童心看世界，小手探自然——IEYC主题单元《天气奇观》 I IEYC Theme Unit - Weather Wonders
彼一米森林儿童学院的国际早期教育课程IEYC每个单元都有一个令人兴奋的主题和发展目标，结合英国国家早期基础阶段教育体系（EYFS）框架，基于整体探究和游戏教学方法，为满足儿童的个性化学习和发展需求而量身定制学习内容。通过多元文化培养和国际视野拓展，每个孩子都能在学业和情感上为成为未来的世界公民做好准备。
在过去的两个月中，彼一米森林儿童学院西湖校区三个小班围绕“天气奇观”主题，开展了一系列符合3-4岁幼儿发展特点的探索活动。孩子们用稚嫩的小手触摸自然的奥秘，用纯真的眼睛发现世界的奇妙，在游戏中学习，在体验中成长。现将各班的特色活动进行系统梳理，与您分享这段充满惊喜的探索之旅。
小班幼儿的认知发展依赖于具体形象和直接经验。我们抓住孩子们日常接触的天气现象，设计了一系列富有童趣的启蒙活动。
在“雨”的主题中，孩子们用矿泉水瓶自制“下雨器”，观察水滴从空中落下的轨迹；在“雾”的探索中，他们对着镜子哈气画画，发现水蒸气遇冷凝结的神奇现象；在“冰雪”游戏中，用碎冰块作画，感受温度与形态的变化。这些活动都从孩子们最熟悉的生活场景出发，将抽象的自然现象转化为可触摸、可操作的具象体验。
特别值得一提的是，我们通过“天气手偶”和简单的儿歌，如《Rain Rain Go Away》，帮助幼儿建立天气与日常生活的联系。孩子们在晨圈时间用“太阳公公”和“乌云妹妹”打招呼，在过渡环节模仿风声雨声，天气认知自然地融入一日生活。
小班幼儿的好奇心是天生的学习动力。我们通过创设游戏情境，引导孩子们在玩中学、在乐中问。
在“风暴小侦探”活动中，孩子们挥动纱巾模拟乌云，踩踏纸板制造“雷声”，用全身感官体验天气的变化；在“阳光捉迷藏”游戏中，他们追逐影子、用彩色玻璃纸观察光线变化，发现“影子会跟着我跑”“颜色会变魔术”等有趣现象。
孩子们的问题天真而充满想象力：“云朵会不会掉下来？”“太阳晚上睡在哪里？”我们并没有直接给出答案，而是通过“魔术袋”探索（如用羽毛感受风、用冰块体验冷）和对比实验（如戴不同手套摸冰袋），鼓励他们自己寻找答案。这种保护好奇心的方式，让每个孩子都成为小小探索家。
虽然小班幼儿的认知能力有限，但我们依然尝试用具象化的方式，帮助他们理解天气与世界的联系。
在“动物穿衣秀”中，孩子们给毛绒玩具穿毛衣、雨衣、防晒衣，讨论“北极熊为什么不怕冷”；在“节日初体验”中，用亮片贴纸做“太阳皇冠”，感受不同文化对阳光的崇拜。这些活动不追求深奥的知识，而是播下一颗“世界很大很有趣”的种子。
环保意识也在潜移默化中培养：用回收瓶做雨量器、给小鸟挂棉球“暖宝宝”，孩子们开始明白“小小的我能照顾大自然”。
结合IEYC《天气奇观》主题探究，K1班将课堂延伸至真实冰雪世界，组织孩子们走进专业滑冰场开展沉浸式体验活动。
在安全保障下，小探险家们初次触摸冰面的凉意、感受滑行的速度，通过观察冰场环境与亲身体验，直观理解了"低温结冰""光滑表面"等科学现象，将主题中关于冬季天气的知识转化为生动记忆。活动中，孩子们从小心翼翼扶栏尝试到勇敢迈步，不仅提升了身体协调性，更展现了面对挑战的积极态度——这正是主题课程"探索自然、勇敢实践"理念的完美体现。
此次特别体验让抽象的气候知识变得可触可感，当孩子们兴奋地讨论"冰为什么这么滑""冷风怎么造出冰场"时，我们看到了主题学习与真实生活碰撞产生的火花。未来将继续挖掘更多多元化的体验方式，让探究学习真正"活"起来！
小班幼儿的表达方式丰富多彩。我们尊重每个孩子的独特表现：
回顾整个主题，我们深刻体会到：
小班学习的关键是“感知”而非“知识”——让孩子用手摸、用耳听、用鼻闻，积累丰富的感觉经验。
重复是深度学习的基础——同一个冰实验玩20次，正是孩子建构认知的过程。
好问题比正确答案更重要——“你觉得太阳去哪睡觉了？”这样的开放式提问，更能激发思考。
未来，我们将继续追随孩子们的兴趣，让天气探索走向更广阔的天地——也许是观察春天的第一朵花如何绽放，也许是发现夏天的风带来的不同气味。因为教育的真谛，就在于守护这份对世界永恒的好奇。
Each Unit of BeeMee Forest Academy's IEYC Curriculum has an exciting theme and developmental goals. Combined with the UK National EYFS Framework, which is based on holistic inquiry and game teaching methods, learning is tailored to meet individual learning and development needs of children. Through multi-cultural development and international perspective each child is prepared academically and emotionally as future global citizens.
