课程实录｜产品驱动导向的火箭发射探究项目
说到工程，大家首先会想到大学里的理工科：理科是基础科学，主要方向是研究和发现未知；工科，是为了满足需求为目的的学科，目标是把事情做成。生活中各行各业所从事的，很多情况下都属于「工程/项目」的范畴，因此实践性强、计划性强的“工程思维”也成为了我们关注的重点。打小涵养孩子养成强调将知识与技能应用于实践当中的工程思维，是科学素养的重要体现。这次，我们聚焦金生的专科课程科学STEAM，一同看老师是如何培养孩子的工程思维的。
Talking about engineering, we first think of the science and engineering department in a college. The science department is basic sciences aimed to research and discover the unknown; engineering is a discipline to fulfill needs. In many cases, what we do in jobs belongs to the category of "engineering/projects", and "engineering thinking", which is highly practical and well-planned. These skills have become a focus of our education. It is important to cultivate engineering thinking that emphasizes the application of knowledge and skills in practice, which is an important aspect of scientific literacy.So we focus on the King's single subject science STEAM program to see how teachers develop children's engineering thinking.
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提到幼儿园里的科学探究，大多数人脑海中浮现的是孩子们动手实验的画面，一旁的观察记录表上是他们稚嫩的涂鸦。比起在探究主题中单纯地设计「观察」和「操作」的探索形式，IB视域下的STEAM科学活动更注重创新与激发孩子学习的内驱力。Lily老师经过观察发现，孩子们对火箭发射的新闻、火箭运作的原理等很感兴趣，于是，她决定利用产品驱动的模式帮助他们完成这一探究过程。
When it comes to science exploration in kindergarten, what comes to most people's mind is children performing experiments with observation sheets beside them. Instead of simply performing "observation" and "experimentation" in exploration, our STEAM science program, under the IB perspective, focuses more on innovation and stimulating the children's internal drive to learn. After observing the children's interest in the news of rocket launches and the principles of rocket operation, Ms. Lily decided to help them complete the process of exploration with a product-driven model.
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项目启动之初，孩子们的目标非常明确：制作并安全发射一个火箭模型。他们像公司团队满足客户需求一样去思考——他们需要激活知识体系中关于火箭的已有知识，迁移学习技能，综合陈述性知识、程序性知识、策略性知识，才能做出一个拥有火箭特征的「产品」。
At the start of the program, the children had a clear goal: to make and safely launch a model rocket. They thought like a corporate team meeting a customer’s needs - they need to activate what they learned about rockets, transfer learning skills, and synthesize declarative, procedural, and strategic knowledge in order to make a 'product' that has the characteristics of a rocket.
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金生作为一所IB世界学校，致力于将IB课程理念融合于STEAM科学。其中ATL（Approach to Learning，学习方法 ) 为孩子们提供了探究的工具，这些技能的发展常常被认为是支持学生有效展开学习和在校内外取得成功的关键。那么，火箭发射项目中，孩子们应用到了哪些学习方法呢？
As an IB World School, King’s is committed to integrating IB curriculum concepts into STEAM science. ATL (Approach to Learning ) provides children with the tools of inquiry. The development of these skills is often cited as key to supporting students' effective learning and success in and out of school. So what Approach to Learning skills were applied by the kids in the Rocket Launch program?
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火箭发射STEAM项目持续了四个月之久，将知识、技能和素养有机融为一体，为孩子提供充足的机会寻找自身兴趣所在，探讨他们关注的问题和价值。这样的深度学习由孩子掌握主导权，一步步引领火箭项目的持续与深入。Lily老师反馈，为孩子的学习提供教学支架，扮演好引导者、支持者的角色，是她在整个项目中对自身的定位。
The Rocket Launch STEAM program, which lasted for four months, enouraged the students to use their knowledge, skills and literacy, and provided ample opportunities for children to find their own interests and explore their concerns and values. This deep learning was led by the children step by step. Ms. Lily said that she positioned herself throughout the program by scaffolding the children's learning and playing the role of guide and supporter.
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看到自己亲手制作的火箭成功地发射到空中，孩子们开心得手舞足蹈，体验到了无限的成就感与自我效能感——他们更是在心里种下了一颗小小的种子：将来，我要成为一名科学家，探索神秘的太空与广阔的宇宙。
Seeing their handmade rockets successfully launched into the air, the children were so happy that they began to dance; they experienced an infinite sense of achievement and self-efficacy. It planted a small seed in their hearts: in the future, I want to become a scientist and explore the mysterious space and the vast universe.
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