IB结题活动展背后：金生一如既往的选择

五月鸣蜩，风暖昼长。

IB超学科主题探究系列结题活动已然结束，

每个级组通过这种方式进行了学习成果的评估，

从中我们可以清晰发现每个年龄段教育的特点，

进而了解金生严谨的课程体系

具体是怎样落实的。

In May, cicadas chirp and the days are warm and long. 

The end of IB transdisciplinary theme 

inquiry series activities have come to an end. 

Each group evaluated their learning outcomes 

through this approach, 

from which we can clearly identify 

the characteristics of education at each age stage 

and understand how King’s rigorous curriculum system

 is implemented.

金宝班阶段的孩子，正处在经由感官探索世界的关键期。因此，我们的课程聚焦丰富的五感体验，与此同时统合社交情绪发展以及体能发展。尤其是社交情绪发展，老师用爱和耐心，帮助孩子建立起人生之初温暖、充满安全感的情感联结。

看，这些小小孩探究的内容简直超出想象！他们探索蓝硒实验，揭开照片成像的秘密；用户外收集到的树叶、羽毛DIY艺术相片；变身宇宙冒险家越过重重阻碍，运用气压原理进行“火箭发射”；运用触觉进行月球岩石研究；亲自和面、擀面，甚至用压面机压出面条.....

这些趣味课程展示就连大人都觉得又好玩又能开拓眼界，不得不赞叹金宝班的老师们真是既懂孩子，又懂教育呢！

Children at the King's smart baby class are in a critical period of exploring the world through their senses. Therefore, our curriculum focuses on rich five - sense experiences, while integrating social - emotional development and physical development. Especially in social - emotional development, teachers use love and patience to help children establish warm and secure emotional bonds at the beginning of life.

Look, the content these little kids explored is beyond imagination! They explored the blue selenium experiment to uncover the secret of photo imaging; used leaves and feathers collected outdoors to DIY artistic photos; became cosmic adventurers to overcome obstacles and launched "rockets" using the principle of air pressure; studied lunar rocks through touch; and even kneaded dough, rolled it out, and used a pasta machine to make noodles... 

These interesting courses are not only fun but also eye - opening for adults! We have to admire that the teachers in the King's smart baby class really understand both children and education.

PN（小小班）年龄段的孩子开始逐步理解周围事物以及和自己的联系，比如幼儿园、身体、家庭、职业、节日等。老师们着重培养孩子的日常规则和自理能力，为将来升读K1做好身心全方位准备。

过去的几周，孩子们聚焦于职业主题，他们参观消防局，沉浸式观察幼儿园保健医生的一天，亲身体验“大厨的美食日记”，甚至用AI生成未来职业照。

结题活动中，孩子们更是仿佛进入职业体验主题冒险岛：变身小理发师亲自为爸爸妈妈做发型；换装成优雅空姐为「客人」提供贴心服务；转眼变成负责任的小警察进行档案调查；还可以成为「农夫」与外教一起进行花卉种植；还有小外卖员根据订单给「嗷嗷待哺」的爸爸妈妈进行美食配送......这简直是一场大型梦幻亲子过家家啊！

PN Children begin to gradually understand the surrounding things and their relationship with themselves, such as kindergarten, body, family, career, festivals, etc. Teachers focus on cultivating children's daily rules and self - care abilities to prepare them physically and mentally for entering K1 in the future.

In the past few weeks, the children have focused on the theme of career. They visited a fire station, observed the day of the kindergarten health doctor immersively, experienced "the chef's food diary", and even used AI to generate future career photos. 

In the end of IB theme activities, the children seemed to enter a career experience theme adventure island: they became little hairdressers to do hairstyles for their parents; dressed up as elegant flight attendants to provide considerate services for "guests"; turned into responsible little policemen to conduct file investigations; became "farmers" to plant flowers with foreign teachers; and served as little food deliverymen to deliver food to their "hungry" parents according to orders... This is simply a large - scale dreamy parent - child "playing house"!

