MYP课程以人为中心，包括构成网状结构的八大学科和五大领域，注重学科领域的交又渗透。

八大学科包含“习得语言，语言与文学，个人和社会，科学，数学，艺术，体育和健康教育，设计”，覆盖国家教育大纲初中全部课程。

使MYP区别于传统教学的显著特色就是“五大领域”， 英文简称AOI。作为MYP课程的灵魂与核心，“五大领域”帮助学生更好地将学科知识与现实世界建立联系，注重不同学科间知识的交叉与综合，培养学生的跨学科思维。

1. 学习方法——我们怎样学习交流信息

2. 社区服务——如何于他人相处，对他人负责

3. 人类创造——如何创造，创造什么，以及创造物所带来的影响

4. 环境——如何与周围环境和谐相处，对于世界我们应该承担的责任

5. 健康与社会教育——身体健康，和谐融入社会，心理健康

在全球背景中开展工作，想要在世界上取得成功，学生就必须不仅能够理解全球化，还要能够对未来进行批判性反思，采取负责任的行动使世界成为更加美好的家园。

因此MYP确定了6个全球背景，帮助青少年清楚地认识自己在世界中的位置。6个全球背景是对小学项目（PYP）六大超学科主题的发展和扩充，MYP授课形式也将从超学科的教学模式过渡到注重学科和跨学科的学习模式。

 IB课程不断发展，但ATL（Approach To Learning）始终是其核心，它关注的是：我是谁？我该如求知？我怎样才能学得更好？面临不断升级的知识体系，只有学生真正掌握学习新知识的技能，他们才能够顺势调整自己的知识框架，不断完成自我升级。

MYP不仅有专设的ATL课程，学习“交流、社交、自我管理（组织、感情掌控、反思）、研究（信息素养、媒体素养）、思考（批判性思考、创造性思考）”。而且每位学科教师在开展单元设计时，必须将ATL纳入其中，并明确告知学生，通过学科及跨学科的渗透开展实践。

学生在整个学习过程中，不仅仅包含了对学习方法的认识，也包括学习计划、习惯、态度和信心的养成。IB课程希望培养探究者、知识渊博的人、思考者、交流者、反思者，但如何达成，其中一个核心要素就是ATL。

探究式学习：教师鼓励所有学生提出问题，合作探究，不仅探究知识的本身，更探究知识的形成过程，探究书本知识与现实世界的关系，在探究过程中培养学生的批判性思维。

自主性和个性化学习：从小培养自主学习及探索解決问题的能力，主动提出问题进行探究，学生用自己擅长的方式进行学习和分享，个性在这里得到充分的尊重。

概念驱动式学习：学生不仅仅学习学科知识，更以知识为载体归纳出学科知识的核心概念，达到举一反三的目的。

服务式学习：学校鼓励学生应用知识为他人解決问题，在解決问题的过程中又促进学生对新知的探求，培养学生的国际情怀。

联系实际学习：学校既鼓励和帮助学生将书本上的学科知识放到现实世界中学习，也引导学生证将真实世界中的现象放到课堂上讨论，使学生感受世界的变化和进步。

终生学习:学生不仅学习学科知识及学习方法，还将学习终身学习技能，如：交流和表达能力、社交技能、研究技能、自我管理技能及思考技能。

MYP is human centered. It consists of 8 subjects and 5 fields, focuses on the cross infiltration among all academic fields.

8 Subjects include Language Acquisition, Language and Literature, Individual and Society, Science, Mathematics, Art, PE, Health Education and Design, completely cover the courses in the National Education Program.

What make a difference are the 5 Fields, also known as AOI. As the core element of the MYP curriculum, the 5 Fields help students establish connection between the knowledge they learn and the real world around them, and encourage the interdisciplinary thinking ability.

1. Learning Methods — How do we learn and communicate

2. Community Service — How to get along with and be responsible for other people

3. Human Creation — How to create, what to create, and the influence of creating

4. Environment — How to get along with environment, the responsibility to the world

5. Health and Social Education — Physical wellbeing, fit in the society, mental health

In order to be successful in a globalized working environment and make the world a better place, students must understand globalization, and be able to reflect and take responsible actions.

MYP established 6 globalized backgrounds to help students understand their position in the world. These backgrounds are a development and expansion to the 6 trans-disciplinary subjects in PYP. The MYP teaching pattern focuses more on academic subject and interdisciplinary.

Inquiry-based learning: teachers encourage students to ask questions, inquiry in groups, not only on the knowledge itself, but also on the process of how knowledge establishes, and its relation with the real world around them, in order to develop critical thinking skills.

Self-directed learning and personalized learning: self-directed learning and problem-solving skills are cultivated since young. Asking questions, learning and sharing in students’ preferred pattern and personality are fully respected.

Concept-driven learning: students not only learn the knowledge in the subjects, but also summarize the core concepts based on what they learn.

Service Learning: schools encourage students to help others with the knowledge they have learned. While solving problems, students are motivated to gain more knowledge.

Practical Learning: schools encourage students to integrate the knowledge from classroom with real world issues, in order to give students a first-hand experience on the changes and development going on in life.

Lifelong Learning: students not only learn the knowledge and learning methods, but also learning about lifelong learning skills, such as communication and expression abilities, social skills, research, self-management and thinking capabilities.

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