“内驱力”一直是大家很关心的一个话题。我们期待孩子能够拥有内在动机，充满激情地、主动地思考，积极地行动而获得成长而发展。

我们相信，每位孩子都具有内驱力，关键在于教育者如何唤醒内驱力。IB课程鼓励、帮助学生建立以内驱力为主要动力的学习方式，而这一项有深度的、以小组形式开展的探究活动是不可错过的一种锻炼模式。

“Inner driving force” has been a focal topic to everyone. Children are expected to be intrinsically motivated, to think passionately and to act actively so as to develop themselves in the process of growing up.

It is believed that every child possesses an inner driving force. Hence, it is of significance for educators to awaken each child’s inner driving force. The IB programs encourage and instruct students to cultivate a learning style based on the inner driving force. And such an in-depth and group-based exploration activity can be a good way to exercise child’s inner driving force.

这是校内的第二次成果展，现场热烈讨论，孩子们积极展示自我，都印证了一个令人欣喜的结果，他们的内驱力正在一点点被“唤醒”。

来ASJ看展吧！

It was the second achievement exhibition in the school. Students demonstrated their achievements passionately and discussed with each other actively during the process. All of these confirmed a pleasant result that students’ inner driving force had been gradually awakened. Come to join the exhibition!

结题展示形式以手工捏制循环过程为主，一共分为五个小组，每个小组需要合作完成至少一个循环捏制过程，包括水循环，植物生命周期循环，动物的生命周期循环等，大家在捏制过程中展示出了极大的兴趣，制作出来的成品各式各样，不仅锻炼了学生的想象力，还提高了学生的实践动手能力。

The exhibition was chiefly based on the circular process of manual fabrication. Students were divided into five groups. Each group worked together to complete at least one circular process, including water circulation, circulation of plants and animals’ life cycles and so on. Students showed great enthusiasm in the whole process and produced various kinds of products. It was conducive to sparking students’ imagination and improving their practical capability.

学生通过推拉实验，了解到不同种类的力，认识了弹簧测力计以及其他力学实验，知道了力是有大小和方向的，同时结合不同简单的机械原理进行探究，设计了自己的作品，结题展共分三个小组，每个小组有不同的任务，分别是海报设计、滑道和风车。为了能过更好的完成作品，在设计前对小组作品提出多种的问题和假设，收集了大量的信息，并在制作的过程中积极分享自己的想法。

Through push-full test, students had learned different types of force and spring dynamometers, and also knew that force has magnitude and directions. Meanwhile, they designed their own works by combining different simple mechanical principles. Then, students were divided into three groups and each group was assigned a different task respectively, involving poster design, production of chute and windmills. In order to complete their works successfully, students raised a variety of questions and hypotheses before designing. Besides, they had also collected a large amount of information and shared their ideas actively during the process.

围绕本单元的探究主题和中心思想，学生通过参与拔河、认识弹簧测力计了解力的概念、力的特性；通过不同粗糙程度斜面小车、热气球原理、磁悬浮实验、平衡实验、轨道小车、惯性实验、气球动力小车等实验探究了摩擦力、万有引力、磁力、推力和拉力以及牛顿三大定律（力和运动的关系）。在实验过程中学生以小组讨论的形式去了解生活中力的种类及力的作用。最后学生通过了解和观察力在杠杆、此轮等简单机械中的作用原理，采取行动，设计一款由简单机械解决生活中的一个问题。

Based on the exploration topic and content of this unit, students have learned about the concept and characteristics of forces through tug-of-war and spring dynamometers. What’s more, students have explored friction, gravity, magnetism, thrust, tension as well as Newton’s Three Laws of Motion by such experiments as bevel trolleys of different roughness, principle of hot air balloons, magnetic levitation experiment, balance experiment, track trolleys experiment, inertial experiment and air car experiment. During the process, students figured out the types and acts of forces in our daily life through group discussion. Finally, by observing and learning the principles of forces in such simple machineries as levers and wheels, students acted and designed a simple machine to solve a daily problem.

