家国情怀与其说是心灵感触，毋宁说是生命的自觉和家教传承；

“家国情怀”是中国优秀传统文化的基本内涵之一；

“家国情怀”是主体对共同体的一种认同，并促使其发展的思想和理念；

“家国情怀”是传统文化的重要联系，又是对传统文化的超越；

“家国情怀”是增强民族凝聚力、提高公民意识重要的时代价值；

“家国情怀”是中华民族最深沉的文化认同。

The sense of national sentiment and citizenship recognition is more of life consciousness and inheritance of family upbringing rather than sentimental feelings.

It is one of the basic connotations of the excellent traditional Chinese culture;

It is people’s recognition of their community, and the ideology of contribution for its development and prosperity.

It is the crucial connection to our traditional culture, as well as a pathway that transcends it.

It is an important modern value for enhancing national cohesion and civic consciousness.

It is the strongest cultural recognition of Chinese people.

面对新一代的港澳子弟，我们怎样培养这些学子们的家国情怀，增强他们的民族认同感？又怎样用国际教育的教育理念去浸润孩子们幼小的心灵，使他们能够迅速茁壮地成长？

How can we cultivate and enhance the sense of national sentiment and citizenship recognition for the new generation of children from Hong Kong and Macao?  How should we apply the educational concept of international education to immerse children’s minds so that they can thrive?

当IB国际教育理念遇到了新时代的新问题，我们要怎么做？

What do we do when the IB philosophy encounters adversities in new era?

熟悉IB教学的家长都知道，在小学项目课程（PYP）的教学中，“我们是谁”、“我们身处什么时空”、“我们如何表达自己”、“世界如何运作”、“我们如何组织自己”、以及“共享地球”核心的6个超学科主题是当今国际教育中最为基本的人类共同关注的问题。

Parents who are familiar with the primary year program (PYP) of IB education may have some ideas about the six core interdisciplinary subjects that focus on the most basic concerns of human survival in international education today: "Who We Are,"  "What are We in,"  "How we express ourselves,"  "How the World Works,"  "How we Organize ourselves," and "Shared Earth.

那么如何把IB的6个超学科主题同我们的“爱国爱家”的家国课程结合起来？既体现出IB课程的教育理念，又能突出了港澳子弟学校教学的特色呢？

So how do we combine the six interdisciplinary themes of IB framework with our citizenship curriculum? Can it not only reflect the educational concept of IB curriculum, but also highlight our school’s characteristics of Hong Kong and Macao?

我们将通过《我的家在中国》这套绘本教材作为基本载体实施我们的课程。

The series of picture textbooks“My Home is in China”will be the vessel of delivery for us to carry out our curriculum goals.

绘本中的“民族、城市、节日、山河、湖海、道路”六大板块，恰恰分别代表了孩子们将来要面对的时间、空间、如何共享地球、如何认识自己以及怎么表达自己的IB 6个超学科主题。IB的6个超学科恰好能够融入在这6个教学板块中，从易到难，采用螺旋式上升的教学难度贯穿在整个PYP阶段的教学中。书中涵盖了历史、文化、地理、语文、古典诗文的刻画和故事情节设计体现了浓烈的家国情怀，中国文化是中国的也是世界的，从而也在孩子们面前展示了一个完美的世界情怀。

The six divs of "nationality, cities, festivals, mountains or rivers, lakes or seas, and roads" in the picture textbooks are exact representation of the time, space, shared Earth, self-recognition and self-expression that children should face in future, which also matches six interdisciplinary themes in IB. These themes can be integrated into these six education divs in picture textbooks nicely, with appropriate spiral progression of difficulty throughout the whole PYP stage of teaching. The books cover history, culture, geography, Chinese, Chinese classical poetry, and story design reflect the strong connection of citizenship and identity of China. Chinese culture not only belongs to China, but the world. Thus, it shows a perfect sense of global view to our children. 

