• 9月的周末午后，一场特别的“PBL教师沙龙”在线上展开。课程专家张媛媛、张冬霜、刘愫以及CEP双语小学各年级的老师们共同参与了本次培训。围绕着本学期的PBL主题，每位老师都分享了自己在培训中的所思所想，以及对即将到来的探究任务的期待。

  Last weekend, a special "PBL Teacher Salon" was held online. Curriculum experts Zhang Yuanyuan, Zhang Dongshuang, Liu Su, and teachers from all grades of CEP Primary School participated in this training together. Based on the PBL theme of this semester, each teacher shared their thoughts and expectations during the training, as well as their expectations for the upcoming exploration tasks.

这个学期，CEP小学积极开展“城市主题跨学科项目课程”学习，从“动物·家”到绿电城市”，每个年级围绕不同的主题开展探究。本次PBL培训分年级进行，主要围绕主题设计与实施进行，特别强调了如何在课堂中融入跨学科知识，利用实际项目激发学生的创造力和解决问题的能力。

This term, CEP Primary Schools will be actively engaged in the ‘Interdisciplinary Project Based Learning (PBL) on Urban Themes’, with each grade exploring a different theme, from ‘Animala' Home’ to ‘City of Green Power ’. This training was conducted in each grade and focused on theme design and implementation.

这些课程对学生的长期发展有着深远的影响。知识涉及面广泛多样，引导学生关注社会问题，关注全球发展。

These programmes have a profound impact on the long-term development of students. Knowledge is broad and varied, leading students to focus on social issues and global developments.

在信息时代之前，老师的主要工作是教学生“什么是A”。但现在，学生自己就可以去网上查找、学习关于A的内容。所以老师不仅要教“什么是A”，还要教“学了A有什么用、怎么用”。在PBL项目式学习过程中，学生会积极地收集信息、获取知识、探讨方案，以此来解决具有现实意义的问题。

In the process of PBL project-based learning, students will actively collect information, acquire knowledge and explore solutions to solve problems of practical significance.

从成立项目小组、主题选择、明确项目目标及要解决的问题，到学生积极搜集信息、整理数据、展示汇报等全过程，强调主动性和参与性，鼓励学生通过实践和体验来学习，同时培养他们的批判性思维、解决问题的能力、团队合作和沟通技巧。

From the formation of project teams, selection of topics, clarification of project objectives and problems to be solved, to the whole process of students actively collecting information, collating data and presenting reports, we emphasise initiative and participation, and encourage students to learn by doing and experiencing, as well as to develop their critical thinking, problem-solving skills, teamwork and communication skills.

PBL课程其实给了老师们很多发挥的空间，如何设计每个教学环节，如何引导学生进行探究，都是值得我们深入思考的。这种教学方式可以让学生更主动地学习，而不是被动地接受知识。真正让我们教师成为了学习的引导者，而不是单纯的知识传授者。

The PBL course actually provides teachers with a lot of room for creativity. How to design each teaching link and guide students to explore are all worthy of our deep thinking. This teaching method can encourage students to learn more actively rather than passively receiving knowledge. Truly turning our teachers into guides for learning, rather than simply imparting knowledge.

这次培训让我对“动物家”项目有了更深刻的理解。我学会了如何更有效地引导学生探索动物的生活习性，并在设计中激发他们的创造力。特别是在设计环节，我明白了如何将课程与实际生活紧密结合，让学生们的学习更有趣、更有意义。

一年级教师

对我来说，“百变家具”项目的培训特别有帮助。我学到了如何通过调研和访谈的方式，让学生在设计过程中更加注重同理心和实际需求。这对学生的设计思维和沟通能力提升有很大帮助，也让我在教学中能够更好地引导学生进行创新设计。

二年级教师

培训让我对“儿童友好空间”项目的跨学科应用有了更加清晰的认识。我学会了如何将数学、科学和艺术融入到空间设计中，提升学生的空间感知和解决问题的能力。这次培训不仅提升了我的教学技巧，还让我更加自信地实施这些项目。

三年级教师

我们可以看到不同年级的PBL项目都独具特色，而贯穿其中的，是对学生多方面能力的培养与锻炼。每一位教师都在此次培训中获得了新的教学灵感，并对即将展开的探究任务充满期待。相信在未来的学习中，孩子们将通过这些项目不断成长，收获知识与实践能力的双重提升。

We can see that PBL courses in different grades have unique characteristics, and what runs through them is the cultivation and exercise of students' various abilities. Every teacher has gained new teaching inspiration in this training and is looking forward to the upcoming exploration tasks. I believe that in the  future learning, children will continue to grow through these projects and gain dual improvements in knowledge and practical abilities.