通过分小组完成实验来结题展示，一共分为六个小组，每个小组完成三个与物质主题相关的小实验，包括仿制火山喷发实验，碘升华实验，熔岩灯实验，点水成冰实验， 白糖加热实验等，大家在实验展示中的体现出了对物质科学的极大兴趣，并通过实验增强了实践能力。

Students were divided into six groups to finish their experiments and display their final results. Each group completed three experiments related to the theme of substance, including imitated volcanic eruption experiment, iodine sublimation experiment, lava lamp experiment, conversion of water into ice experiment, sugar heating experiment and the like. In the experiment demonstration, students showed great interest in the science of substances, and the experiments also enhanced their practical capability at the same time.

同学们在前三周通过Gallery Walk、阅读、实验等方式探究了“生物、基因、性状、生命循环”等概念；能够通过流程图梳理实验步骤顺利地完成实验，并通过分析实验数据加深对中心思想的理解。在最后的两周，孩子们分组反思、梳理探究概念、实验，制作海报。孩子们将在成果展中用海报、实验展示探究成果。

In the first three weeks, students had learned the concepts of biology, genes, traits and life cycles, etc. by Gallery Walk, reading and experiments. Students were able to complete the experiment according to the experimental steps showed in the flow chart. In addition, they have also deepened their understanding with regard to the content through the analysis of the experimental data. In the last two weeks, students were divided into groups to reflect, explore concepts, do experiments and design posters. At last, students demonstrated their experimental results in the forms of posters and experiments in the exhibition.

烟是气体吗？云是气体，液体还是固体？土豆片涂上碘伏产生的是什么变化，苹果片涂上碘伏呢？为什么酵母加了温水之后的反应是化学变化，石膏里加入温水呢？在进入单元时，我们通 大量有趣的实验研究发现这些问题的答案。同学们通过小组合作， 使用实验记录表格推测--观察--记录--发现生活中常见的物质形态和物质变化。随后的学习中，我们继续通过挑战赛探究了物质间能量的转换，通过设计类的网站和生活中真实的故事探索工程与设计问题。我们还邀请了家长作为嘉宾为孩子们介绍自己公司里的创意设计和研发理念。

（点击回顾讲座小学部|家校共建IB课程，PYP“嘉宾讲堂”开始啦！）

Is smoke a gas? Is cloud a gas, a liquid or a solid? What changes will take place when potato chips are coated with iodine, and what about apple slices coated with iodine? Why does the chemical reaction take place when yeast is added warm water, and what about gypsum added warm water? After learning the content of this unit, we would find the answers to these questions through a variety of interesting experiments. In the process, students worked in small groups and used experiment record sheets to predict, observe, record and discover the physical forms and changes of common substances in daily life. In the subsequent learning, we continued to explore the transformation of energy between substances through the Challenge and investigate engineering and design problems through design websites and true stories in daily life. Furthermore, we also invited students’ parents as guests to introduce the innovative design and R&D ideas of their working company for students.

探究过程有很多难忘的瞬间。从定主题，小组讨论，到发挥文采撰写课题规划、小论文，最后完成内容丰富又多彩的展板装饰，每个学生相当于和这些时代优秀人物展开了深度对话，最终呈现了一篇有价值、有思考的展示。

There were many unforgettable moments during the exploration process. In the whole process, students firstly decided the topic, discussed in groups and then wrote their program plans and papers and at last completed the display board decorated with colors and rich contents. It could be said that each student has launched an in-depth conversation with these outstanding figures of the times. Finally, students presented a valuable and thoughtful display.

成果展取得超预期的成功，离不开孩子们的想象力和创造力，离不开老师的悉心引导。在内驱力发展中，ASJ致力于为学子提供多元的不同的体验，他们在体验中、在实践中学会探索，学会思考，这些宝贵的技能将成为他们面对复杂世界的有力武器。期待孩子们下次的表现！

The achievement exhibition has yielded great success beyond expectation, which is inseparable from the imagination and innovation of the students as well as the careful instructions of the teachers. In the program of developing students’ inner driving force, ASJ is committed to provide students with a variety of experiences that make them learn to explore and think in the process of practice. All the valuable skills that they’ve learned in the process will become a powerful weapon for them to confront the complex world. Looking forward to the next exhibition!