当孩子开始设计校园标识、预测天气、经营店铺…这所学校的课堂“失控”了
“标志为什么能说话？”
“龙卷风来临时，我们怎么办？”
“一张海报，如何让人停下脚步？”
在刚刚落幕的UOI-3结题展上
我们见证了一场“学习革命”的缩影
从符号设计到商业实践
从材料科学到神话改编
一至五年级的学生用五周时间
完成了一场从“想知道”到“能做到”的深度跨越
中心思想：标志和符号帮助我们认识和探索世界。
线索一：我们身边的标识和符号（形式）
线索二：世界各地的标识和符号有什么异同 （联系）
线索三：为学校创造标志和符号/吉祥物 (观点）
真实性表现任务：成为“校园符号设计师”，为学校创造一套新标志或吉祥物。
“为什么学校的标志是小树？”“安全出口的小人为什么是绿色的？”一年级的探究，从一次“校园标志吐槽大会”开始。孩子们带着问题，开启了“符号侦探”之旅：寻找校园里的标识、绘制各国国旗、对比中外符号的异同。
“我想设计一个‘安静看书’的标志，让图书馆更温馨。”在小组共创中，孩子们自主定主题、选颜色、画图案，互相给建议，一起优化设计。在新学期，他们将亲手设计出的安全标识、礼仪提示张贴在校园相应位置，真正成为校园的“美化小使者”。
结题展上，孩子们大方登台，讲解自己的设计理念。一位家长笑着说：“没想到孩子能这么清晰地表达为什么用这个形状、那种颜色——他们真的在思考，而不只是画画。”
材料的“科学”与“魔法”
如何用旧物，造一份新年心意？
中心思想：人类选择材料的原因反映了对科学原理的理解
线索一：不同材料的特性（形式）
线索二：人们选择不同材料的背后的科学原理(功能）
线索三：人们对材料的合理利用(原因）
真实性表现任务：运用环保原则，用身边材料制作一份新年礼物。
“塑料瓶可以变成花盆！”“旧报纸能折成装饰画。”二年级的教室，像一个材料实验室兼可持续工坊。
从“材料小侦探”的触摸观察开始，到“礼物大比拼”的实验对比，孩子们逐步建构起“特性决定用途”的科学认知。在“帮小明选材料”的真实任务讨论中，环保维度被自然引入：“因为塑料不容易分解，我们要尽量少用。”
探究的终点是创造。孩子们自主收集废旧纸盒、塑料瓶、落叶等，亲手制作出陶艺、剪纸、扭扭棒作品等新年礼物。“把旧东西变新，不总买新的”——这句童言，是探究得出的结论，更是可持续生活观的生动萌芽。
中心思想：预测天气能够帮助人们应对不同的情况。
线索一：空气与天气（联系）
线索二：测量和预测天气（功能）
线索三：极端天气对人类的影响（原因）
真实性表现任务：研究一种极端天气，并设计应对方案。
“龙卷风是怎么转起来的？”“暴雨和台风，谁带来的水更多？”三年级学生带着真实问题，钻进天气的奥秘。
他们通过模拟实验理解风的成因，观测云图识别天气模式，并分组深入钻研一种极端天气——从形成机制到防护措施。知识在动手与协作中变得具体可感。
结题展上，研究成果转化为生动的公共科普。沙尘暴小组用模型模拟形成过程；冰雹小组展示不同尺寸的模拟冰雹，讲解防护知识；暴雨小组则用不同量杯直观呈现雨量等级。知识，在这里是可触摸、可体验的生存智慧。
中心思想：故事创作受到社会文化和自然环境的影响。
线索一：神话故事的特点（形式）
线索二：中外神话故事对比 (观点）
线索三：故事改编与创作 （功能）
真实性表现任务：创编神话故事，并拍摄一部皮影戏影片。
这是一个完全由学生主导的“神话剧场”。从海报设计、皮影操纵到影片放映讲解，孩子们是绝对的导演、编剧与主演。
从《盘古开天地》到希腊神话，四年级学生在中外故事的海洋中航行，捕捉文化深处的密码。通过精读、辩论和对比图，他们发现：“中国神话重族群与牺牲，西方神话常见个人的冒险与选择”。
而后，创作开始了。
选定皮影戏这一传统形式，小组自主分工：编写融入现代价值观的神话脚本、制作关节灵活的皮影人物、学习拍摄与剪辑技术。结题展变身“时空神话博物馆”，幕布之后，孩子们操控皮影，光影交错间，古老传说被赋予了当代的叙事与关切。
中心思想：商店和市场是为了商品和货币的交换而组织起来的。
线索一：供与求（连系）
线索二：如何确定商品和服务的价值（功能）
线索三：拓展成为理性消费者的途径（观点）
真实性表现任务：筹备并运营一家爱心店铺，并将部分利润用于慈善。
“我们店铺的核心竞争力是什么？”“定价多少，同学们才会觉得值？”五年级学生以“小老板”身份，开启了一场真实的微观经济实践。
从问卷调研、数据分析确定选品，到实地比价、核算成本科学定价，再到跨学科设计宣传海报——“商业计划”在小组协作中逐步清晰。2025年12月30日的爱心义卖节，成了检验成果的最终舞台。四个班级的“爱心小铺”各显神通，孩子们在真实的交易中理解供需、沟通价值。
最终，他们将部分所得捐赠给中山特教学校，完成了一场从商业模拟到公益实践的闭环体验。一笔笔小小的交易，结算的不仅是金额，更是对“价值”与“责任”的双重理解。
UOI-3单元虽已落幕，但探究留下的痕迹清晰可见：
它可能是校园里一个由孩子设计的标志，可能是家中一件“变废为礼”的手作，
也可能是一种面对天气变化时的从容，或是一次理性消费时的停顿思考。
当我们把学习的定义权交还给孩子，世界便成了最广阔的课堂。
探究的意义，不在纸上，而在指尖、在眼里、在对世界发问的勇气里。
探究永续，成长不止。
Why do signs "speak"?
What to do in a tornado?
How to make a poster stop people?
At the UOI-3 Exhibition, we witnessed a microcosm of a "learning revolution".
From symbol design to business practice, material science to myth adaptation, Grades 1-5 students made a profound leap from "wondering" to "achieving" in 5 weeks.
