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# 青苗常营校区 PYP协调员

什么是探究性学习？探究性学习是一种强调学生在学习过程中的作用的学习方法。鼓励学生在学习环境中探索材料、提出问题、分享想法和采取行动，而不是老师告诉学生他们需要知道什么。

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Inquiry learning is an approach to learning that emphasizes the students’ role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, share ideas and take action within the learning context.

众所周知，国际文凭小学项目（IB PYP）包含六大超学科主题。在每个超学科主题开始时，老师们会通过大量图片、实物、书籍或视频，激发学生对探究主题的好奇心和热情，同时鼓励学生针对探究主题提出自己感兴趣的问题。这些问题会被醒目地展示在教室中，便于大家随时能看到自己的问题。随着探究的不断深入，这些问题也会被不断补充，但最终都会被逐一解答。

当然，学生的问题不仅是他们自己学习和探究的导向，更是指引老师设计有意义学习的重要依据。例如，三年级超学科主题“共享地球”，在探讨“冲突”这一概念时，教师正是根据学生们提出的问题进行分类。教师发现学生感兴趣的问题大致集中在三个方面：人与人、人与动物和国家之间的冲突，这也就形成了以共同兴趣为基础的研究小组。

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As we all know, the IB PYP contains six transdisciplinary themes. At the beginning of each transdisciplinary theme, teachers will use a large number of pictures, objects, books or videos to stimulate students' curiosity, enthusiasm and to provoke students to raise their own questions about the concepts of the study. These questions will be prominently displayed in the classroom so that everyone can view their own thoughts and curiosities throughout the duration of the unit. As the exploration progresses these questions will be consistently referred to and expanded upon to deepen the inquiry.

Of course, students' connections and questions are not only to orient their own studies, they are also an important foundation for directing the teachers to design meaningful learning activities.

For example, the grade 3 Transdisciplinary theme "Sharing the Planet", when discussing the concept of "conflict" the teacher arranged activities related to the questions raised by the students. She found that the problems that students were interested in were mainly concentrated into three contexts: the conflicts between people and people, between people and animals, and between countries.  This then formed the basis for student groups that they worked in together to research their shared interests.

在四年级超学科主题“我们身处什么时空”中，学生探讨迁徙对于个人的影响。老师们首先根据学生的阅读水平分发资料，让学生通过独立阅读概括出自己所读内容的主要信息。这些信息将以“艺术走廊”的形式进行张贴，供学生自由阅读并给出自己的意见和判断，认同就在旁边打勾，如有疑问就打问号。

充分的信息共享和思想碰撞让学生开始意识到，迁徙对个人的影响是深刻的，是具有挑战性的，同时也是充满机遇的。最后学生将自己阅读的文本按照这三种观点进行分类，相互翻阅并继续补充原有论点。利用这些观点，学生们进一步研究了文本，同时将这些信息充分在外出探究——首都博物馆中得到了实践与证明，不断加深对这些问题的理解，也产生了更多新的想法。

整个探究过程热烈积极，学生在不断深入的探讨和反思之中提升了自己对问题的认知和理解。

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Throughout the transdisciplinary theme “Where we are in Place and Time” in grade 4，students explored the effects of migration on individuals. The teachers first distributed materials according to students' reading level and encouraged the students to summarize the main information of their reading content through independent reading activities. This information was posted in the form of a "Gallery Walk" for students to explore, reading freely and giving important peer feedback on from their own opinions and judgments, along the way checking and recording questions that the reading raised in their minds.

Sharing their research, sharing the information they gathered and sharing their thoughts and questions lead the students to begin to realize that the effects of migration on individuals are deeply emotional and challenging, as well as opportunity creating.  Using these perspectives, the students researched further texts and explored the Capital Museum as a source of information, cooperatively developing new ideas and understandings.

This process of inquiry was enthusiastic and positive, the students improved their knowledge and understandings of relevant issues through ongoing discussions and in-depth reflections.

