Address by the Principal from the MIS Weekly Midday Assembly

MIS's Exploring curriculum subject teacher sharing

Part.1

P1 UOI-Music Class  

The P1 children are so excited and happy in their music class! This week, the students in P1 have delved into one of the core elements of music: rhythm. For these young students, rhythm may seem abstract and complex at first, but we've cleverly presented this seemingly esoteric concept in a simple and intuitive way.

In the first half of the class, the students actively engage with rhythm through active music-making. They listen to music and clap or stomp in time to maintain a steady 4/4 beat. This interactive approach allows them to experience rhythm in a physical way, rather than just listening or watching.

In the second half of the class, they delve further into the world of non-pitched percussion instruments. These instruments, such as triangles, drums, and shakers, have no fixed pitch and require players to control rhythm and beats through aural and tactile sensation. This challenges them to use their instruments to express rhythm, adding a layer of difficulty and intricacy to their practice.

Through this learning process, the students not only enhance their musicality and rhythm but also develop important skills like auditory perception, hand-eye coordination, and concentration. This learning experience is significant for their all-round development, particularly for cultivating their aesthetic appreciation, expressive abilities, and collaborative skills.

By using active and interactive methods, the students not only grasp the concept of rhythm but also gain a deeper understanding through hands-on exploration. They are able to hear, feel, and even play rhythm, which increases their interest and passion for music. At the same time, this kind of learning experience stimulates their creativity and imagination, enabling them to showcase more talents in future learning and music-making.

We believe that through this music class, the students will not only grow in their music skills but also develop their self-confidence, teamwork spirit, and problem-solving abilities. This will lay a solid foundation for their future studies and life. We are proud of their progress and accomplishments.

We also thank the parents for your support of our music education. Your encouragement and participation enable the children to thrive in their music studies. Let's look forward to the students' continued success in the world of music and enjoy exploring the wonders of music in future classes!

Part.2

P2 IB-UOI Class  

The students in P2 have shown amazing performance in the IB program! As we delve into this unit in the IB program, we are exploring a thought-provoking concept - "Who We Are" - which is closely related to our relationships with our families. This inquiry unit provides a unique perspective to further understand our identity through exploring family background and interpersonal relationships.

In this process, students have not only sorted out their family history through thinking and creating family trees but also enhanced their understanding of family heritage. A family tree is not just a chart; it is a mirror reflecting our past, present, and future. Through this approach, students have developed a deeper understanding of their sense of family responsibility.

In addition, we have also discussed the roles and responsibilities of each family member. This includes not only the trivial responsibilities in daily life but also the significant responsibilities shouldered during difficult times. Such discussions help students better understand their roles in the family and how they can contribute to the harmony and prosperity of the family.

Finally, we spent a lot of time studying historical family units, including both Chinese history and American history during the colonial period. By studying different cultural backgrounds and historical periods, we can see the dynamic changes in families in different societies and how these changes affect and shape our identity.

Overall, this inquiry unit has not only helped us understand the concept of "Who We Are" but also shown us how our identity is closely connected to our family, history, and culture. By studying this unit, we can better understand our past, feel our present more deeply, and face our future with more confidence.

Part.3

P3 UOI-French Class  

The children in P3 have shown great enthusiasm for French learning in their French classes! Early this week, we successfully completed the first unit of study, and during this process, the children demonstrated proud learning outcomes. Not only did they learn to introduce themselves, count, and recognize colors, but they were also able to ask and answer the sentence "Qu'est-ce que tu fais?" (What are you doing?) in French. They were able to confidently say sentences like "je saute" (I'm jumping) and "je chante" (I'm singing), which is an outstanding achievement for beginners.

In the second unit, we will continue to delve deeper into content more relevant to the children's school life. We will learn French vocabulary related to school supplies, such as "cartable" (backpack), "la gomme" (eraser), "la règle" (ruler), "la cahier" (notebook), "les ciseaux" (scissors), and "le stylo" (pen). These vocabulary words are frequently used in daily life, and mastering them can greatly enrich the children's vocabulary.

In class, we will use these vocabulary words repeatedly to enhance the children's understanding and application of them. Through interacting with classmates, playing games, and engaging in practical activities, the children will better master this knowledge and be able to apply it to their daily lives. We believe that through this practical and interactive approach, the children will be able to understand and grasp these learning contents more deeply.