K1聚焦的探究主题是“旅行”。稚嫩的他们已然能够作为小小引导员，为来来往往的小朋友、爸爸妈妈提供帮助啦！他们带着这一探究旅程所掌握的知识与技能，自信地介绍云南的瓦猫和泼水节文化，新疆的烤馕、巴西的各种动物，还会教大家用云南话说“新年快乐”呢！

老师们精心布置了充满异域风情的特色摊位，让人仿佛置身于遥远的国度，多元文化的魅力在这里迸发。每个班级的孩子都有机会去感受其它班级的探究成果，在交流互动中发展自主自信和社交能力。

The inquiry theme of K1 is "travel". The young children can already act as little guides to help the coming and going children and parents! With the knowledge and skills they have mastered in this inquiry journey, they confidently introduce the culture of tile cats and the Water - Splashing Festival in Yunnan, naan in Xinjiang, and various animals in Brazil. They can also teach everyone to say "Happy New Year" in the Yunnan dialect!

The teachers carefully set up exotic - style characteristic stalls, making people feel as if they are in a distant country, where the charm of diverse cultures bursts out. Children in each class have the opportunity to experience the inquiry achievements of other classes and develop self - confidence and social skills through communication and interaction.

K2孩子的语言发展和理解能力逐渐增强，想象力愈加丰富，对于「故事」的探究可以挖掘出更多的惊喜。

装扮成《西游戏》角色进行表演；制作独特的立体版故事盒子；把想法绘制成连环画；把一个盒子放飞想象成千奇百怪，开启灵感创作；还有借助AI按自己的想法把画作变成动画电影......平面的、立体的、动画的、真人扮演的，各种玩法应有尽有，「我们如何表达自己」这样一个看似抽象的IB超学科概念，在孩子们的探究过程中变得具像而生动。

K2 children's language development and comprehension abilities gradually improve, with increasingly rich imagination, allowing for more surprises to be uncovered in their exploration of "stories".

They dress up as characters from Journey to the West to perform; make unique three - dimensional story boxes; draw their ideas into comic strips; give free rein to their imagination on a box to start creative inspiration; and use AI to turn their paintings into animated movies according to their own ideas... Flat, three - dimensional, animated, and live - action role - playing, all kinds of ways are available. The seemingly abstract IB transdisciplinary concept of "how we express ourselves" has become concrete and vivid in the children's inquiry process.

K3的超学科主题探究方向是「科技」。结题前期，孩子们自发组织了一次赛车比赛，他们一起头脑风暴设计赛车，认真投票选出最佳方案，再开着亲手设计的赛车风驰电掣。这样的行动，是外教在探究学习的延伸阶段，结合美国的赛车文化为孩子们提供的多元发展支持哦！

创造性思维=知识✖好奇心和想象力。学前阶段，我们可以为孩子做好面向未来的怎样的准备？对于追求内在价值的非功利主义者而言，创新往往有着更高的价值追求：追求真理、改变世界、让人变得幸福。

金生K3的孩子们正是这样：他们思考AI之于人类世界的意义，为此展开激烈的辩论；用现代科技产品进行编程，探索童年的世界；成立项目小组，不断发现问题，解决问题；亲手设计制作扫地机器人、绘画机器人，体验科技为人类生活带来的改变。结题展上，孩子变成老师，家长则成为了他们传递观念和思维的对象。

The transdisciplinary theme inquiry direction of K3 is "technology". In the early stage of the end of IB theme, the children spontaneously organized a car race. They brainstormed together to design the cars, carefully voted to select the best plan, and then drove the cars they designed by hand at full speed. Such an action is the support for children's diverse development provided by foreign teachers in the extension stage of inquiry learning, combined with American racing culture!

Creative thinking = knowledge × curiosity and imagination. In the preschool stage, what kind of preparation can we make for children to face the future? For non - utilitarians who pursue inner value, innovation often has a higher value pursuit: pursuing truth, changing the world, and making people happy. 

This is exactly the case with the K3 children in King's: they think about the significance of AI to the human world and have intense debates on this; use modern technology products for programming to explore the childhood world; set up project teams to constantly find and solve problems; and design and make sweeping robots and painting robots by hand to experience the changes brought by technology to human life. At the conclusion exhibition, children become teachers, and parents become the objects of their transmission of concepts and thinking.