探究是真实的，是与学生生活的周围的世界亲密联系的，这样的学习对学生来说才是有意义的。

一年级超学科主题“我们是谁”，学生主要关注在学习社区中人们的权利、角色和责任。教师引导学生通过探索自己学校的环境来开始他们的学习。学生们采访了校长、教师、保安和清洁工等，以研究这些角色对校园的责任和意义。然后他们扩大了对学习社区的了解，邀请当地警察以及医生和护士到学校。学生不断收集信息，认真听取这些社区服务人员的陈述，加深他们对自己所属社区角色的理解。

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Inquiry is connected with the world around students' life in “real-life” ways.  These authentic contexts encourage the students to make deep and meaningful connections with their learning.

Throughout the grade 1 studies into the transdisciplinary theme “Who we are” the students focused on the main idea that in a learning community people have rights, roles and responsibilities.

The teachers guided students to begin their studies by exploring the context of their own school.  They interviewed the principals, teachers, security guards and cleaners to research the responsibilities and significance of these positions for the campus. They then widened their understanding of community to invite local police, as well as doctors and nurses from a close by hospital to school.  They gathered information and listened carefully to presentations given by these community service peoples, adding to their understandings about the roles in the community to which they belong.

在探究主题进行的最后，学生要通过总结性评估任务展示自己在整个探究过程中的收获，呈现自己对于主题的理解到达了怎样的程度。这是一种作为学习组成部分的评估，更重要是学生自己对自己获得的学习成果进行庆祝的一种方式。

五年级在超学科主题“我们是谁”中，重点了解人们在不同阶段的自我意识。学生以小组合作的形式展示总结性评估任务，为了做到这一点，他们不断提升合作技能，交流他们共同的学习经验，并找到解决办法和策略来表达他们不同的看法和观点。

在探究过程中，学生也进行自我反思、自我评估和持续性的自我反馈，这些都是让学生不断体验学习成功，并提升在现实生活中发挥作用所必需的社会技能。

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At the end of the unit, students should show their outcomes in the whole process of inquiry through the summative assessment and show how much they have understood the main ideas of the unit studies.  This is a form of assessment as learning and more importantly, a celebration of their own learning achievements and their learning journey.

The transdisciplinary theme “Who we are” when studied in the grade 5 classes, the students focused on understanding people's sense of self at different stages in their lives. The students presented their summative assessment in groups.  To do this, they needed to strengthen their cooperation skills, communicating their shared learning experiences and find solutions and strategies to express their differing opinions and perspectives. In this process, they needed to self-reflect, self-assess and give ongoing peer feedback. These are all ways for students to experience learning successes and to develop the social skills necessary to function in real-life communities.

除了跨学科的主题教学，探究也常常发生在其他学科中。例如三年级数学中，当学习测量和识别标准长度单位（如毫米和分米）时，老师引导学生使用Y形图来组织他们的思考。通过Y型图——我知道、我感觉到、我想到，学生们能够将数学知识与他们生活的现实联系起来，学生不仅能够获得知识，而且了解了一个可以跨学科使用的思维工具。

五年级学生在对小数除法进行知识梳理时，学生在小组合作中充分讨论自由设计出小数除法的思维导图。

总之，探究随时随处都在发生，就在这些点点滴滴的积累当中，它不仅改变着学生的学习方式，改变着教师的教学方式，更在悄然改变着我们尚未看清的遥远未来……

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Inquiry does not only exist in the unit; it also occurs in different subject areas.  For example, in 3rd grade mathematics when learning to measure and recognize standardized units of length, such as millimeter and decimeter, the teacher guided the students to use a Y-chart to organize their thinking.  The chart provided areas for I know, I feel, I think, so that students were able to connect the knowledge of mathematics with the reality of their lives.  This gave the students a strategy to not only gain knowledge, but also an understanding of a thinking tool that can be used across subject and settings.

Similarly, the 5th grade students were asked to work in small groups to cooperatively discuss design a mind map illustrating their understanding of decimal division.

In short, inquiry happens everywhere at any time.

Through the ongoing development of these inquiry-based skills, strategies and thinking tools the students’ learning is deepened, the teachers’ practice is strengthened and the way the students develop begins to prepare them for a future not yet seen.