This week, the children have maintained their high learning enthusiasm, listening carefully and actively participating in classroom activities, which is very commendable. We hope they can continue to maintain this positive learning attitude and make greater progress in their subsequent studies.

Part.4

P4 IB-UOI Class  

In the inquiry unit of P4 class, we have been exploring the theme "Who am I" in depth. This theme mainly involves how students understand themselves, especially how to deal with current challenges and face these challenges with what attitude to produce different results. Based on this theme, we have collected and sorted out materials from multiple disciplines such as sociology, psychology, methodology, and history for discussion and research. We hope to use these perspectives to help students adjust their attitude when facing challenges in order to successfully overcome them.

In class, we first ask students to think about how they define challenges and their connection to themselves. We help students identify big and small challenges in life, share their own life experiences, and tell multiple stories about how to adjust their attitude to complete challenges. Students are very interested in this and use classroom discussion and my experience to reflect on the challenges they face and how to respond to them. For example, students use attitude registration forms to constantly track their attitude when dealing with challenges.

In addition, we have studied the life stories of globally famous people to explore how they adjusted their attitude when facing challenges and ultimately achieved success. Students effectively completed related written and oral presentations and ultimately presented their research through posters.

We also discussed in depth whether individuals' attitudes when facing challenges would affect the attitude of other related people, leading to changes in the outcome of the challenge. Students accurately predicted and validated this theory, resulting in a deeper understanding of the relationship between attitude and challenge. For example, in learning, when facing difficulties or not understanding knowledge, one should maintain an inquisitor's perspective to constantly seek help from teachers. This way, the teacher's attitude will shift to that of a patient teacher of knowledge, thus achieving the goal of overcoming this challenge. Through studying this unit, students can more clearly and patiently face the challenges encountered in future work and study, and continue to use the correct attitude to actively face them.

Part.5

P5 UOI-Dance Class  

Through studying the theme of heroes in the IB program, children jointly explore the topic of how heroes impact human values and beliefs. In dance class, children also discuss the qualities and influence of heroes. They believe that heroes not only exist in the real world but also in fictional characters in novels or film and television works. For example, in the Harry Potter series, children are familiar with the characters and storylines, and at this stage, P5 students are actively involved in learning the dance "Harry Potter."

Children are very interested in this topic, which motivates them to strive to do their best in every element of the dance.

Despite the fast pace and difficult movements of the dance music selection, children did not give up easily when facing this challenge. They practiced from breaking down the movements to group cooperation, and every step was carefully attended to. Through their efforts, they have mostly mastered this stage of the content. Bravo to their challenging spirit!

Through studying the theme of heroes, children not only developed their dance skills but also enhanced their courage and confidence. They have learned that heroes not only exist in the real world but also in fictional characters in novels or film and television works. This interdisciplinary approach to learning helps children more comprehensively understand the meaning of heroes, develop their imagination, and stimulate their creativity and challenge spirit.

Part.6

P6 UOI-PE Class  

This week, the students in P6 learned a lot about football and its skills in physical education class. They not only understood the rules of football matches but also mastered the essentials of football techniques, learned how to use the rules, how to make correct technical moves, and how to cooperate with teammates. They not only mastered the correct posture and power skills but also understood the importance of learning sports knowledge, participating in sports activities, and developing physical qualities.

Through learning football skills, the students not only learned how to control and pass the ball but also learned multiple passing methods and shooting techniques. They mastered how to shake off opponents' defense, how to use speed and flexibility to break through lines, and could make correct judgments and decisions. Mastering these skills will not only help them achieve good results in matches but also develop their ability to play a role in the team.

In football training, students develop their physical qualities such as reaction speed, flexibility, and endurance through constant practice and repeated simulations of match scenarios. They learned how to maintain persistence and focus during high-intensity training and through interaction with coaches and peers, how to accept guidance and criticism, and constantly improve their technique and performance. This sustained effort and challenge allows them to become more resilient and confident psychologically, laying a foundation for their future development.

