IB教學(xué)理念一直以來(lái)都備受青睞，在本土推廣的教學(xué)實(shí)踐也在不斷豐富，對(duì)此，中黃教育也有著自己的探索。

中黃秉承“學(xué)起于思，思源于疑”的教學(xué)理念，獨(dú)創(chuàng)“快普樂課堂教學(xué)”模式，將探究學(xué)習(xí)總結(jié)為“疑”、“尋”、“釋”、“悟”、“行”五大步驟，以問題墻、頭腦風(fēng)暴、海報(bào)創(chuàng)作、演講、辯論賽、話劇表演、結(jié)題展等豐富多彩的形式，讓學(xué)生在靈活的探究、行動(dòng)、反思中將知識(shí)解構(gòu)再重組，認(rèn)識(shí)世界，認(rèn)識(shí)自己。

中黃港澳子弟學(xué)校(籌)也會(huì)基于“快普樂教學(xué)法”逐步引導(dǎo)學(xué)生，通過多樣化的方式進(jìn)行學(xué)習(xí)。

下面，我們以“Animals"探究單元為例，一起來(lái)看看同學(xué)們是如何進(jìn)行探究學(xué)習(xí)吧!

The IB teaching concept has always been popular, and the teaching practice promoted in the local area is also enriching, for which ZWIE has its own exploration.

Adhering to the teaching philosophy of "learning starts from thinking, thinking comes from doubting", ZWIE has created the "QIPRA inquiry-based Learning and Teaching" model, which summarizes inquiry learning into the five steps of "Question", "Inquiry", "Presentation", "Reflection" and "Action". The model makes full use of different activities, such as question walls, brainstorming, poster creation, presentations, debates, drama performances and exhibitions, allowing students to deconstruct and reorganise their knowledge through flexible inquiry, action and reflection, to understand the world and themselves.

ZWIS (prep) will also follow the QIPRA inquiry-based Learning and Teaching Model which guides students step by step through various ways of learning.

Let's take the 'Animals' unit as an example and see how the students learnt in their classroom.

01

疑 · 帶著疑問進(jìn)入課堂

Question · Enter the classroom with questions

· 積極探究 敢于提問

Actively inquiry and ask questions

我們生活的地球有形形色色的動(dòng)物：家里的寵物，社區(qū)里許多流浪動(dòng)物，而走向野外，多姿多彩的大自然更是有各種野生動(dòng)物……

究竟這三類動(dòng)物生存現(xiàn)狀如何?他們對(duì)于人類來(lái)說(shuō)有什么意義?我們?nèi)祟愑衷撊绾闻c他們共存?

帶著這些問題，同學(xué)們走進(jìn)了課堂。

貓、狗、熊貓、大象……認(rèn)識(shí)動(dòng)物，從挑選自己喜歡的動(dòng)物卡片開始。

在課程最開始，老師準(zhǔn)備了若干張小動(dòng)物的卡片(每張卡片上都有動(dòng)物英文名稱)，給大家挑選。

同學(xué)們自由選擇自己喜歡的卡片，根據(jù)自己手中的卡片找同類，討論出他們的共性。

“貓和棕熊可以是一組，他們都可以是寵物。”

“動(dòng)物園里的熊貓也算野生動(dòng)物嗎?”

在中黃的IB課堂上，我們鼓勵(lì)學(xué)生們進(jìn)行發(fā)散性思考，比想法的對(duì)與錯(cuò)更重要的是思考的過程。

在找同伴的過程中，大家也明白了如何對(duì)身邊的動(dòng)物分門別類。與此同時(shí)，雙語(yǔ)的探究模式也讓大家**了各種動(dòng)物的英文表達(dá)方式。

We live on a planet with different kinds of animals: pets at home, many homeless animals in the community, and wild animals in the colourful natural world......

What exactly is the current survival state of these three groups of animals? What do they mean to humans? And how can humans coexist with them?

With these questions in mind, the students went into the classroom.

Cats, dogs, pandas, elephants ...... they picked out their favorite animal cards.

At the beginning of this session, the teacher prepared a number of animal cards (each with the name of the animal in English) for everyone to choose from.

Students freely choose their favourite cards, find similarities based on the cards in their hands and discuss what they have in common.

"Cats and brown bears can be in the same group, they can both be pets."

"Do pandas in zoos count as wild animals?"

In the classroom at ZWIE, students are encouraged to engage in divergent thinking. What is more important than the rightness or wrongness of an idea is the process of thinking about it.

In the process of finding companions, the groups also learnt how to classify the animals around them. At the same time, the bilingual mode of exploration allowed everyone to learn the English expressions for various animals.

