高效学习下的“资料搜集”PYP课堂 | Learning Data Collection in PYP Class

时间:2020-11-23

小学PYP课堂在完成了上一轮的“前期评价”阶段学习后,顺利地进入了第二轮的学习,即“搜集资料”。在该阶段的学习中,学生们首先开展小组协作,老师在课堂上观察他们的表现并进行过程性评估,科学有效地将学生“重组”,鼓励学生找到相适应的技能练习伙伴,组成高效、互补的学习团队。课堂上,形成了尊重学生意见、赋予学生选择权和主导权的学习氛围,潜移默化地指引着学生逐步掌握学习的方法。

After finishing the previous round of "Pre-evaluation", we successfully entered the second round of learning, that is, "collecting information".

我们如何表达自己

各种形式的「标志与符号」

本轮,二年级探究的超学科主题是:“我们如何表达自己”。在为期六周的探究时间里,同学们将探索“各种形式的标志与符号。”在搜集资料的过程中,同学们阅读了相关主题书籍——《有趣的符号》《会说话的汉字》,观看了大量有关“标志与符号”的文献和视频材料,教师在课堂上与大家一同回顾探究历程。

In this round, the transdisciplinary theme in the second grade is: "How do we express ourselves". During the six-week exploration time, students explored "various forms of signs and symbols." In the process of collecting information, students read books on related topics "Interesting Symbols" and "Talking Chinese Characters" and read a large number of documents and watched video related to "signs and symbols", the teachers reviewed the exploration process with everyone in the classroom.

为培养孩子的交流技能,鼓励孩子在有意义的环境中收集、调查和交流信息,教师带领孩子们在校园中收集了各种各样的“标志与符号”,在真实的世界里探索,引导学生做生活中的“有心人”。

In order to cultivate children’s communication skills and encourage children to collect, investigate and exchange information in a meaningful environment, the teachers led the children to collect various signs and symbols in the campus, explore in the real world, and guide students to do The "wishful person" in life.

在小组活动中,同学们在组长的带领下一起交流讨论,用思维导图给“标志与符号”分类,并介绍各自的分类标准。教师鼓励每个小组大胆分享自己的讨论成果,培养同学们自我管理技能和交流技能。

In the group activities, the students exchanged and discussed together under the leadership of the group leader, used mind maps to classify signs and symbols, and introduced their classification standards. The teachers encouraged each group to share the results of their discussions and cultivate students' self-management skills and communication skills.

同学们在组长的带领下一起交流讨论,用思维导图给标志与符号分类。

IBPYP的学习方法

利用技术收集「调查和交流信息」

在IBPYP的学习方法——交流技能的从属技能中提到“利用技术收集,调查和交流信息”。为此,在接下来的小组学习中,老师有意识地让同学们明确分工,做到既有记录,又有陈述,鼓励他们探索各种不同的观点和形式;在老师指导学生们用不同的形式进行记录的过程中,同学们即刻“由动转静”,耐心地聆听与反思。

In IBPYP's learning method-subordinate skills of communication skills, it is mentioned that "use technology to collect, investigate and exchange information". For this reason, in the following group study, the teachers consciously asked the students to clearly divide the work, so that there are records and statements, and encourage them to explore different views and forms; the teachers instructed the students to use different forms In the process of recording, the students immediately "turned from active to quiet", listening and reflecting patiently.

「站台式分享」

深入交流

如何规划各种机会,让学生在有意义的环境中练习和应用交流技能呢?为此,教师设计了“站台式分享”环节,为学生提供了充足的时间开展深入交流,为他们搭建了分享与展示的舞台。

How to plan opportunities for students to practice and apply communication skills in a meaningful environment? To this end, the teachers designed a "stand-alone sharing" link to provide students with sufficient time and stage for in-depth exchanges.

学习方法是国际文凭教育(IB)不可或缺的一部分,与国际文凭学习者培养目标、知识、概念性理解和探究相辅相成。它基于这样一种信念:对于学生的教育来说,学会如何学习至关重要。本阶段的资料搜索探究活动目的明确,培养了学生的自我管理技能和交流技能,是一次意义非凡的课堂实践活动。

Learning method is an indispensable part of the IB education, whichcontains the training goals, knowledge, conceptual understanding and inquiry of IB learners. It is based on the belief that how to learn is essential for student education. The purpose of the data search and inquiry activity at this stage is clear, and it has cultivated students' self-management skills and communication skills. It is an extraordinary classroom practice activity.

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