International-mindedness is an awareness and recognition of the interconnectedness of all countries and peoples. It acknowledges the complexity of these relationships and is a worldview where individuals see themselves as connected to the global community and feel a sense of responsibility towards its members.

国际情怀是一种世界观，具有国际情怀的人们认为自己与全球社区息息相关，并对其他成员负有责任感。国际情怀是一种认为所有国家和人民都相互关联的意识，并承认这种关系的复杂性。

Relating to the IB concept of International Mindedness and aligning with the Whole Year Unit as part of the Program of Inquiry (POI) at BKIK, an International Week Event was held at the school during the last week of April and culminated in the International Day Event itself on April 29th, 2024. 

为了庆祝IB所倡导的“国际情怀”理念，并配合全年活动主题，我们在四月的最后一周进行了国际周活动，并于4月29日举办了国际日游园庆典。

This event took ideas and themes of similar events from the past but added some vigor and experiential learning this year. This event involved both the students and faculty at BKIK and was a true example of school-wide collaboration.

The goal of this event was to promote an understanding of international festivals and celebrations, promote individuality, expression, create a sense of wonder and finally and most importantly an event to be enjoyed by all.

此次活动是过往国际日活动的集大成，天启全体师生共同参与庆祝。国际日活动旨在增进学生对国际节日庆典的理解，激发他们的个性表达和探索兴趣，让每个参与者都乐在其中。

The purpose of International Day was to celebrate the IB tenet of International Mindedness and have the students develop cultural awareness of the world around them.

Secondly, the goal was for the students to develop a conceptual understanding of the various countries that exist in the world, not to mention acknowledge and respect the differences between them and China and lastly embrace the characteristics that unite them.

国际日的意义在于实践IB所倡导的“国际情怀”，启发学生对全球文化的认知，并从概念上领略不同国家的多样风貌。这项活动旨在让学生认识并尊重其他国家与中国之间的差异，理解世界的和而不同。

Another important aspect of the IB methodology is the idea of contextual learning, which is essentially “learning by doing”. 

By virtually travelling, stamping passports and participating in how an adult would see the world, the students get to fully immerse themselves in the various countries included in the event.

IB注重情境学习，即“从实践中学习”。在国际日，学生们可以足不出园地环游世界，带着活动护照收集各国的印章，以成人的方式畅游世界，沉浸在各个国家的异域风情中。

To ensure that the context setting was established and the students had a basic understanding of the upcoming event, the teachers at BKIK held Whole Year Unit lessons on various countries of the world.

为了确保学生们对即将到来的国际日活动有背景知识的支持，在活动开始之前，教师们设计了一系列涵盖全球各地的文化单元课程。

The students were able to learn about flags, food, clothing, music and various landmarks of a given country with the hope of the students developing knowledge of places outside of their own backyard in China.

这些课程引领学生们深入探索各国的独特魅力，涵盖国旗、特色美食、传统服饰、民族音乐和地标建筑等多个方面。

我们希望学生能够跨越文化边界，开拓视野，拥有更为丰富而全面的世界观。

Living life as the Aboriginal people did, the students will explore the unique wildlife of this vast land learning vocabulary and using boomerangs and other tools native to Australia.

学生们了解到原住民的生活方式、澳洲广袤土地上独特的野生动物，还亲身体验了回旋镖及其他当地传统工具。

Celebrating the popular annual Indian festival, the children of BKIK will explore “all things colour” and engage in the popular tradition of colour dispersal with their friends.

我们带领学生庆祝印度一年一度的洒红节，他们探索与色彩相关的一切，与朋友们一起参与传统的撒彩粉活动。

Using the iconic Canadian symbol as a basis for learning, the learners will learn the process of how maple syrup is made as well as create their own leaves through arts and crafts.

学生们学习加拿大的标志性象征——枫叶，深入了解枫糖浆的制作过程，并创作了独特的枫叶艺术作品。

Connecting the international symbol of hospitals and first aid used around the world, the cross on the Swiss flag acts as an origin story to teach the students about helping others in need.

