当历史课变成“时空穿越” IB MYP人文学科的多元评估 Diverse Assessments in IB Humanities

“我，是一幅画，也是一段和亲的见证。”学生以第一人称“我”的身份，制作一件隋唐文物模型，并用双语海报讲述它的身世。

"I am a painting, and also a witness to a political marriage."Students take on the first-person identity of a historical artefact, create a model of a Sui-Tang relic, and present its story through a bilingual poster.

Angle小组选择了阎立本的《步辇图》，成员分别扮演画作、画家、历史学家，探讨了汉藏和亲背后的政治与文化；Anna小组用纸板搭建了云南千寻塔，讲述西南边疆与中原的千年对话；Moon小组用超轻粘土捏制唐代仕女俑，复原妆容发式，以工匠视角赋予陶俑灵魂；Eno小组则以鉴真身份，手绘六次东渡航海图，揭示中日文化交流的厚重。

The Angle group chose Yan Liben's Emperor Taizong Receiving the Tibetan Envoy. Members played the roles of the painting itself, the artist, and a historian, exploring the politics and culture behind the Tang-Tibetan marriage alliance. The Anna group built a model of the Qianxun Pagoda in Yunnan out of cardboard, telling the thousand-year dialogue between the southwestern frontier and the Central Plains. The Moon group used lightweight clay to shape Tang Dynasty ladies' figurines, recreating their makeup and hairstyles, and gave the figurines a soul from the perspective of a craftsman. The Eno group, taking on the identity of the monk Jianzhen, hand-drew a map of his six eastward voyages, revealing the profound cultural exchange between China and Japan. 

这项评估对应IB的认识与理解、调查、交流、批判性思维，学生既需查找史料，又要共情古人，真正“让国宝开口说话”。

This assessment addresses IB's criteria of Knowing and Understanding, Investigating, Communicating, and Critical Thinking. Students not only needed to research historical sources but also to empathise with people of the past – truly "making the national treasure speak."

“终于有了自己的地，可明年要交多少公粮？”学生选择1949—1970年间的一位真实角色，制作折叠立体书与历史物品箱。

"Finally I own my land, but how much grain tax will I have to pay next year?"Students chose a real person from 1949–1970 and created a foldable pop-up book and a box of historical objects. 

Jackson小组研究上海民族资本家刘靖基，用公私合营股票、螺丝钉隐喻等展示资本家在三大改造中的转型与两难；Quinee小组以漫画对比土改前后农民生活，角色独白“终于有了自己的地，可明年要交多少公粮？”一句便体现了多角度反思；Michelle小组花费7小时制作精美手账，从土改到人民公社，以个人命运折射时代变迁；Mirabella小组讲述戈壁科研人员的奉献，用煤油灯、思念信引发“国家强大与个人牺牲如何平衡”的讨论。

The Jackson group studied Liu Jingji, a Shanghai national capitalist, using a replica of a public-private joint stock certificate and a metaphorical screw to show the transformation and dilemma faced by capitalists during the "Three Transformations." The Quinee group used cartoons to compare peasants' lives before and after land reform. Their character's monologue – "Finally I own my land, but how much grain tax will I have to pay next year?" – reflected a multi-perspective way of thinking. The Michelle group spent seven hours making a beautifully detailed journal that traced one peasant's life from land reform to the people's commune, using personal fate to reflect broader historical changes. The Mirabella group told the story of Gobi Desert scientists and their spirit of dedication, using an oil lamp and a letter of longing to raise the question: "How do we balance national strength with personal sacrifice?" 

评估尤其强调批判性思维——学生被要求用“双面镜”对比不同视角，这正是IB“勤于思考、勇于尝试”的体现。

This assessment places special emphasis on critical thinking – students are asked to use a "two-sided mirror" to compare different perspectives, which is a clear demonstration of IB's "Thinkers" and "Risk-takers."

“您的进步，是否建立在我们无数织工的断指之上？”九年级的孩子们不仅要扮演一个历史角色，还要与该角色的对立面人物进行模拟辩论，并反思史料局限性。

"Does your progress rest on the severed fingers of countless weavers like us?"Students not only had to play a historical character but also engage in a simulated debate with that character's opposite, while reflecting on the limitations of historical sources.

Sarah小组选取印度纺织工与英国工厂主，工厂主说“自由贸易让世界进步”，纺织工反问“您的进步是否建立在我们无数织工断指之上？”——对话中引用英国工厂记录与印度民间歌谣，并直言“英国资料没有记录被殖民者的哭声”。Hugo小组用小剧场展现爱迪生与斯旺争夺“电灯之父”，同时插入女工独白：“电灯普及后，我们每天工作变成14小时——天黑了也能继续干活。”这一视角让全场沉默，并联系到今天的“996”问题。其他小组还探究了明治企业家、美国黑奴英雄、俄国农奴制工厂主等。

The Sarah group chose an Indian textile worker and a British factory owner. The factory owner said, "Free trade makes the world progress." The textile worker replied, "Does your progress rest on the severed fingers of countless weavers like us?" In their dialogue, they quoted British factory records and Indian folk songs, and frankly stated, "The British sources do not record the cries of the colonized." The Hugo group used a short play to show Edison and Swan competing for the title of "Father of the Electric Light," while inserting a monologue from a factory girl: "After electric lights became common, our daily work shifted to 14 hours – we could keep working even after dark." This perspective silenced the audience and even drew a connection to today's "996" work culture. Other groups explored figures such as a Meiji entrepreneur, a Black American heroine who helped slaves escape, and a Russian factory owner under serfdom. 

这项评估完美实践了批判性思考中的“多角度反思”，以及胸襟开阔、坚持原则。

This assessment perfectly put into practice the "multi-perspective reflection" of critical thinking, as well as being open-minded and principled.

在这里，我们看到的不是枯燥的知识复述，而是学生主动建构历史解释的过程。

From "learning history" to "doing history," what we see is not the dry repetition of facts, but the process of students actively constructing historical interpretations. 

一位家长在观摩后说：“我以为只是做个手工，没想到孩子能讲出粮票背后的计划经济逻辑，还能说出资本家的两难——这比我们当年学得深多了。”

After watching the presentations, one parent said, "I thought it was just a craft project. I never expected my child to explain the planned economy logic behind grain coupons and describe the dilemma of a capitalist – this is so much deeper than what we learned back in my day."

这正是IB-MYP人文学科的价值所在：“不要求孩子记住所有答案，而是教会他们提出更好的问题。”

This is exactly the value of IB-MYP Humanities: "It does not ask children to memorise all the answers, but rather teaches them to ask better questions."