In addition, learning football also develops students' imagination and creativity. Through hands-on practice, students learn how to use the rules, how to make correct technical moves, and how to cooperate with teammates. This not only improves their coordination ability and sports performance but also helps them build self-confidence and internal drive for learning.

In matches, students must cooperate closely with teammates to achieve tacit cooperation in passing and tactics. They learn to listen to and respect their teammates' opinions and play different roles to contribute their own strength to the team's success. This teamwork experience enables them to cooperate better with others in other areas such as academics, social life, and daily life. Learning football is of great significance for students' comprehensive development.

We are proud of the student’s efforts and achievements in the process of learning football skills. Let's look forward to the students' further progress in the field of football and show their talents and potential in future studies and matches.

Part.7

M1 PE Class  

This week, our focus in class is on learning different striking techniques, position layouts, and rotation strategies in volleyball. Like every week's classes, the specific sports knowledge we learn complements broader physical education goals, helping every student develop in a well-rounded way.

By combining game elements with individual and team activities, we aim to help students improve their aerobic capacity, enhance their eye-hand coordination, and improve their balance. These activities not only focus on physical exercise but also require students to use creative thinking to solve problems and complete tasks in unique ways.

Volleyball requires students to focus on exercising reaction speed, footwork skills, and communication with teammates. This is because volleyball is a team sport that requires quick reactions and high coordination, as well as accurate judgments and actions in the blink of an eye, whether it's spiking, serving, or receiving the serve.

Our goal is to allow students to face a variety of different sports challenges so that they can not only improve their sports skills but also find interesting ways to exercise, increasing the likelihood that they will maintain a healthy lifestyle in the long term. A healthy lifestyle is crucial for students' physical and mental development, as it not only helps improve their physical fitness but also has far-reaching effects on their studies, social life, and future career.

Learning volleyball and its related skills not only enhances students' physical fitness and improves their sports abilities but also cultivates their teamwork spirit, improves communication skills, and develops leadership qualities. In addition, participating in collective sports like volleyball helps students develop self-confidence, self-discipline, and a good attitude, which are essential qualities for facing life's challenges.

Part.8

M2 Art Class  

M2 students are natural-born artists! This week, students' skills in painting have been improving in full swing. Their focus is on studying the style of British artist Julian Opie, a unique artist who has become the center of attention for students with his unique pop art style. Through in-depth analysis of Julian Opie's artworks, students have started to learn about the basic knowledge of facial proportions, a crucial aspect of painting.

To deepen their understanding and application of this knowledge, we have carefully designed a series of practical tasks. Among them, the theme of "Me and Julian Opie-style Grandpa/Grandma" has triggered students' endless imagination and creativity. In practice, they gradually realized how to incorporate these proportions into their own artistic creations, making their works more personalized and vivid.

We used a variety of teaching methods and tools in the class. Colorful worksheets and 3D teaching aids provided not only a visual treat but also a brand-new learning experience for students. The use of these tools made the knowledge of facial proportions come alive and more interesting, greatly enhancing students' enthusiasm and participation.

This learning experience not only enabled students to master the fundamentals of painting but, more importantly, taught them how to apply this knowledge flexibly in practice, making their artistic creations more profound and infectious.

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 UOI音乐课程  

P1的孩子们在音乐课上非常兴奋和开心！本周P1的学生在学习中深入了解了音乐的核心元素之一，节奏。对于P1的学生来说，初次接触节奏可能会感到抽象和复杂，我们通过巧妙的方式，将这个看似高深的概念以简单、直观的方式呈现给他们。 

在课程中，学生们首先通过实际的音乐演奏来感受和理解节奏。他们聆听音乐，同时跟随音乐的节奏以鼓掌或步伐来打出稳定的4/4拍。这种互动的方式使得学生们能以亲身参与的方式理解节奏，而不是仅仅通过聆听或观看来接受这个概念。 

在本周的第二节课中，他们进一步探索了无音高打击乐器的世界。这些乐器，如三角铁、鼓和沙锤，都是没有固定音高的乐器，它们的独特之处在于，演奏者需要通过听觉和手感来控制节奏和拍子。这与他们之前在身体上保持稳定节奏的练习有所不同，因为现在他们需要使用乐器来表达节奏，这无疑增加了难度和挑战。 

