从一年级的 Publishing Party，走进 IB 探究式学习的真实日常

如果只看当天的 Publishing Party，你或许会以为，这只是一次一年级孩子展示英文写作成果的小型庆祝活动。 

孩子们站在台前，分享自己的作品，声音还带着些许稚嫩，却格外认真、自信。 

但实际上，这场 Publishing Party 只是一座冰山露出水面的那一角。 
在它背后，是一个完整、清晰、循序渐进的 IB 探究学习过程——也是孩子们在课堂里真实发生的学习日常。 

想要真正理解这场 Publishing Party 的价值，请和我们提前了解它背后的整个 IB 探究单元。 

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If you only saw the Publishing Party, it might have looked like a simple celebration of their creative English writing pieces--first graders at their thoughtfully-prepared stations, clutching their written work, voices shy but steady with a quiet, luminous pride. As each child finished and their voices trailed off, the room seemed to hold its breath—then applause broke the hush, and broader grins of relief and fulfilment lit their faces. It was a triumphant moment of confidence and accomplishment—but that bright moment was only the visible tip of a much deeper, deliberately woven learning journey. Beneath those grins and applause lay an IB inquiry unit—each lesson a careful stitch that transformed curiosity into understanding, observation into language, and wonder into expression. To grasp the full meaning of that moment, let’s follow the thread back through the meticulous, deliberate work that made it possible.  

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这些探究线索并非以知识记忆为目标，而是通过精心设计的学习体验，引导学生在跨学科与真实情境中深化理解，建立概念之间的联系，并最终帮助学生发展 IB 学习者画像中所强调的核心能力与品质。 

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These lines of inquiry were not designed to be memorized. Instead, they guided students to deepen their understanding across subjects and contexts, and to build meaningful conceptual connections. Through this process, students gradually developed key attributes of the IB Learner Profile—becoming balanced, reflective, open-minded learners. 

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在探究单元的起始阶段，教师通过系统而有结构的英文阅读，帮助学生建立必要的背景知识，为后续学习打下坚实基础。 

所有阅读资源均选自Expeditionary Learning Curriculum（探究体验学习课程体系）。该课程强调有目的、有体验的学习，通过精心设计的学习路径，将零散的知识点串联成一个相互关联的理解网络，而非孤立地训练单项技能。作为被广泛应用于 IB 课堂的课程体系，EL 的阅读设计不仅支持语言能力的发展，更有力地促进了跨学科的学术成长与概念理解的深化。 

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At the beginning of the unit, teachers supported students in developing essential background knowledge through carefully structured English reading experiences. 

All reading resources were chosen from the Expeditionary Learning curriculum, which prioritizes purposeful, experience-based learning that ties together to form an interconnected web of knowledge and understanding, rather than isolated skill practice. Widely used in IB classrooms, this approach ensures reading supports academic growth across disciplines while deepening students’ conceptual understanding. 

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在文本选择上，教师遵循了以下核心原则： 

1.与探究主题高度契合 

2.覆盖班级中不同阅读能力水平 

3.自然融合科学、数学、语言与艺术等多学科内容 

4.体现文化多样性，并与真实世界建立联系

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Key principles guiding text selection included: 

1.Strong alignment with the theme of inquiry 

2.Coverage of multiple reading levels within the class 

3.Integration of science, math, language, and the arts 

4.Cultural diversity and real-world relevance

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每一小时的英语读写课都经过精心规划，均衡划分为四个核心板块：阅读、自然拼读、流利度练习和写作，每个部分约 15 分钟。教师通过Read Aloud（朗读） 和 Guided Reading（引导式阅读） 等方式，根据学生的个体差异提供针对性的支持，同时不断强化跨学科知识的连接。

在这一阶段，学习的目标并不只是“把书读完”，而是帮助学生逐步建立起必要的语言基础与知识储备，为之后更深入的观察、讨论与表达做好充分准备。

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Each hour of literacy block was deliberately divided into four core areas—reading, phonics, fluency, and writing—allocating roughly 15 minutes to each. Through shared reading and guided reading, teachers provided differentiated support tailored to individual needs while reinforcing cross curricular connections.

The aim at this stage was not merely to “finish reading” but to give students the language and knowledge they would need for deeper observation, discussion, and expression later in the unit. 

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在具备基础认知后，学生进入实际理解阶段。 
他们通过日常观察记录（Little Moon Journal），用数据和规律总结的方式去理解太阳与月亮以及地球的关系，理解月亮变化的原因等。 

同时，学生通过参观科技馆，将抽象概念与真实体验建立联系，深化认知的同时，理解知识对于真实生活的影响。 

在这一过程中，科学观察能力、数学中的数据管理与规律识别能力同步发展，学习不再局限于单一学科。 

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Once students had established foundational knowledge, learning moved beyond the classroom texts. 

Students made observations  

Students kept a Moon Observation Journal, where they collected data daily, recorded their observations, and ultimately identified patterns to understand why the moon appears to change shape, how its position relates to the sun and Earth, how those changes repeat over time, and finally how they affect us.  

A visit to the science museum further deepened those connections, turning abstract ideas with real-life experiences. Throughout this phase, scientific observation skills and basic data skills naturally and simultaneously, reinforcing the interdisciplinary nature of learning.  

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• 引导式写作
学生以小组形式开展写作学习，在阅读材料、小组讨论以及听写音频等多重支持下进行练习。 
教师会明确教授写作的基本结构，例如 什么时间，在哪里，是谁，发生了什么，如何发生的等，帮助学生学会如何清晰、有逻辑地组织事实信息，为有效表达打下基础。 

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• Guided Writing 
Students worked in small groups, supported by reading materials, group discussions, and dictation audio resources. Teachers explicitly taught writing structures—such as when, where, who, what, and how—to help students organize factual information clearly and logically. 

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• 创意写作
在掌握写作结构之后，学生开始独立完成写作，在遵循基本框架的前提下拓展内容，表达自己的理解与想法。 
这一阶段既帮助教师评估学生的学习成果，也鼓励学生在写作中建立创造力与自信。 

写作在这里不只是语言训练，而是理解、思考与表达能力的综合呈现。

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• Creative Writing 
Students then applied these structures independently, expanding their ideas and expressing personal understanding. This stage allowed teachers to assess their learning while encouraging creativity and confidence. 

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写作在这里不只是语言训练，而是理解、思考与表达能力的综合呈现。 

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Here, writing was not treated as a language exercise alone, bu t as a demonstration of thinking, application, expression, and creation.

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教师通过rubrics评价量规、检查清单和anecdotal notes 轶事记录对学生进行持续评估，追踪其在知识、技能和学习态度方面的进展。学生也会参与自我反思与自我评价，而家长则能通过共享的学习评价标准，清晰看到孩子的成长轨迹。 

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Teachers continuously assessed students using rubrics, checklists, and  anecdotal notes, tracking progress in knowledge, skills, and learning attitudes. Students also engaged in self-reflection and self-assessment, while parents were able to clearly see their children’s growth through shared learning criteria. 

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这些看似安静的变化，正是支撑孩子长期成长的内在力量。 

出版排队呈现的是阶段性成果，而这一完整探究过程所培养的，是可迁移、可持续发展的学习能力。 

这正是 IB 探究式学习在真实课堂中，希望为孩子建立的长期学习基础。 

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These quiet but powerful changes form the foundation for long-term growth. 

The Publishing Party represents a moment in time, but the inquiry process behind it builds transferable, sustainable learning skills and concepts, which is exactly what IB inquiry-based education aims to develop in every child.