瑞士国旗上的十字架是世界各地医院和急救中心的国际标志，它蕴含着一个深刻的起源故事。我们希望这个故事能启发学生在关键时刻慷慨地伸出援手，帮助那些需要帮助的人。

Acting as a member of the Royal Family, the student cohort will learn how to create a variety of edible snacks and role play a typical English tea ceremony that is still commonly celebrated to this day.

学生们扮演英国皇室成员，学习制作各式可口的英式点心，并一同品尝这一至今仍备受欢迎的英式下午茶。

A recreation of Brazil’s most renowned festival in which masks will be created and decorations prepared for a BKIK student float in order to participate in a fictitious parade.

再现世界最负盛名的巴西狂欢节，学生们制作狂欢面具，并参与狂欢舞会活动。

Embracing the variety of climate regions and ecosystems in South Africa, the students will put on their binoculars to explore this wild land including jungles, grasslands, deserts and the ocean.

南非的气候区域和生态系统多种多样，学生们戴上了自制的望远镜探索这片野生土地，包括丛林、草原、沙漠和海洋等多种自然景观。

Students listen to the stories of Wang Xizhi, one of the greatest calligraphers,  and experience the depth and richness of Chinese culture, and then experience Chinese Calligraphy.

学生聆听中国著名书法家王羲之的故事，感受博大精深的中华文化，随后体验毛笔书法的魅力。

The students “packed their bags” and went on a “virtual airplane” to travel the BKIK world. In order to truly engage in experiential learning, the students had their own personal passports in which they used to get stamps at each location before moving on to the next country.

学生们整装待发，搭乘“飞机”环游世界。每个学生都持有“护照”，每游历一个国家便获得一张贴纸。

They got to see a variety of different colours, animals, clothing, food and delved into the customs and traditions that were specific to the BKIK representative nations including: India, China, Canada, Australia, Brazil, South Africa, England and Switzerland.

在旅程中，他们见识了不同的色彩、动物、服装和美食，深入了解印度、中国、加拿大、澳洲、巴西、南非、英国和瑞士的独特文化和传统。

The children established a real-life connection to these countries as the majority of them were directly linked to teachers at the school who come from these nations and the hope is that our students can now realize that “Kelvin is from Canada” and “Dean is from England” using visual cues such as accents, flags and culture.

天启的外籍老师来自这些国家，使得学生与这些国家建立了真实的联系。我们希望学生能够通过口音、国旗和文化等视觉线索，识别外籍老师分别来自哪个国家。

After the students travelled to the various classrooms and got their passports filled, they returned to their respective classrooms and engaged in a reflection session in which a discussion on what the students learned.

During this time, the menu for the buffet was shown to the students providing a detailed explanation of the food they were going to eat and the origin country of each item in order to promote even more appreciation and understanding through the medium of food.

在游览各个主题国家后，学生们回到各自的教室进行了总结交流，热烈地讨论所获得的见识和感受。

老师展示了自助餐单，详细介绍了即将品尝的美食及其发源地，以食物为媒介，引导学生们更深入地理解和欣赏跨文化之美。

The students proceeded to have a buffet lunch together in the second-floor Multi-Function Room (K2 &K3) as well as the first-floor Lobby Area (Pre-K & K1). The students enjoyed this communal environment sharing food and talking together about what they were eating.

随后，学生们享用午餐，品尝着各国的美食，一同畅谈所品尝美食的味道与特色。

One of the truest forms of what the IB stands for is collaboration and this was palpable in how the Local and Foreign Teachers prepared and discussed how to conduct this event in a way that was inclusive and truly international manner.

This collaborative spirit was on display for the students and they truly felt how different people in the world work together.

此次活动彰显了IB所倡导的合作精神，中外籍老师共同筹备、讨论，并以一种包容性和国际化的方式呈现活动，让学生真切地感受到世界上不同的人是如何合作的。

The hope is that each student developed a sense of conceptual understanding regarding what it means to be international and that the seeds planted today will lead to our students “becoming internationally minded global citizens” in the future.

我们期望每个学生都能从活动中理解国际化的内涵，希望今天所播下的种子能够在未来孕育出具有国际视野的世界公民。