通过这些学习，学生们不仅能够增强他们的音乐感和节奏感，而且能够培养他们的听觉、手眼协调能力和集中注意力等重要技能。这种学习经历对于他们的全面发展具有重要意义，尤其是对于培养他们的审美能力、表达能力和协作能力等方面都有积极的推动作用。

通过活动和互动的学习方式，学生们不仅仅是理解了节奏的概念，更是通过实践和体验深入体会到了节奏的奥妙。他们能够听到、感受到，甚至通过乐器来表达节奏，这让他们对音乐产生了更深的兴趣和热情。同时，这样的学习经历也激发了他们的创造力和想象力，让他们能够在以后的学习和音乐创作中展现更多的才能。 

我们相信，通过这次音乐课程的学习，学生们不仅能够在音乐领域获得成长，而且还将培养他们的自信心、团队合作精神和积极解决问题的能力。这将为他们未来的学习和生活奠定坚实的基础。 

我们为学生们的进步和成就感到骄傲，同时也感谢家长们对学校音乐教育的支持，正是有了您们的鼓励和参与，才能让孩子们在音乐学习中茁壮成长。让我们共同期待着学生们在音乐领域取得更多的成就，并在未来的音乐课程中继续享受和探索音乐的美妙世界！

Part.2

P2 IB-UOI超学科单元主题课程  

P2的学生在IB课程上的表现令人惊叹！在我们深入探究IB计划中的这个单元时，我们正在探索一个引人深思的概念——“我们是谁”，这个概念与我们与家庭的关系息息相关。这个探究单元提供了一个独特的视角，让我们可以从家庭背景和人际关系中进一步理解我们自身的身份。

在这个过程中，学生们通过思考和制作家族树，不仅梳理了他们自身的家庭历史，还增强了对于家族传承的认识。家族树不仅是一张图表，它更是一面镜子，反射出我们的过去，现在和未来。通过这种方式，学生们对于家庭的责任感有了更深的理解。

此外，我们还深入探讨了家庭中每个成员的角色和责任。这不仅包括日常生活中的琐碎责任，也包括在困难时期所应承担的重大责任。这样的讨论可以帮助学生更好地理解他们在家庭中的角色，以及他们应如何为家庭的和睦和繁荣做出贡献。

最后，我们花费了大量的时间来研究历史上的家庭单元，这不仅包括中国的历史，也包括殖民时期的美国历史。通过研究不同的文化背景和历史时期，我们可以看到家庭在不同社会中的动态变化，以及这些变化如何影响和塑造我们的身份。

总的来说，这个探究单元不仅帮助我们理解“我们是谁”这个概念，还让我们明白我们的身份是如何与我们的家庭、历史和文化紧密相连的。通过学习这个单元，我们可以更好地理解我们的过去，更深地感受我们的现在，更有信心面对我们的未来。

Part.3

P3 UOI法语课程  

P3的孩子们在法语课堂上展现出了他们对于法语学习的极大热情！本周初，我们成功地结束了第一单元的学习，在这个过程中，孩子们展现出了令人骄傲的学习成果。他们不仅学会了自我介绍、数数和认识颜色，还能用法语询问和回答“Qu'est-ce que tu fais？”（你在做什么？）这个句子。他们能够自信地说出“je saute”（我在跳跃）和“je chante”（我在唱歌）等句子，这对于初学者来说是一项了不起的成就。

在第二单元中，我们将继续深入学习与孩子们的校园生活更相关的内容。我们将学习关于学习用品的法语词汇，例如“cartable”（书包）、“la gomme”（橡皮擦）、“la règle”（尺子）、“la cahier”（本子）、“les ciseaux”（剪刀）以及“le stylo”（笔）。这些词汇在日常的学习生活中频繁使用，掌握它们能极大地丰富孩子们的词汇量。

在课堂上，我们将反复使用这些词汇，以增强孩子们对它们的理解和运用。通过与同学互动、游戏和实践活动，孩子们将会更好地掌握这些知识，并能将其应用到他们日常生活中。我们相信，通过这种实践和互动的方式，孩子们将能够更加深入地理解和掌握这些学习内容。