在整个小学PYP阶段的全部教学中，我们的教学设计将按照孩子们的认知规律，从我们是谁、我们处于什么时空这些基本的问题入手，引领孩子们通过对教材的认识和研究，逐步进行民族、城市、山河等进一步知识的探究，从而激发他们的好奇心，并结合身边的生活进一步引领他们认识我们共享的地球以及我们是怎么运作的？最后孩子们会通过作品展示并且自己为全班同学介绍自己的作品并讲给他们。这6个主题贯穿于小学PYP阶段的学科教学，并随着学生年龄、年级、知识的增长，我们会逐渐深入课题的深度和广度，从而全面了解我我们的6大主题，并且锻炼了学生自我认知、自我探究、独立与合作、自信力、领导力以及自我展示能力。

In the teaching of whole PYP stage, our education design will be in accordance with the children's cognitive pattern, from who are we to where we are. These basic questions lead children exploring the knowledge of nation, cities, rivers or mountains,and others by reading and researching textbooks, so as to inspire their curiosity, and encourage them to combined with their life. Moreover, the textbooks lead students to understand the shared Earth and how do we operate? Finally, the children will show their works and preset them to the classes. These six themes run through the whole PYP stage curriculums, and with the growth of students’ age, grade, knowledge, we will gradually deepen the depth and breadth the ranges of topics. Therefore, students are able to fully understand our six topics, and it trains students ' abilities of self-cognition, self-exploration, independence, teamwork, confidence, leadership and self-presentation.

所以IB超学科教学理念与《我的家在中国》这套教材的结合，带给学生的不是一个个的知识点，而是通过探究计划融会贯通的知识面，通过教师的教学，学生不仅仅获得了知识，同时他们还收获了对事物的比较、判断、分析、语言的综合能力，从而激发学生本身对知识的探索能力。

Thus, this series of textbooks named "My home is in China"  use combination of IB’s interdisciplinary teaching concept, bring students the scope of knowledge rather than knowledge points by means of exploration in comprehensive knowledge. Also, it achieves by education from teachers, hence students not only obtained knowledge, but also they develop comprehensive abilities on comparison, judgment, analysis, languages, which enlightens students’ abilities to explore knowledge.

因为这套绘本是香港教材，采用中文繁体字出版，所以我们在教学的时候也将同时以中文繁体字及粤语授课，作为整个教学活动的补充，让孩子们在接受简体中文字的同时，又认识了相应的繁体字，在英语、普通话教学的同时，粤语又能够使用。使学生能够在简体、繁体两种不同的字体中自由切换，对课外阅读、延伸阅读、以及将来返港后融入到香港学校教育都奠定了了更加直接方便的学习基础。

Because this set of picture books is from Hong Kong, which published in Chinese traditional characters, so the medium of instruction will be Chinese traditional characters and Cantonese. This is a supplement to the teaching activities, aiming at enabling children to learn the corresponding traditional Chinese characters when they under the simplified Chinese character education. It also enable students to use Cantonese while English and Mandarin teaching. The coverage allows students to switch seamlessly between two different fonts, and lays a more direct and convenient learning foundation for extracurricular reading, extended reading, and for future integration into Hong Kong schools.

整个课堂将充满童趣，营造的情境真实，内容与孩子们现实中的活动认知息息相关，能引起他们的共鸣,引发热烈讨论，从而促进他们创造性和批判性思维的发展。学生在一定的情境中掌握技能，探索与他们相关的学习内容，并超越传统学科之间的界限开展学习。孩子们学到的不仅是知识，通过学习，他们对社会学、科学、个人教育、社会教育及运动、以及艺术等学科领域都有涉猎。

This set of picture textbooks fit children's taste with authentic experiential scenario, and the content is closely related to children's actual cognition, which can strike a chord and arouse heated discussion. Therefore, it promotes the development of their creative and critical thinking. Students master the skills in a certain context, explore the learning content related to them, and learn beyond the boundaries between traditional disciplines. Children obtain not only knowledge, but also the dabbling in fields of sociology, science, personal education, social education, sports, as well as art.