The Theory of Knowledge (TOK) course holds a prominent place in the core of the IBDP program. Its objective is to foster critical thinking skills in students, enabling them to engage in a thorough examination of the nature of knowledge and the process of acquiring it. By emphasizing the comparison and interconnection of different areas of knowledge, the course provides students with the chance to reassess themselves and the world around them.

IBDP项目中的知识理论TOK课程，作为DP项目中的核心课程，旨在鼓励学生发展批判性思维，让学生对知识的本质和认识过程进行深入的探索，强调知识领域之间的比较与联系，从而有机会重新审视自身与世界。

In the three TOK classes every week, we engage in discussions on various topics. These include the core theme knowledge and knowers, as well as optional themes like knowledge and language, knowledge and religion, and so on. Through active participation in heated discussions, where students present their own views and listen to others' perspectives, they not only enhance their cognitive frameworks but also foster empathy, cross-cultural understanding, and develop international minded-ness and a global competence.

在每周三节的知识论课堂上，我们的讨论主题包括认识论的核心主题，知识与认知者，还包括选修主题知识与语言，知识与宗教等。学生在课堂上对不同主题底下的知识问题展开激烈的讨论，通过展示自己的观点和聆听他人观点，不断完善自身对认知框架，培养同理心，跨文化理解能力，以及国际情怀和全球视野。

After completing the first year of the TOK course, our Grade 11 students have participated in a TOK personal exhibition in accordance with IB requirements. The exhibition allows students to observe how the knowledge questions discussed in TOK manifest in our daily lives. Each student has selected one prompt question from the 35 provided, and then identified three objects from the real world that relate to the chosen prompt. Students are expected to write a 950-word commentary to demonstrate their understanding and arguments on the knowledge questions.

在完成了第一年的TOK课程学习后，学生将在十一年级结束前按照IB的要求完成一个TOK个人展览。个人展览的目的主要是让学生看到认知论里讨论的知识问题是如何在我们的现实生活中展示的。每位学生将会从指定的35个提示题中选择其中一个题目， 然后从现实生活中选择三个物件，通过探索这些生活物件背后所蕴含的知识，来对所选的提示题进行多角度的深入探讨。学生需要完成一篇950字的评论，展示自己对知识问题的理解与看法。

In the Grade 11 TOK exhibition at ISA Science City this year, the students presented their commentary that showcased their unique backgrounds, interests, and hobbies. The class is diverse, with students from different language and cultural backgrounds. The prompt questions that students are interested in including:

在爱莎科学城今年的十一年级认识论展览中，同学们所写的评论既有强烈的个人特色，充分展现出每位同学自己的成长背景，兴趣爱好等，又因为每位同学自带的语言文化背景，而让全班整体的选题样本丰富多样。学生感兴趣的提示题包括但不限于：

• Why do we seek knowledge?

  我们为什么寻求知识？

• In what ways do our values affect our acquisition of knowledge? 

  我们的价值观以何种方式影响知识的产生？

• Does our knowledge depend on our interaction with other knowers?

  我们的知识有赖于我们与其他认识者的互动吗？

• How important are materials tools in producing or acquiring knowledge?

  材料工具在生产或获取知识中有多么重要？

• What is the relationship between personal experience and knowledge?

  亲身经验和知识之间的关系是什么？

• Does some knowledge belong only to particular communities of knowers?

  有哪些知识只属于特殊的认识者群体？

The real-life objects that students use to explore these knowledge questions are quite diverse, including personal diaries, work papers from different subjects, musical instruments, sports equipment, books, movies, and more.

而同学们选择用来探究这些知识问题的现实物件也相当丰富，例如个人日记，自己在其他学科的工作纸，各类乐器和运动器材，以及各类书籍，电影等等。