02

尋 · 在大腦里建一張思維導(dǎo)圖

Inquiry ·Build a mind map in the brain

· 分工合作，善于交流

Well cooperate and communicate

動(dòng)物的事實(shí)檔案(fact file)*含什么?

想深入學(xué)習(xí)一種動(dòng)物，以思維導(dǎo)圖的方式了解最為清晰不過。

在閱讀完課文“Pandas”后，在老師的指引下，同學(xué)們建立了大熊貓事實(shí)檔案(fact file)，*含大熊貓的apperence，home，food，behavior，future life等等。

熊貓的fact file長(zhǎng)這樣，其他動(dòng)物的呢?

大家以小組為單位，又選出了3種組員都感興趣的動(dòng)物，開始自主制定他們的fact file。

互聯(lián)網(wǎng)資料、電子書庫(kù)……獲取資料的方式多種多樣，同學(xué)們?cè)诖罅繖z索后，提煉出資料中最核心的知識(shí)，完成了fact file，最后又以小組為單位在班內(nèi)分享成果。

小組成員通過分工，互相幫助，在創(chuàng)作思維導(dǎo)圖的同時(shí)，英文閱讀寫作能力與知識(shí)量也在同步增長(zhǎng)。

What does an animal's fact file contain?

If you want to understand animals in a systematic way, it is most clear to understand them in a way of mind map.

After reading the text 'Pandas', the students were guided by the teacher to create a fact file on pandas, including their apperence, home, food, behaviour, future life, etc.

What about other animals' fact file?

In small groups, the students selected more animals that interested all group members and began to develop the fact file.

There are various ways to access the information on the Internet, e-book library ....... After extensive searching, students refined the most core knowledge in the materials and completed fact files, and then shared the results within the class as a group at the end.

By dividing up the work and helping each other, the group members were able to create mind maps and improve their English reading and writing skills and gain knowledge at the same time.

03

示 · 創(chuàng)作自己的文章和海報(bào)

Presentation · Create their own articles and posters

批判思考 創(chuàng)新寫作

Critical Thinking and Creative Writing

思維有時(shí)像一顆種子，需要反復(fù)的批判性和創(chuàng)造性思考訓(xùn)練，才能茁壯成長(zhǎng)，讓我們?cè)诿鎸?duì)無(wú)論多么復(fù)雜問題時(shí)， 都能進(jìn)行分析并采取負(fù)責(zé)任的行動(dòng)。

在深入學(xué)習(xí)了解多種動(dòng)物的fact file后，大家發(fā)現(xiàn)pets，wild animals和homeless animals的生存環(huán)境甚至是壽命都不同。

老師又提出問題：“如果可以選擇的話，你想要什么樣的生存環(huán)境?想成為哪一種動(dòng)物?為什么?”

這一連串的問題都啟發(fā)了同學(xué)們的批判性和創(chuàng)新性思考能力，也激發(fā)了大家的同理心，不同動(dòng)物面臨不同的生存環(huán)境，換位思考，更能切身感悟其面臨的生存問題。

在大家各抒己見以后，老師引導(dǎo)同學(xué)們通過寫作展示自己的思考。

在完成這一部分后，同學(xué)們對(duì)“同理心”這一概念也有了更深入的理解，大家創(chuàng)作了保護(hù)動(dòng)物的宣傳海報(bào)，引人深思。

Thinking is sometimes like a seed，it needs repeated training in a critical and creative way to flourish and allow us to analyse and act responsibly when facing problems, no matter how complex.

After an indepth study of the fact file on a variety of animals, the group discovered that pets, wild animals and homeless animals live in different environments and even have different lifespans.

The teacher then asked the question: "If you could choose, what kind of environment would you like to live in? What kind of animal would you like to be? Why?"

These series of questions inspired the students to think critically and creatively, as well as to empathise with the fact that different animals face different living conditions, and that by thinking in others’ shoes, they can better understand the problems the animals face.

After everyone had expressed their views, the teacher guided the students to demonstrate their thinking through writing.

After completing this section, the students also gained a deeper understanding of the concept of 'empathy' and created thought-provoking posters on animal protection.

04

悟 · 小劇場(chǎng)表演

Reflection· Performance

· 同理思考 及時(shí)反思

Empathy and reflection

“What happens if the bees die?”

