本次项目的设计思路取材于教科版六年级上册的英语教材Module 3 Health。本单元以健康为话题。该话题属于新课标“人与自我”主题范畴下的“健康、文明的行为习惯与生活方式”主题内容。结合本模块的两个语篇，学生要学会对健康问题进行谈论，对身边常见的涉及健康的问题进行理性的思考，分析其中的原因，并根据对应的原因提出对应的解决方案，树立对自己健康负责，关爱集体，关爱家人健康的价值观。

The design of this project is based on Module 3 Health of the English textbook in Grade 6. This module focuses on the topic of health. In combination with the two texts in this module, students should learn to talk about health issues, rational thinking about common health issues around them, analyze the reasons behind them, and propose corresponding solutions based on the corresponding reasons.

基于本项目的目的，六年级英语备课组利用讲座邀请函激发学生对项目的探究兴趣，用真实的问题情境引起学生的实践愿望，进而围绕着驱动问题“如何为小学生举办一场小型的儿童健康知识讲座”讨论、规划出本项目需要完成的学习活动，即“调研——发现问题——提出解决方案”，同时共同讨论出学习评价量规。以每个分解问题为项目里程碑，制定对应的学习任务和关键表。

Based on the purpose of this project, English teachers of Grade 6 used the invitation letter of the lecture to stimulate students' interest in exploring the project. They used real problem to inspire students' desire for practice, and then discussed and planned the learning activities that needed to be completed for this project around the driving question of "How to hold a children's health lecture for primary school students". At the same time, they discussed and developed a learning evaluation rubric. Taking each decomposed problem as a project milestone, they developed corresponding learning tasks and key tables.

在本次的项目化学习实践中，学生根据自己的喜好、特长以及老师的建议组成项目式学习小组，结合问卷调查、访谈等方式，分析当今小学生存在的健康问题以及其对应的原因，并提出有针对性的建议，最终通过讲座的方式将学习的成果向更多的同学进行展示，呼吁更多的同学关注自己的身心健康，并用合理的方式应对不同的健康问题。

In this project-based learning practice, students formed project-based learning groups based on their own preferences, strengths, and teacher suggestions. They combined questionnaire surveys, interviews and other methods to analyze the health problems and their corresponding causes among primary school students today. They propose targeted suggestions. Finally, they presented their learning outcomes to more classmates through lectures, calling on more students to pay attention to their physical and mental health, and deal with different health problems in a reasonable way.

本项目开始的时候，教师通过图片、视频等方式，为同学们展示了当前小学生的健康现状。以第五单元的语篇为例，教师带领学生从what, why和how三个角度梳理语篇中的小男孩的健康问题及对应的解决方式。

At the beginning of this project, the teacher used pictures, videos and other methods to show the current health status of primary school students to the students. Taking the text in Unit 5 as an example, the teacher led the students to sort out the health problems of the little boy in the text from three perspectives: what, why and how, as well as the corresponding solutions.

之后，学生通过调研、采访等方式，对“困扰小学生最突出的健康问题有哪些？”进行了解，通过数据分析，找到了目前困扰小学生最突出的三大健康问题，分别是肥胖、近视以及学习压力大。

Through the research, interviews and other methods, students found out the most prominent health issues that affect primary school students. Through the data analysis, they identified the top three health issues that currently affect primary school students: obesity, myopia, and heavy academic pressure.

根据这三大问题，同学们根据自己的兴趣及知识储备量，分小组研究对应的问题。组内的组长根据组员的特长，对小组成员进行分工，通过多种方式开展对于问题的深入研讨。部分同学通过图书馆查阅书籍和互联网查阅资料等方式开展资料收集和学习，并对所学的内容进行提炼。部分同学根据问题的内容，进行访谈。访谈的对象既有医生和教师，也有自己的父母和身边的同学。大家都在用不同的方式探究问题存在的真实原因。

Based on these three issues, students grouped themselves based on their interests and knowledge to study corresponding problems. The group leaders assigned tasks to the members based on their strengths, and the group members conducted in-depth discussions on the problems through various methods. Some students collected and learned materials through library books and the Internet, and summarized the content they had learned. Other students conducted interviews, interviewing not only doctors and teachers, but also their own parents and classmates. Everyone was exploring the true reasons for the existence of these problems in different ways.

问题的发现、原因的寻找，只为了找到更加合适的解决方案。同学们依据发现的问题、产生问题的原因，纷纷提出合理的、有针对性的解决方案。在整个研讨的过程中，同学们参与的积极性特别高。

The discovery of problems and the search for their causes are only to find more suitable solutions. Based on the identified problems and their causes, students proposed reasonable and targeted solutions. Throughout the whole discussion process, students were particularly enthusiastic about participating.

在最后的环节中，结合自己的所思、所想、所发现、所研究的内容，同学们构思自己的小组汇报方式、汇报内容及完成分工。

In the final stage, based on their own thoughts, ideas, findings, and research content, students brainstormed their group's presentation style and content.

本次项目式活动接近尾声之时，六年级全体英语老师组织了学生进行项目的成果展示汇报。各小组通过演讲、PPT展示、海报、实物、现场体验等方式，展示了他们在这个项目实施中的收获。

As the project-based activity drew to a close, all the English teachers in Grade 6 organized a project presentation for the students. Each group presented their accomplishments in this project through speeches, PowerPoint presentations, posters, physical objects, and hands-on experiences, showing what they had learned during the implementation of the project.

学部的全体老师以及各年级部分学生代表一同参加了本次的项目成果展示。活动现场，同学们积极地进行讲解，并带领着“观众们”一同加入其中，一起体验。

All the teachers and some student representatives from each grade attended the project's presentation. At the event, students actively explained and guided the audience to join in and experience it together.

现场参加活动的老师和同学对本次活动进行了评价，并对参加活动的同学进行咨询和提问。本次以“健康”为主题的英语学科项目式学习在欢乐的笑声中，完美落下帷幕。每一位参与其中的同学受益匪浅。为他们的努力点赞！

The teachers and students who attended the event provided feedback and asked questions of the participating students. With the theme of "health," this project-based learning activity in English came to the end in the joy. Every student who participated in it benefited greatly. Congratulations on their hard work!

作为六年级的英语教师代表，李冬梅老师在教师大会上和老师们分享了整个项目的流程及实践心得。英语工作室副主任付秋香老师在期末，组织课题组的老师进行了项目式学习的实践及学习心得分享。本学期，CEP小学英语组的教研在此画上了一个圆满的句号。

As the representative of Grade 6 English teachers, Mrs. Susan shared the entire project process and her practical insights with other teachers at the teachers' conference. Mrs. Treasure, the vice director of the English Studio, organized a sharing session for teachers in the project-based learning group at the end of the semester. This semester, the teaching and research of the CEP Primary English group has come to a successful conclusion.