Over the past two months, three K1 classes at Wof BeeMee Forest Academy Xihu Campus have embarked on a series of theme-based exploration activities centered around "Weather Wonders", meticulously designed for the developmental characteristics of 3-4-year-olds. With tiny hands exploring nature's mysteries and innocent eyes discovering the world's marvels, the children learned through play and grew through immersive experiences. Below are highlights from our experiential learning adventure.
Foundations: Connecting Daily Weather to Early Learning
The cognitive development of young children in the K1 class depends on concrete images and direct experiences. We seized the weather phenomena that children encounter daily and designed a series of enlightenment activities full of childlike fun.
Young learners engaged with weather phenomena through:
1. Rain Studies:
2. Fog Exploration:
3. Ice/Snow Play:
Interactive elements included:
Weather character puppets (Sun Grandfather/Cloud Sister).
Daily weather songs and sound imitation.
Routine integration during circle and transition times.
Curiosity Ignition: Inquiry Through Play
The innate curiosity of preschoolers serves as their natural drive for learning. By creating playful scenarios, we guide children to learn through play and explore with joy.
Children naturally questioned weather phenomena through:
1. Storm Simulation:
2. Light Exploration:
Child-led questions like:
were explored through:
Sensory "magic bags" (feathers = wind, ice = temperature).
Comparative experiments (different glove materials).
Global Connections: Weather Across Worlds
Although the cognitive abilities of young children in the small class are limited, we still try to use concrete ways to help them understand the connection between weather and the world.
We built cultural and environmental awareness via:
1. Animal Adaptations:
2. Cultural Celebrations:
Eco-Activities:
Recycled bottle rain gauges.
Bird-feeder cotton "warmers".
reinforcing that "Little hands protect nature".
As part of our IEYC *Weather Wonders* topic, K1 ventured beyond the classroom into a professional ice rink for an immersive experiential learning opportunity.
Under close supervision, our young explorers discovered the chill of real ice and the thrill of gliding, gaining first-hand understanding of scientific concepts like ‘freezing temperatures’ and ‘frictionless surfaces’. Observing the rink environment and testing their balance, the children progressed from cautious rail-holding to confident strides – developing not just physical coordination but precisely the resilient, inquisitive mindset our curriculum seeks to nurture.
This carefully structured visit made meteorological phenomena tangible. When pupils asked, “Why does ice feel so slippery?” or “How do pipes freeze into rinks?”, we saw the curriculum’s core purpose realised: sparking authentic curiosity through purposeful play.
Expressive Learning: 100 Languages of Childhood
Children demonstrated understanding through:
1. Movement:
Snowball curling.
Tornado spinning.
2. Arts:
Sponge-printed clouds.
Glowing clay suns.
3. Language:
Educational Enlightenment: Guard Childlike Innocence and Wait Patiently for Growth
Looking back on the entire theme, we deeply realize that:
The key to learning in the K1 class is "perception" rather than "knowledge" — let children touch with hands, listen with ears, and smell with noses, accumulating rich sensory experiences.
Repetition is the foundation of deep learning — doing the same ice experiment 20 times is exactly the process of children constructing cognition.
Good questions are more important than correct answers — open - ended questions like "Where do you think the sun goes to sleep?" can stimulate thinking more effectively.
Moving forward, we'll continue exploring weather through seasonal changes - from spring's first blooms to summer's scented breezes - nurturing children's innate curiosity about our wonderful world.
撰文 Author & 翻译 Translator: 彼一米西湖校区K1教师团队 The K1 Teacher Team of BeeMee Xihu Campus
一审 First Reviewer: 彭扬玲 Iris Peng
二审 Second Reviewer: 彭瑶 Tiffany Peng
终审 Final Reviewer: 刘可 Sara Liu
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。
