帮助人们保持身体健康、增强免疫力、提高精神状态等。通过一些简单的有氧运动，如慢跑、跳绳、瑜伽等，学生可以在繁忙的学习生活中保持身心健康，从而更好地应对日常生活的挑战。

本周我们深入学习了羽毛球的知识，包括如何正确发球、如何计分以及每场比赛有多少球员参加等。羽毛球是一种广受欢迎的体育运动，它可以帮助人们锻炼身体、增强心肺功能、提高反应速度等。通过学习羽毛球的规则和技巧，学生可以更好地享受这项运动，同时也可以提高他们的体育素养和运动能力。

本周的学习是一个丰富多彩、充满挑战和机遇的过程。通过参与各种活动、学习各种知识技能、锻炼身体，学生们将获得更多的机会来发展自己的全面能力，同时也可以享受学习和运动的乐趣。

Part.7

M1 艺术课程   

学生们的艺术之旅：

从理论到实践的抽象艺术探索

在这次特殊的艺术教育课程中，学生们全身心地投入到了抽象艺术和抽象艺术的创始人之一瓦西里•康定斯基的世界中。康定斯基作为二十世纪最具影响力的艺术理论家和抽象艺术的先驱之一，他的理念和创作方式为现代艺术的发展铺平了道路。为了更深入地理解和欣赏康定斯基的艺术，学生们首先学习了关于抽象艺术的基本概念和历史背景。他们了解到，抽象艺术是一种不依赖于具体图像或形式，而依赖于形状、色彩、线条和空间等元素来表达情感和想法的艺术形式。康定斯基的贡献在于他将这些元素以一种极其独特和个人的方式进行组合和运用，以展现出他的内心世界和情感。

在对抽象艺术有了基本的理解之后，学生们开始将这种理念应用于实践。他们接受了一项实际任务——制作一件名为“太空之旅”的艺术作品，以体现康定斯基的风格，并运用之前学过的色彩、形状和形式的理论知识。

这个项目不仅要求学生制作一件艺术作品，更重要的是，他们需要将康定斯基的理论和精神内涵融入到作品之中。这不仅是一次艺术实践，也是一次对康定斯基抽象艺术理论的深度理解和应用。学生们在制作“太空之旅”的过程中，有机会进一步改进他们的正式思维和发挥他们的想象力。他们学会了如何将一个抽象的概念转化为具体的艺术作品，如何运用色彩、形状和形式来表达自己的想法和情感。此外，他们还了解到如何通过创作来探索自己的潜意识和内心世界。

Part.8

M2 自然科学课程  

本周M2阶段的学生们开始探索科学领域中的物理学部分，通过将所学知识与日常生活实际相结合，使学生们能更深入地理解物理作为一门解释自然规律的学科的独特价值。物理现象、物质结构、物质相互作用、物质运动规律这些看似抽象的概念，实际上就围绕在我们的四周。在过去的几周里，我们首先介绍了物质的三种基本形态——固体、液体和气体，通过观察冰的熔化，水的沸腾等简单实验，使学生们有了更直观的认识。随后，我们进一步探讨了物态变化，并从粒子理论的角度解释了各种物态的特点以及物态变化的原因。为了使学生们能更深入地理解这些概念，我们还引导他们独立分析雨、雪、露珠、霜等自然现象的形成过程。在了解了物态及其变化后，我们引入了密度这个概念，并介绍了测量物体体积以及使用天平的方法。通过这些实际操作，学生们不仅学会了如何计算密度，还理解了密度与物质内部结构的关系。

在压力与压强的学习环节，我们以沙漠中的骆驼、潜水和高原反应等实际现象为例，引导学生们理解和掌握固体、液体和气体在不同环境下的压强表现。学生们积极参与到用纸片、水、乒乓球等简单材料进行的小组实验中，通过亲身体验，深刻体会到了压强的存在。在学习的过程中，学生们表现出了对物理知识与生活实际联系的浓厚兴趣。期待他们在自然科学的课堂中感受自然的魅力。