解锁IB PYP教育密码——彼一米专题培训：以多元融合课程体系，赋能“探索更好的自己” I IB PYP Training

IB教育风靡全球的核心在于其开放、包容、以学习者为中心的教育哲学——这与彼一米“探索更好的自己”的理念天然契合。彼一米课程体系（BCS）以国家婴幼儿健康养育照护指南为基础，融合英国EYFS“给婴幼儿最好的开始”的宗旨，并深度采用IEYC国际早期课程框架，通过PBL项目式学习贯穿教学。IB PYP所倡导的超学科探究、学生能动性、十大培养目标等理念，恰好为BCS体系提供了结构化、国际化的实施路径，使“探索”从理念转化为可落地的教育实践。

彼一米BCS课程体系

IB PYP十大培养者目标

IB PYP的超学科主题（如“我们是谁”“共享地球”）与BCS体系中IEYC的国际主题、PBL项目主题高度兼容。在彼一米的课堂中：

• 森林教育环节，孩子们在自然中探索“生物多样性”，整合科学观察、艺术表达、语言描述，呼应IB PYP“跨学科理解”；

• Messy Play与ECSTEM活动，让孩子通过感官游戏和实验探索物质特性，在实践中发展“积极探究”特质；

• 传统文化与世界公民课程，引导孩子从“家庭”到“全球”层层理解文化多样性，培养“胸襟开阔”的国际情怀。

IB学习者培养目标在彼一米丰富的课程场景中自然生长：

• 皮划艇、马术、高尔夫：在运动中学习坚持、规则与协作，培养“勇于尝试”“善于交流”；

• 国际社交礼仪与家庭共育课程：在真实社交场景中实践“懂得关爱”“尊重他人”；

• 音乐与艺术表达：通过创造性活动激发情感表达与自我认知，成就“全面发展的人”。

这些目标不再抽象，而是融入孩子每日的探索体验中，逐步塑造其核心素养。

PBL项目式学习是BCS体系的核心教学方法，与IB PYP“学生主导探究”高度一致：

• 在“我们的社区”项目中，孩子自主调查、采访、创作，实践“声音、选择与所有权”；

• 自由探索时间中，孩子可在ECSTEM区、建构角、自然艺术工坊按兴趣选择活动，教师通过开放式提问（如“你发现了什么？”“接下来想尝试什么？”）支持深度探索；

• 家庭共育课程鼓励家长成为“探索伙伴”，延伸能动性至生活全域。

彼一米强调“家庭—学校—社会”协同共育，与IB PYP“学习共同体”理念深度结合：

• 班级公约由孩子、教师、家长共同参与制定，体现多元视角的尊重；

• 森林教育、社区探访等活动打破课堂边界，让孩子在真实社会中学习责任与合作；

• 与世界顶尖机构合作的特色课程（如大学实验室体验），让孩子从小接触全球智慧网络，理解“共享地球”的深层含义。

此次培训为彼一米的课程融合提供了关键支撑：

• 理念结构化：IB PYP为BCS的多元课程元素提供了连贯的理念框架，使EYFS、IEYC、PBL、特色课程等形成有机整体；

• 实践专业化：超学科设计方法帮助教师将森林教育、传统文化、ECSTEM等元素深度融合为探究单元，避免课程碎片化；

• 评价系统化：IB PYP的持续观察与评估方式，与EYFS的发展评价体系互补，更全面记录孩子成长轨迹。

IB PYP培训让我们更加坚定：彼一米的核心优势正在于融合的智慧——我们根植中国养育指南，融汇EYFS与IEYC框架，贯穿PBL学习方法，纳入森林教育、传统文化、全球视野，并最终以IB教育哲学提升整体课程的内涵与高度。未来，我们将持续：

• 将IB PYP探究模式深度融入BCS主题课程，设计更贴近孩子生活的跨学科探索项目；

• 以十大培养目标为线索，优化运动、艺术、STEM等特色课程的学习成果导向；

• 构建“教师-家庭-社区”协同的探索支持网络，让每个孩子在小课堂与大世界中持续发现自我、赋能成长。

The global appeal of IB education lies in its open, inclusive, learner-centered educational philosophy – a natural fit with BeeMee's "Exploring a Better Self" vision. The BeeMee Curriculum System (BCS) is built upon national infant and child health and nurturing guidelines, integrates the British EYFS principle of "giving children the best start in life," and deeply adopts the IEYC international early years framework, with PBL project-based learning as a throughout teaching. The concepts championed by the IB PYP – transdisciplinary inquiry, student agency, the learner profile attributes – provide a structured, internationalized pathway for implementing the BCS system, transforming "exploration" from a concept into actionable educational practice.

