In the International Baccalaureate (IB) educational system, our approach to learning transcends the boundaries of textbooks and classrooms.

In order to enable students to immerse themselves in the actual environments related to their transdisciplinary themes and integrate abstract concepts into real-life situations, we organize excursions for students from K1 to K3.

Let’s step outside the classroom and gain a more tangible and direct experience of the world.

在国际文凭（IB）学校的教育体系中，我们对学习的理解是超越课本和教室的界限的。

为了让学生能够亲身踏足所学主题的实际环境，将抽象的理念融入实际生活，我们先后组织小、中、大班的学生前往外出探究。让我们走出教室，更直观地感受世界。

On November 28th, the students from K1 embarked on an adventurous journey to visit the Bayview’s Cave. This outing was intricately woven into the transdisciplinary theme of "How We Organize Ourselves", delving deep into the diverse purposes of structures.

在11月28日，小班的学生们踏上了一次前往汇悦台参观溶洞的探险之旅。本次的外出探究活动紧扣超学科主题“我们如何组织自己”，深入探讨建筑物的多样用途。

Through observation and hands-on experience, the students discovered that different types of buildings serve unique purposes, much like building blocks, where each piece has a specific function.

This exploration prompted them to reflect on how the design of structures meets societal needs!

通过观察和体验，学生发现不同类型的建筑物有不同的用途，就像积木一样，每一块都有特定的作用，从而进一步思考建筑物的设计是如何满足社会需求的。

Under the transdisciplinary theme of “How We Organize Ourselves”, our students from the K3 embarked on a visit to the fire department to explore the diversity of community services and grasp the functions and significance of community service.

在跨学科主题“我们如何组织自己”下，大班的学生前往了消防局参观，了解社区服务的多样性，明白社区服务的功能和存在的意义。

As inquisitive learners, the students posed questions, engaged in communication with firefighters, and observed how various roles within the fire department collaborated to enhance overall operations. They also gained knowledge in day to day living as a firefighter! Seeing first-hand how fire fighters live!

This excursion not only nurtured their empathy but also heightened their awareness and concern for community safety and provided further insight towards services we find in our community!

作为探究者，学生们提出问题，用沟通技能与消防员互动，看到消防局内不同的角色是如何协同工作并促进整体运作的。同时，这次的参观活动也培养了学生的同情心，让他们更加关心社区的安全和服务。

While experiencing community service firsthand, the students gained a deeper understanding of the varied roles individuals play in their own community, fostering a sense of social responsibility.

在感受社区服务的同时，更深刻地认识到每个人在社区中扮演的角色，形成更全面的社会责任感。

On November 24th, the students from the K2 & K3 headed to the cinema for a collective viewing of the film "Wish".

The movie unfolds a magical adventure in the kingdom, where the clever idealist Asha, along with the Wishing Star and the little goat Valentino, navigates through whimsical challenges. Faced with unknown dangers, they exhibit courage and resilient determination.

在11月24日，中大班的学生前往电影院，一起观看电影《星愿》。电影讲述了魔法王国罗萨斯中，聪明的理想主义者亚莎与许愿星以及小山羊瓦伦蒂诺之间的奇妙冒险。面对未知的危险，他们展现出勇气和坚强的意志。

Prior to the film screening, the teacher created a video on "cinema etiquette" to guide students in cultivating positive viewing habits. Adhering to proper movie etiquette is not only an extension of the unit inquiry classroom but also an integral part of community education.

Throughout the movie we watched as Asha experienced various emotions and depicted them for students. While at the cinema, K3 students got a behind the scenes experience to see how films and movie projectors worked to bring us such delightful films!

在观影前，老师拍摄了关于“观影礼仪”的影片，引导学生要养成良好的观影习惯。遵守观影礼仪不仅是单元探究课堂的延伸，更是社区教育的一项重要组成部分。

电影里，我们看到亚莎有不同的情绪表达，老师也和学生们探讨亚莎为什么会有这些情绪。大班的学生们更是得到了前往幕后参观的机会，了解电影院及放映机的运作是如何给我们带来如此精彩的电影呈现。

This activity is closely tied to the overarching interdisciplinary theme of the K3, "How We Organize Ourselves". Through the screening of "Wish," students delved into discussions about how the cinema, as a part of the community, serves to meet our needs.

They gained an understanding of the significance of community services and the ways people interact within the community.

这次的活动与大班的超学科主题“我们如何组织自己”紧密相关。通过观看《星愿》，学生们深入探讨了作为社区的一部分，电影院是如何提供服务以满足我们的需求，理解社区服务存在的意义以及人们在社区中的互动方式。

Simultaneously, the movie-watching activity aligns with K2's transdisciplinary theme of "How We Express Ourselves". The film showcased the possibilities of expressing emotions in various ways, guiding students to explore different forms of emotions and the relationship between emotions and expression.

同时，观看电影的活动也与中班的超学科主题“我们如何表达自己”相契合。电影展示了通过不同方式表达情感的可能性，引导学生探讨不同的情绪形式以及情感与表达之间的关系。

Before the film screening, the class's unit inquiry activities laid the groundwork for this field exploration. In the unit inquiry activities of K2A, students began exploring emotional expression in the classroom through activities such as observing the artwork "Guernica," selecting their representative color balls for emotions, and more.

These activities have seamlessly extended the learning experience, making the film viewing a rich extension of their exploration and enhancing their understanding of emotional diversity.

在观影前，班级的单元探究活动对本次外出探究作了铺垫。如K2A的单元探究活动中，通过观察艺术作品《格尔尼卡》、选择代表自己情绪的颜色小球等探究活动，学生们在课堂中已经开始了对情感表达的探索，使得观影成为了学习体验的延伸，丰富了他们对情感多样性的认知。

The allure of transdisciplinary themes lies in providing students with a broader learning landscape, creating a comprehensive framework that ingeniously intertwines various knowledge and skills.

超学科主题的魅力在于能为学生提供一个更广阔的学习天地，为学生创造一个综合性的学习框架，将各种知识和技能巧妙地结合在一起。

Through field trips like this, students had the opportunity to apply their learned knowledge in a real-world setting, deepening their understanding of the interdisciplinary theme. This approach aims to nurture learners with comprehensive qualities, preparing them to thrive in a globalized society.

通过外出探究活动，学生们得以在真实环境中应用他们学到的知识，深化对超学科主题的理解，努力成为全球化社会中具有综合素质的学习者。