PYP小学部｜探究单元成果展：站上舞台，我们看到了未来的光

4月10日，华锐双语学校PYP学部举行了一场探究单元（UOI）结题展。这不是一场简单的汇报演出，而是一次孩子们用自己的语言、作品和行动展示“我学到了什么”的真实成长时刻。

On April 10, the PYP div of Chiway Bilingual School came together for a vibrant and meaningful celebration marking the conclusion of the 4th Unit of Inquiry (UOI). The event was a spectacular combination of presentations, performances and multi-faceted displays based on each grade’s transdisciplinary themes.

活动当日还迎来了一批特别的观众——七星幼儿园的80位小朋友。他们分成8组，每组10人，在老师的带领下，认真聆听PYP学生讲解员的介绍。对这群幼儿园孩子来说，这是一次走进小学、走近探究式学习的真实体验。

It drew an enthusiastic audience of 80 young learners from Qixing Kindergarten, offering them an inspiring glimpse into their own potential futures as inquirers, thinkers, and communicators within the PYP framework.

一年级的小朋友Aiden自信地走上台，告诉大家：“保护水资源人人有责！”在这个单元里，孩子们研究了水的流动、变化，以及水对生命的重要性。他们不仅发现了水资源短缺的原因，还学会了关紧水龙头、重复用水这些生活中简单又重要的节水方法。孩子们用海报和小实验，把“节约用水”讲得清清楚楚。

Grade 1 was represented by Aiden, who confidently introduced their central idea: “People have the responsibility to protect water resources.” Through this unit, students investigated how water moves, changes states, and supports all living things—including you and me! Their inquiry led them to exciting discoveries about the causes of water scarcity and, more importantly, practical ways to conserve water at school and at home. By the end of the unit, these youngest learners had become little experts on responsible water use, presenting posters and simple experiments that demonstrated filtration, evaporation, and the importance of turning off the tap.

二年级的Fenna带大家走进古代建筑。孩子们化身为小小建筑师和历史学家，搭建了金字塔、希腊神庙、中国宫殿的模型，还在展区办了一个迷你博物馆，主动为来宾讲解。他们告诉大家：每一座建筑，都在讲述它所在的时代和地域的故事。

Fenna from Grade 2 took the audience on an incredible journey into the world of architecture—the art and science of designing buildings. In this unit, students stepped into the roles of young architects, historians, and museum curators. They explored how buildings tell stories about the time and place they were built, traveling back to Ancient Egypt, Greece, and China’s Ming Dynasty. Their work included constructing detailed models of pyramids, Greek temples, and traditional Chinese Palace, as well as curating a classroom museum complete with labeled exhibits and guided tours for visitors.

三年级探究的是古埃及、美索不达米亚、古中国和古罗马文明。孩子们发现：轮子、纸张、道路——这些古代发明，今天依然在影响我们的生活。他们亲手制作时间轴和仿古文物，把“历史没有走远”这件事讲得生动又具体。

Grade 3’s host presented their inquiry into ancient civilizations under the transdisciplinary theme Where We Are in Place and Time. Students explored how people lived long ago in Egypt, Mesopotamia, China, and Rome. They discovered how rivers like the Nile and the Yellow River supported farming, how monumental structures were built, and how inventions such as the wheel, paper, and paved roads continue to shape modern life. Through timelines, artifacts they created, and comparative charts, Grade 3 showed how the past is not behind us but alive in our daily lives.

四年级的孩子不只是“讲”艺术，他们直接站上舞台，用中英文演唱、舞蹈、朗诵自己创作的诗歌。他们研究了视觉艺术、表演艺术和文学艺术，也学会了尊重不同的观点。

Kios introduced Grade 4’s inquiry cycle under the theme How We Express Ourselves. Students explored three main art forms: visual arts (painting, sculpture, digital art), performing arts (music, dance, drama), and literary arts (poetry, storytelling). They dove deep into why people create art, how personal and cultural perspectives influence interpretation, and how art can be a bridge between differences. Their celebration was not just a report but a true performance: they sang, danced, and recited original poems in both English and Chinese, using language itself as an art form—a powerful reminder of expressive habits that can sometimes fade in younger generations.

五年级探究的主题是“我们是谁”。孩子们围绕“随着成长，我们经历变化并做出反应”这一中心思想，认真梳理了自己从情绪到责任的变化。他们制作了个人的成长手册，记录下自己的困难、进步和应对方法。这是一群即将小学毕业的孩子，用非常成熟的方式，向大家展示了什么叫“自我认知”和“积极面对挑战”。

Finally, the PYP seniors led the audience through Grade 5’s deeply personal inquiry under the theme Who We Are, with the central idea: “As we grow, we experience and react to change.” Students explored how roles, responsibilities, and emotions evolve from birth through adolescence. They normalized the idea that understanding feelings and recognizing emotional triggers is a natural and healthy part of growing up. They also focused on positive responses to challenges: overcoming problems, setting and achieving goals, and learning from the lived wisdom of parents and teachers. Their learning was captured in personal reflection journals and, finally, in beautifully compiled booklets—each one a unique map of their growth, their struggles, and the strategies they are developing to move forward with resilience and self-awareness.

剧场展示结束后，孩子们的学习成果移到了大厅。幼儿园的小朋友分组按照特定路线进行参观，认真听PYP学生讲解员的介绍。有的在看金字塔模型，有的在试写古代文字，有的在翻看五年级的成长手册。熙熙攘攘的人群中，孩子们感受到了探究式学习真实发生的样子。

After the theatre performances, the excitement moved to the lobby, where each grade had transformed their area into an interactive exhibition space. The 80 kindergarten students were divided into 8 small groups of 10, each group guided by a dedicated teacher. As they walked through the exhibition, they listened attentively to PYP student guides, who explained each grade's inquiry journey with impressive confidence and clarity.

从水资源保护到情绪成长，从古埃及文明到舞台上的自信表达——这场成果展，让我们再一次看到：探究式学习带给孩子的，远不止是知识，更是自信、表达力和对世界的好奇心。

希望这次成果展示，能在每个孩子心里播下探究的种子，并且不断生根、发芽，最终让他们成长为最好的自己！

From water conservation to emotional growth, from ancient Egypt to the stage, this celebration was far more than a closing event. It was a living demonstration of what inquiry-based learning can achieve: curiosity, confidence, creativity, and connection. For the visiting kindergarteners, it was a window into their own possible futures. For the Chiway community, it was a proud reminder that learning—when done deeply—does not end with a unit. It continues in every question, every performance, and every step we take together.