Designing a "new language" for campus: Young symbol designers in action
Transdisciplinary Theme:
Where we are in place and time
Central Idea: Symbols and signs help us understand and explore the world.
Line of Inquiry 1:Symbols around us （Form)
Line of Inquiry 2: Similarities and Differences in Symbols Around the World ((Connection)
Line of Inquiry 3: Create symboles for the community（Perspective）Authentic Performance Task: Be a Campus Symbol Designer and create a new set of school signs or mascots.
"Why is the school logo a small tree?"" Why is the emergency exit figure green?"Grade 1's inquiry started with a campus sign critique session. With questions in mind, the kids embarked on a "symbol detective" journey: hunting for campus signs, drawing national flags, comparing symbols at home and abroad.
"I want to design a 'Quiet Reading' sign to make the library warmer." In group creation, kids chose themes & colors, drew patterns freely, exchanged suggestions and polished designs together. In the new semester, their student-made safety signs and etiquette reminders will be posted around campus—they’ve truly become the little decorators of their school!
At the exhibition, kids confidently presented their design concepts on stage. A parent smiled and said: "Never thought kids could explain so clearly why they chose a certain shape or color—they’re really thinking, not just drawing."
The Science & Magic of Materials:
Turn old stuff into New Year wishes
Transdisciplinary Theme:
How the World Works
Central Idea:The reason why humans choose materials reflects the understanding of scientific principles.
Line of Inquiry 1:Characteristics of different materials.（Form)
Line of Inquiry 2:Scientific reasons why people choose different materials.（function）
Line of Inquiry 3:People's rational use of materials.（causation）
Authentic Performance Task: Make New Year gifts with daily materials following eco principles.
"Plastic bottles into flower pots! Old newspapers into decorative art!" Grade 2 classrooms are eco-material labs and sustainable workshops.
From observing as "material detectives" to experimenting in a "gift challenge", kids built the scientific understanding that properties determine uses. Discussing the real task of "choosing materials for Xiao Ming", eco awareness came naturally: "We should use less plastic as it doesn’t decompose easily."
