Identities & Relationships 探索与我们周围世界息息相关的话题

Identities & Relationships 探索与我们周围世界息息相关的话题 | I-EP八年级探究项目展示

04-26 08:28发布于广东

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The I-EP MYP Inquiry Project is the inquiry-based master course that runs through MYP students' three years of middle school study. MYP designs inquiry themes based on the 6 IB global contexts, with 4 themes per semester and 2 rounds of inquiry projects completed in 3 years including identity and relationships; spatial and temporal orientation; personal expression and cultural expression; innovation in science and technology; globalization and sustainable development; and equity and development.

For basic education period, the most valuable value of inquiry learning is that students ask a question based on the reality world and complete their own thinking and practice under the guidance of the six steps of the inquiry cycle, which is Tuning in – Finding out – Sorting out – Going further – Making conclusions – Taking action.

In this process, from group formation to actual action and the final presentation, all aspects are the development and training of comprehensive abilities of the student (the subject of learning).

I-EP MYP探究项目是贯穿学生初中三年学习的探究类主课程。MYP根据IB六大全球背景设计每次的探究主题，每学年四个主题，三个学年完成两轮探究循环。他们分别是：特征/认同和关系；时空定位；个人表达与文化表达；科学与技术的创新；全球化和可持续发展；公平与发展。

对于基础教育阶段来说，探究式学习最宝贵的价值在于学生提出一个基于现实世界的问题，并在探究循环六大步骤（导入–发现–整理分析–进一步延伸–得出结论–产生行动）的指导下完成自己的思考与实践。

在这个过程中，从小组形成到实际行动和最终演示，方方面面都渗透了对学生（学习的主体）综合能力与素质的培养和训练。

For each inquiry, students need to decide on a topic, collect data, analyze information, make conjectures and take actions under the guidance of the teachers. At last, they need to share their discoveries and results in the form of the presentation and speech in English. The teachers make a final assessment of the students based on the visual design, verbal elements, stage presence, as well as program elements of their final presentation.

In our third inquiry project of this academic year, I-EP G8 students have once again demonstrated their talent and dedication. This project focused on the global context of the characteristics, identities, and relationships, while emphasizing the enhancement of our students' English public speaking abilities. Last Friday's exhibition was a display of their hard work and the climax of their investigative journey.

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每次探究，学生需要在老师的指引下，确定选题、搜集资料、分析信息，提出猜想并采取行动。最后，他们以全英讲演的方式分享各自的发现与成果。老师根据学生们最终展示的视觉设计、语言要素、舞台表现、项目要素对学生进行最终评估。

在这个学年的第三次探究项目中，I-EP八年级的学生再次展现了他们的才华和努力。本次项目聚焦于全球背景下的特征/认同与关系，同时也着重提升学生们的英文公开演讲能力。上周五的项目展示是他们努力成果的展现，也是他们探究旅程的高潮。

★ 本次探究展主持人Host: Saveliy Medvedev、章曦文

The first group's inquiry topic was self-esteem. Through various forms of presentation, they have educated the audiences about the importance of self-esteem and taught everyone how to adjust their mindset to learn to love, respect, as well as believe in themselves.

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第一组的探究主题是自尊。该组成员们通过各种形式的展示，让观众们了解到自尊的重要性，并教会大家如何调整自己的状态，学会爱自己、尊重自己。

The second group focused on adolescent mental and physical health issues. Not only did they collect a wealth of data through surveys, but they also explored health issues faced by teenagers and the corresponding solutions through drama and speeches.

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第二组则聚焦于青少年的身心健康问题。他们不仅通过调查问卷的形式，收集了大量的数据，还通过戏剧和演讲的方法，深入探讨了青少年的健康问题及相应的解决方案。

The third group brought to light the contrast between healthy and vicious competition. Their presentation informed us about the positive impacts of healthy competition and how it can be applied in learning and future career paths.

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第三组带来了良性竞争与恶性竞争的对比研究。孩子们的展示让我们了解到良性竞争的积极影响，以及如何在学习和未来的职业生涯中应用良性竞争。

The fourth group tackled the timeless question: what is happiness? Through research studies and questionnaire interviews, they have showed the audiences the various facets of happiness and shared ways to pursue it.

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第四组探讨了一个永恒的话题：幸福是什么？他们通过调查研究和问卷采访，向观众们展示了幸福的多种面貌，并分享了追求幸福的途径。

The fifth group explored the boundaries between law and morality, analyzing several controversial cases and provoking deep reflections on justice among the audiences.

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第五组则探讨了法律与道德的界限。该组的成员们分析了多个有争议的案例，引发了观众们对正义的深刻思考。

The sixth group has focused on the important roles of the competition as well as cooperation in societal development, showing how competition and cooperation drive social progress, through the success stories of the Shengli Group and Lixun Group.

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第六组的展示关注了竞争与合作在社会发展中的重要作用。他们通过“盛利集团和立讯集团”的案例，展现了竞争与合作是如何推动社会进步的。

Learning is most significant and lasting when it's connected to the reality world around the students,” Through such a learning, students are able to understand the world through their own life experiences, their own communities, as well as broader global concerns, developing their international mindedness and the abilities to adapt to the future. We are proud of our students' growth and achievements and look forward to them continuing to shine in their future learning careers.

“当学习与学生周围的世界息息相关时，才是最有意义的，并且会经久不忘。”通过这样的学习，学生能够通过自己的生活体验、所处社区和更广泛的全球关注来扩宽视野，理解世界，发展适应未来的能力。我们为学生们的成长和成就感到骄傲，也期待他们在未来的学习道路上继续发光发热。