BeeMee Curriculum System (BCS)

IB PYP Learner Profile Attributes

The PYP transdisciplinary themes (e.g., "Who We Are," "Sharing the Planet") are highly compatible with the international themes of IEYC and PBL project themes within the BCS system. In BeeMee's classrooms:

• During Forest School sessions, children explore "biodiversity" in nature, integrating scientific observation, artistic expression, and language description, aligning with PYP's "interdisciplinary understanding."

• Messy Play and ECSTEM activities allow children to explore material properties through sensory play and experiments, developing the "inquirer" attribute in practice.

• Traditional Culture and Global Citizenship courses guide children in understanding cultural diversity from "family" to "global" levels, nurturing "open-mindedness" and international-mindedness.

The IB learner profile attributes naturally develop within BeeMee's rich curricular contexts:

• Canoeing, Equestrian, Golf: Learning perseverance, rules, and collaboration through sports, fostering being "risk-takers" and "communicators."

• International Social Etiquette and Family Co-Education Courses: Practicing being "caring" and "principled" in real social scenarios.

• Music and Artistic Expression: Inspiring emotional expression and self-awareness through creative activities, contributing to the development of "balanced" individuals.

These attributes become concrete, integrated into children's daily exploratory experiences, gradually shaping their core competencies.

PBL is the core pedagogical approach in the BCS system, highly consistent with PYP's "student-led inquiry":

• In projects like "Our Community," children independently investigate, interview, and create, exercising "voice, choice, and ownership."

• During free exploration time, children can choose activities in ECSTEM areas, construction corners, or nature art studios based on interest. Teachers support deep exploration through open-ended questions (e.g., "What did you discover?" "What would you like to try next?").

• Family Co-Education courses encourage parents to become "exploration partners," extending agency into all areas of life.

BeeMee emphasizes the "Family-School-Society" collaborative education model, deeply aligned with the PYP concept of a "learning community":

• Class agreements are co-created by children, teachers, and parents, reflecting respect for multiple perspectives.

• Forest School and community visits break classroom boundaries, allowing children to learn responsibility and cooperation in real society.

• Specialized courses developed in collaboration with world-class institutions (e.g., university lab experiences) expose children to a global network of wisdom from an early age, fostering understanding of "Sharing the Planet."

This training provided key support for BeeMee's curricular integration:

• Structural Coherence: PYP provides a coherent conceptual framework for the diverse elements of BCS, integrating EYFS, IEYC, PBL, and specialized courses into an organic whole.

• Professional Practice: Transdisciplinary design methods help teachers deeply integrate elements like Forest School, traditional culture, and ECSTEM into inquiry units, preventing curricular fragmentation.

• Systematic Assessment: PYP's approach to ongoing observation and assessment complements the EYFS developmental evaluation system, creating a more comprehensive record of each child's growth journey.

The IB PYP training reaffirmed our conviction: BeeMee's core strength lies in the wisdom of integration. We are rooted in Chinese nurturing guidelines, incorporate the EYFS and IEYC frameworks, implement PBL methodology, embrace Forest School, traditional culture, and a global perspective, and are ultimately elevated by IB educational philosophy to enrich the depth and stature of our overall curriculum.

Moving forward, we will consistently:

• Deeply integrate the PYP inquiry model into BCS thematic learning, designing transdisciplinary exploration projects more closely connected to children's lives.

• Use the ten learner profile attributes as a guide to optimize learning outcomes in specialized courses like sports, arts, and STEM.

• Build a collaborative "Teacher-Family-Community" exploration support network, enabling each child to continuously discover themselves and grow in capability, both within the classroom and in the wider world.