点燃好奇，塑造未来：海归幼儿园IB学习者能动性成果展
本周，海归幼儿园以IB学习者能动性为引擎，开展了多维度单元探究成果展——单元分享活动。本活动以学习者能动性为核心，构建起家校共育的生动场景，每个年级的小小探究者们都在自主策划、协作反思中，完整呈现"探究-行动-反思"的IB学习循环。这场家校共育的实践，让知识建构从教室延伸到社区，家长作为教育伙伴，在多元的互动活动中，见证学习者素养的具象化发展。
This week, OCAC Early Years launched a multi-dimensional unit exploration exhibition centered on IB learner agency - the Unit Sharing. With learner agency as the core, this initiative created dynamic home-school collaboration scenarios. Young inquirers across all grades demonstrated the complete IB learning cycle of "inquiry-action-reflection" through self-directed planning and collaborative reflection. This educational partnership extended knowledge construction from classrooms to communities, allowing parents to witness the tangible development of learner competencies through diverse interactive activities.
「概念驱动·探究无限」
Concept-Driven · Infinite Exploration
PreK的宝贝们在探究“天气的奇遇”中，通过趣味问答、光影丝巾、气象景观、奇幻光谱等多感官体验活动，锻炼了精细动作与创造力，启蒙科学探索兴趣。
PreK children embarked on weather adventures through multi-sensory experiences like interactive Q&A, light-shadow scarf play, meteorological landscapes, and prism explorations, enhancing fine motor skills and nurturing scientific curiosity.
K1萌娃化身"材料科学家"，在磁力牵引绘画中解密"形式"的概念，在水晶瓶音乐实验里，通过水位理解"变化"的原理，完美呈现"世界如何运作"这一超学科主题。
K1 learners transformed into "material scientists," decoding the concept of "form" through magnetic painting and exploring "change" via water-level experiments in crystal bottle music activities, vividly interpreting the transdisciplinary theme "How the World Works."
K2小小作家们携原创故事惊艳登场。孩子们以多元创意打造独特作品：手工故事书、角色木偶、微缩模型……通过自主设计人物、场景与剧情，小创作者们自信展示天马行空的想象力，绽放思维火花。
K2 authors amazed audiences with original stories presented through handmade books, character puppets, and dioramas. These young creators demonstrated imaginative thinking by independently designing characters, settings, and plots.
K3的孩子们则在数学分享会上主导学习展示：通过互动演示回顾模式与数据处理概念，并动手实践模式创作、奇偶分类及图表制作。活动既实现学习自主性，又让家长直观见证思维成长轨迹。
K3 mathematicians led learning demonstrations through pattern analysis, odd-even classification, and chart creation activities, enabling parents to witness cognitive development while fostering learner autonomy.
「艺术融合·创意无界」
Art Integration · Boundless Creativity
K1萌娃变身表演家，通过《Five Little Fish》乐器合奏、"蝶舞花间"亲子互动展现音乐韵律；K2孩子在职业梦想秀中载歌载舞，演绎未来憧憬，更携手家长完成非洲鼓交响乐，通过自信表达与团队共创，展现自己的成长光芒。
K1 performers showcased musical rhythms through "Five Little Fish" instrumental ensembles and "Butterflies Among Flowers" parent-child interactions. K2's career dream showcase blended song-dance performances with an African drum symphony co-created with parents, highlighting growth in confident expression and teamwork.
「视觉叙事·探究解码」
Visual Storytelling · Decoding Inquiry
K1聚焦"世界如何运作"开展多元材料探索，将单元概念转化为创意作品；K2则联动图书馆打造叙事工坊，以《姜饼人》《绿野仙踪》为载体进行艺术表达。
在亲子观展环节，家长通过作品墙沉浸式感受孩子们从观察到创造的完整思维路径，见证艺术素养与探究能力的双重生长。
K1's "How the World Works" exploration translated concepts into creative material artworks. K2's narrative workshop with the library reimagined classics like "The Gingerbread Man" and "The Wizard of Oz" through artistic interpretations.
Parents immersed in exhibition walls witnessed the complete cognitive journey from observation to creation.
「体能探险·互动协作」
Physical Adventures
Collaborative Challenges
K2探险家们在"森林摘果"的故事情境中，掌握了支撑跳技能，在亲子协作中深化动作要领；K3建筑师则通过设计障碍运输挑战，从单人跨越到四人协同运材，最终与家长共建梦想屋。
两项活动均以游戏为载体，融合冒险精神与工程思维，既培养运动技能与问题解决能力，更在合作实践中彰显学习者能动性。
K2 explorers mastered support jumps through "Forest Fruit Harvest" scenarios, while K3 architects designed obstacle courses progressing from solo challenges to four-person material transportation, culminating in collaborative "Dream House" construction with parents. Both activities blended adventure with engineering thinking, developing motor skills and problem-solving abilities.
「阅动思维·多元表达」
Literacy in Action · Expressive Learning
K3通过《小红母鸡》构建责任认知，通过韵律互动，角色扮演，将合作精神具象化为行动宣言；K2借《姜饼人》展开创造性叙述，通过故事续写与台词创编，在动态演绎中培养问题解决能力。
两段经典叙事通过互动协作与沉浸式表演，实现语言技能与IB学习者特质的同步发展。
K3 learners explored responsibility through "The Little Red Hen" via rhythmic role-play and cooperative declarations. K2 enhanced problem-solving skills through creative story extensions and scriptwriting for "The Gingerbread Man."
Both programs fostered language development aligned with IB learner profile attributes.
单元分享过后，各班级开展了学生主导会议和家长教师会议，孩子们展示自己的学习过程和成果，发展了自我评估和表达能力。
在IB教育理念指引下，本次活动生动展现了学习者培养目标的实践轨迹：通过游戏化探究激发主动学习，在情境化的活动中，培养学生积极探究、勤于思考的学习品质，更通过团队协作解决真实问题，践行"勇于尝试""懂得关爱"等核心素养。
当学生成为学习的主体，他们在探究、体验、反思的过程中逐步建构知识，并在真实情境中将概念认知转化为行动智慧——这正是IB学习者能动性的最佳诠释，为培养具有全球视野的终身学习者奠定基础。
Post-exhibition, student-led conferences and parent-teacher meetings allowed children to showcase learning processes while developing self-assessment skills. Guided by IB philosophy, this event demonstrated how play-based inquiry cultivates active learning attitudes, critical thinking, and core competencies like risk-taking and caring. As students became learning protagonists, they transformed conceptual understanding into actionable wisdom through authentic experiences - the ultimate embodiment of IB learner agency, laying foundations for nurturing international lifelong learners.
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