一種動(dòng)物滅絕會(huì)對(duì)我們?nèi)祟惍a(chǎn)生什么影響?老師讓大家做出假設(shè)，同學(xué)們大膽猜測(cè)并搜集資料來(lái)驗(yàn)證各自的設(shè)想。

世界上有80% 的植物依賴蜜蜂授粉，其中*括許多人類種植的農(nóng)作物，假如蜜蜂滅絕，這些植物的繁殖無(wú)疑會(huì)面臨巨大困難，而對(duì)于人類而言，糧食的產(chǎn)量也會(huì)急劇下降，造成全球范圍內(nèi)的糧食危機(jī)……

世界上每一個(gè)物種的存在都是環(huán)環(huán)相扣的，缺少其中一環(huán)都會(huì)引發(fā)蝴蝶效應(yīng)。我們與自然界各種生物有著千絲萬(wàn)縷的“連系”。

“人只有與動(dòng)物和諧共處才能保持生態(tài)的平衡”。大家悟出了這一道理。開始反思人類的行為，究竟有哪些行為會(huì)讓動(dòng)物們失去家園?哪些做法直接或間接地導(dǎo)致了動(dòng)物的滅絕?哪些舉動(dòng)會(huì)傷害動(dòng)物的情感甚至生命?

大家在老師的指導(dǎo)下創(chuàng)作了自己的英語(yǔ)小劇本，自己排練，以小劇場(chǎng)(mini drama)的形式，展示出了很多人類不正確的做法和行為。

小劇場(chǎng)

small theater dramas

我們希望大家的小小行動(dòng)能給周圍的人帶來(lái)思考，讓大家都投入到保護(hù)動(dòng)物、保護(hù)地球家園的行動(dòng)中來(lái)。

How would the extinction of one animal affect us as humans? The teacher asked everyone to make a hypothesis and the students took a guess and gathered information to test their ideas.

80% of the world's plants depend on bees for pollination, including many human-grown crops. If bees were to become extinct, reproduction of these plants would undoubtedly face enormous difficulties, and for humans, food production would plummet, causing a global food crisis ......

The existence of every species in the world is interlinked and the absence of one of these links can cause a butterfly effect. We are inextricably 'connected' to the various creatures of the natural world.

"Man can only maintain ecological balance if he lives in harmony with animals." the students came to this realisation. They began to reflect on the behaviour of humans. What are the practices that cause the animals to lose their homes? What practices directly or indirectly lead to the extinction of animals? What actions hurt the animals' emotions and even their lives?

The group created their own English mini plays under the guidance of the teachers and rehearsed them on their own, showing many incorrect human practices and behaviours in the form of a mini drama.

We hope that our small actions will give people around us for thought and get everyone involved in protecting animals and our home planet.

05

行 · 頭腦風(fēng)暴辯論大賽

Action · Brainstorming Debate Competition

積極探究 敢于提問

Active inquiry

當(dāng)今社會(huì)上虐待動(dòng)物事件頻發(fā)，例如虐貓、活體注水等殘殺動(dòng)物的做法，這些非人道的行為是否應(yīng)當(dāng)?shù)玫较鄳?yīng)的懲罰?國(guó)外早已有《動(dòng)物保護(hù)法》，中國(guó)是否也應(yīng)該制定相關(guān)法律法規(guī)呢?

針對(duì)這一辯題，大家自行選擇成為正反方，小組成員共同準(zhǔn)備辯論資料，提煉觀點(diǎn)、組織文字并猜測(cè)對(duì)方的反駁觀點(diǎn)。

在辯論現(xiàn)場(chǎng)，大家用英文唇槍舌戰(zhàn)，各種觀點(diǎn)齊飛，讓觀賽的老師和同學(xué)連連叫好，無(wú)論是正方還是反方，大家都朝著保護(hù)動(dòng)物的同一目標(biāo)，賽況激烈但又激動(dòng)人心。

通過“疑-尋-示-悟-行”的探究循環(huán)，大家不僅習(xí)得了語(yǔ)言知識(shí)，同時(shí)也深刻理解了“connection”這個(gè)重要概念，鍛煉了ATL技能，培養(yǎng)了同理心，將自己置身于一個(gè)更廣闊的時(shí)空，為創(chuàng)造更和平、更美好的世界奮斗。

在這樣的學(xué)習(xí)環(huán)境下，大家怎么不會(huì)努力為自己拼搏一把呢?

In today's society, there are many cases of animal cruelty, such as cat abuse and other animal cruelty practices. Should these inhumane acts be punished accordingly? There is already an Animal Protection Act overseas, should China also enact relevant laws and regulations?

For this debate topic, everyone chose to be on the pro and con side, and the group worked together to prepare debate materials, refine ideas, organise opinions and find solutions to rebut for the opponent's counter-argument.

At the debate site, everyone fought in English with various views, which made the teachers and students watching the game hail. Whether on the pro side or the con side, everyone focused on the goal of protecting animals, and the debate was intense but exciting.

Through the "Question-Inquiry-Presentation-Reflection-Action" inquiry circle, the participants not only acquired language knowledge, but also gained a deep understanding of the important concept of "connection", practised their ATL skills, developed empathy and placed themselves in a broader space and time to work towards a more peaceful and better world.

In such a learning environment, how could people not try to put up a fight for themselves?