本周，孩子们依然保持着高昂的学习热情，他们认真听讲，积极参与课堂活动，这是非常值得赞赏的。我们希望他们能继续保持这种积极的学习态度，并在接下来的学习中取得更大的进步。

Part.4

P4 IB-UOI超学科单元主题课程  

在P4班的探究单元中，我们一直在深入探索主题“我是谁”。这个主题主要涉及学生们如何认识自我，特别是如何应对当前遇到的挑战以及用什么样的态度来面对这些挑战从而产生不同的结果。

根据这一主题，我们从社会学、心理学、方法论和历史等多个学科中搜集整理资料，并进行讨论和研究。我们希望借用这些观点来帮助学生在面对挑战时调整自己的态度，以便成功克服这些挑战。

在课堂中，我们首先让学生们思考他们如何定义挑战以及挑战与他们自己的联系。我们帮助学生明晰生活中的大挑战和小挑战，并分享了自己的生活经历，讲述了多个关于如何调整态度以完成挑战的故事。学生们对此非常感兴趣，并结合课堂讨论和我的经历来反思自己所面临的挑战以及如何应对挑战。例如，学生们使用态度登记表不断跟踪他们在应对挑战时的态度。

此外，我们还研究了全球著名人物的生平事迹，以探究他们如何在面对挑战时通过调整态度最终取得成功。学生们高效地完成了相关文字和口头呈现，最终以海报的形式呈现了他们的调查内容。

我们还深入探讨了当个体在面对挑战时展现不同的态度是否会影响相关人物的态度，从而导致挑战结果的变化。学生们准确地预测和验证了这一理论，从而对态度与挑战之间的关系有了更深刻的理解。

比如在学习中，自己对困难或者听不懂知识，应该保持一个询问者的角度去不断寻求老师帮助，这样老师的态度就会转变为一个耐心的教授知识的角色，从而完成这一挑战的目标。关于这一单元的学习，学生们可以更清楚并保持耐心的去面对未来工作学习中大大小小挑战，并会不断利用正确的态度来积极面对它们。

Part.5

P5 UOI舞蹈课程  

基于IB课程的学习主题，孩子们共同探究英雄影响人类的价值观和信仰的话题，舞蹈课上孩子们也一起探讨了英雄的品质和影响，孩子们认为英雄除了现实的世界中存在，很多小说或影视作品中的虚幻人物也是他们心目中的英雄。比如《Herry potter》 孩子们熟悉的人物熟悉的故事情节，这一阶段P5年级的孩子正在积极的投入到舞蹈《Herry potter》的学习中。

孩子们兴趣非常浓厚，这是他们感兴趣的主题！这也能促使他们将每一个元素动作都尽力做到更好。

因为音乐的选材，这一阶段的舞蹈动作节奏很快动作难度也比较大，但是孩子们在面对这种挑战时并没有轻言放弃，他们从分解动作练习到小组合作练习，每一个环节都很用心。通过他们的努力，这一阶段的内容孩子们都掌握的不错。P5的孩子们身体与心灵的力量越来越凝聚，能感受到他们无止境的拓宽自己的极限。他们耐心地分解动作进行练习，互相合作，认真对待每一个环节。通过他们的努力，大多数孩子都成功掌握了这一阶段的内容。为他们的挑战精神点赞！

通过学习英雄的主题，孩子们不仅锻炼了自己的舞蹈技能，还增强了勇气和信心。他们了解到，英雄不仅存在于现实世界中，小说和影视作品中的虚构英雄也是他们可以学习的榜样。这种跨学科的学习方法有助于孩子们更全面地理解英雄的含义，培养他们的想象力，激发他们的创造力和挑战精神。

Part.6

P6 UOI运动课程  

本周，P6的同学们在体育课上学到了很多关于足球的知识和技能。他们不仅了解了足球的比赛规则，还掌握了足球的技术动作要领，学会了如何使用规则、如何做出正确的技术动作以及如何与队友配合，他们不仅掌握了正确的运动姿势及发力技巧，还提高了学习体育知识、参加体育活动和培养身体素质的重要性。

通过学习足球技巧，同学们不仅学会了如何控制和传球，还学会了多种传球方式和射门技巧。他们掌握了如何摆脱对手的防守、如何运用速度和灵活性来突破防线，并能做出正确的判断和决策。这些技能的掌握不仅有助于他们在比赛中取得好成绩，还培养了他们在团队中发挥作用的能力。 