Inquiry ends with creation. Kids collected waste boxes, plastic bottles, fallen leaves and made New Year gifts like pottery, paper-cuts and pipe cleaner crafts by hand. "Turn old things new, don’t always buy new ones"—this childish remark is the conclusion of inquiry, and a vivid seed of sustainable living.
Beyond Forecasting:
Learning to "Read" the Sky
Transdisciplinary Theme:
How the World Works
Central Idea:weather can help people prepare for different conditions
Line of Inquiry 1:Air and Weather （connection）
Line of Inquiry 2:Measuring and Predicting Weather （function）
Line of Inquiry 3:The Impact of Extreme Weather on Humans （causation）Authentic Performance Task: Research one extreme weather and design a response plan.
How do tornadoes form? Which brings more rain, downpours or typhoons? Grade 3 students dive into the mysteries of weather with real questions.
They learned wind formation through simulation experiments, identified weather patterns by observing cloud maps, and researched one extreme weather in groups—from formation mechanisms to protective measures. Knowledge becomes tangible through hands-on practice and collaboration.
At the exhibition, research became vivid public science popularization. A sandstorm group simulated formation with models; a hail group showed simulated hailstones of different sizes and explained protection tips; a rainstorm group demonstrated rainfall levels with measuring cups. Here, knowledge is tangible, experiential survival wisdom.
Myths into Modern Scripts:
Shadow Puppetry Meets Gen Z Alpha Writers
Transdisciplinary Theme: Where We Are in Place and Time
Central Idea:Story creation is influenced by social culture and the natural environment.
Line of Inquiry 1:Characteristics of Mythical Stories （Form)
Line of Inquiry 2:Comparison of Mythical Stories from Different Cultures （perspective）
Line of Inquiry 3:Adapting and Creating Stories（function）
Authentic Performance Task:Compose a myth and shoot a shadow puppetry film.
A student-led "Myth Theater" where kids take charge as directors, screenwriters and stars — from poster design, shadow puppet manipulation to film screening and explanation.
Sailing through Chinese and foreign tales from Pangu Separates Heaven and Earth to Greek myths, Grade 4 students unlock the cultural codes deep within. Through close reading, debates and comparison charts, they discover: "Chinese myths emphasize community and sacrifice, while Western myths feature personal adventure and choice."
Then comes creation.
Choosing the traditional shadow puppetry, groups divide roles freely: writing myth scripts with modern values, making flexible-jointed puppets, learning filming and editing skills. The exhibition turns into a "Myth Time & Space Museum" — behind the screen, kids control the puppets, and ancient legends take on contemporary narratives and concerns in the interplay of light and shadow.
Small Shop, Big Kindness:
A Real "Business & Society" Experiment
Transdisciplinary Theme:
How We Organize Ourselves
Central Idea:Shops and markets are organized for the exchange of goods and money.
Line of Inquiry 1:Supply and demand （connection）
Line of Inquiry 2: How the value of goods and
services are determined （function）
Line of Inquiry 3：Developing ways to be a
conscientious consumer
Authentic Performance Task:Set up and run a charity shop, donate part of profits to charity.
What’s the core competitiveness of our shop? What price will make classmates feel it’s worth it? As young bosses, Grade 5 students launched a real micro-economy practice.
From surveying and analyzing data to decide products, comparing prices on-site and calculating costs for scientific pricing, to cross-disciplinary poster design – their business plans took shape through group collaboration. The Charity Bazaar on Dec 30, 2025, was the ultimate stage to test their work. Four class charity shops showcased their strengths, and kids understood supply and demand, communicated value in real transactions.
In the end, they donated part of the earnings to Zhongshan Special Education School, completing a closed-loop experience from business simulation to public welfare practice. Every small transaction settled not just an amount, but a dual understanding of "value" and "responsibility".
UOI-3 has ended, but the traces of inquiry remain clear:It may be a student-designed sign on campus, a handcrafted gift made from upcycled materials at home,calmness in the face of weather changes, or a moment of thought in rational consumption.When we give children the right to define learning, the world becomes the broadest classroom.
The meaning of inquiry lies not on paper, but in our fingertips, in our eyes, and in the courage to question the world.Inquiry never stops, and growth is endless.
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。
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