在足球训练中，同学们通过不断练习和反复模拟比赛场景，培养了他们的反应速度、灵活性和耐力等身体素质。他们学会了如何在高强度的训练中保持坚持和专注，并且通过与教练和同伴的互动，学会了如何接受指导和批评，不断改进自己的技术和表现。这种持续的努力和挑战让他们在心理上变得更加坚韧和自信，为他们的未来发展奠定了基础。

此外，学习足球还发展了同学们的想象力和创造力等能力。通过实践操作，同学们学会了如何使用规则、如何做出正确的技术动作以及如何与队友配合。这不仅提升了他们的协调能力及运动表现，还帮助他们建立了自信心和学习内驱力。

在比赛中，同学们必须与队友密切合作，实现默契的传球和战术配合。他们学会了如何倾听和尊重队友的意见，如何扮演不同角色并为团队的成功贡献自己的力量。这种团队合作的经验使他们在其他领域，如学术、社交和生活等方面，也能更好地与他人合作。学习足球对于同学们的全面发展具有重要意义。

我们为同学们在学习足球技巧的过程中所展现的努力和成就感到骄傲。让我们共同期待着同学们在足球领域取得更多的进步，并在未来的学习和比赛中展现出他们的才能和潜力。

Part.7

M1 运动课程  

本周，我们的课程重点聚焦于排球这项运动中不同的打击技巧、位置布局以及旋转策略的学习。就像每周的课程一样，我们所学习的具体运动知识与更广泛的体育教育目标相互补充，共同助力每一位学生的全面发展。

通过将游戏元素与个人和团队活动相结合，我们旨在帮助学生提高有氧运动能力，增强眼手协调能力，并提升他们的平衡感。这些活动不仅注重体能的锻炼，更关键的是，它们需要学生们发挥创意思维，以独特的方式去解决问题和完成任务。

排球运动要求学生们专注于锻炼反应速度、步法技巧以及与队友之间的沟通能力。这是因为排球是一项需要快速反应和高度协调性的团队运动，无论是扣球、发球还是接发球，都要求学生能够在瞬间做出正确的判断并付诸行动。

我们的目标是让学生们面对各种不同的运动挑战，这样他们不仅可以提升自己的运动技能，更可以找到富有趣味性的锻炼方式，从而增加他们长期保持健康生活方式的可能性。健康的生活方式对于学生的身心发展至关重要，它不仅有助于提高他们的身体素质，还对他们的学习、社交以及未来的职业生涯产生深远影响。

学习排球及其相关技巧，不仅可以增强学生的体质，提高他们的运动能力，更可以培养他们的团队合作精神，提升沟通技巧和领导能力。此外，参与排球这样的集体运动，有助于培养学生的自信心、自律性和良好的心态，这些都是他们在面对生活挑战时不可或缺的素质。

Part.8

M2 艺术课程  

M2的学生是天生的艺术家！本周学生们的绘画技能提升工作正如火如荼地进行着。他们致力研究的重点是英国艺术家朱利安·奥培的风格，这位独特的艺术家以其独特的波普艺术风格成为了学生们的焦点。通过深入分析朱利安·奥培的艺术作品，学生们开始了解面部比例的基本知识，这是绘画中至关重要的一环。

为了加深对这些知识的理解和应用，我们精心设计了一系列实践任务。其中，“我和朱利安·奥培风格的爷爷/奶奶”这一主题，引发了学生们无尽的想象力和创造力。他们在实践中逐渐领悟到，如何将这些知识巧妙地融入到自己的艺术作品中，使作品更具个性和生命力。

课程中，我们运用了丰富多样的教学方法和工具。色彩斑斓的工作表和立体的3D教学辅助工具不仅提供了视觉上的享受，更为学生们带来了全新的学习体验。这些工具的运用，使得面部比例的知识变得生动而有趣，极大地提高了学生们的学习热情和参与度。

这次学习经历不仅让学生们掌握了绘画的基础知识，更重要的是，他们学会了如何将这些知识灵活运用到实践中，使得他们的艺术作品更富有深度和感染力。