IB教學理念一直以來都備受青睞，在本土推廣的教學實踐也在不斷豐富，對此，中黃教育也有著自己的探索。

中黃秉承“學起于思，思源于疑”的教學理念，獨創“快普樂課堂教學”模式，將探究學習總結為“疑”、“尋”、“釋”、“悟”、“行”五大步驟，以問題墻、頭腦風暴、海報創作、演講、辯論賽、話劇表演、結題展等豐富多彩的形式，讓學生在靈活的探究、行動、反思中將知識解構再重組，認識世界，認識自己。

中黃港澳子弟學校(籌)也會基于“快普樂教學法”逐步引導學生，通過多樣化的方式進行學習。

下面，我們以“Animals"探究單元為例，一起來看看同學們是如何進行探究學習吧!

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物：家里的寵物，社區里許多流浪動物，而走向野外，多姿多彩的大自然更是有各種野生動物……

究竟這三類動物生存現狀如何?他們對于人類來說有什么意義?我們人類又該如何與他們共存?

帶著這些問題，同學們走進了課堂。

貓、狗、熊貓、大象……認識動物，從挑選自己喜歡的動物卡片開始。

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

同學們自由選擇自己喜歡的卡片，根據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。”

“動物園里的熊貓也算野生動物嗎?”

在中黃的IB課堂上，我們鼓勵學生們進行發散性思考，比想法的對與錯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身邊的動物分門別類。與此同時，雙語的探究模式也讓大家**了各種動物的英文表達方式。

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圖

Inquiry ·Build a mind map in the brain

· 分工合作，善于交流

Well cooperate and communicate

動物的事實檔案(fact file)*含什么?

想深入學習一種動物，以思維導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，同學們建立了大熊貓事實檔案(fact file)，*含大熊貓的apperence，home，food，behavior，future life等等。

熊貓的fact file長這樣，其他動物的呢?

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

互聯網資料、電子書庫……獲取資料的方式多種多樣，同學們在大量檢索后，提煉出資料中最核心的知識，完成了fact file，最后又以小組為單位在班內分享成果。

小組成員通過分工，互相幫助，在創作思維導圖的同時，英文閱讀寫作能力與知識量也在同步增長。

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 · 創作自己的文章和海報

Presentation · Create their own articles and posters

批判思考 創新寫作

Critical Thinking and Creative Writing

思維有時像一顆種子，需要反復的批判性和創造性思考訓練，才能茁壯成長，讓我們在面對無論多么復雜問題時， 都能進行分析并采取負責任的行動。

在深入學習了解多種動物的fact file后，大家發現pets，wild animals和homeless animals的生存環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境?想成為哪一種動物?為什么?”

這一連串的問題都啟發了同學們的批判性和創新性思考能力，也激發了大家的同理心，不同動物面臨不同的生存環境，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，老師引導同學們通過寫作展示自己的思考。

在完成這一部分后，同學們對“同理心”這一概念也有了更深入的理解，大家創作了保護動物的宣傳海報，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 · 小劇場表演

Reflection· Performance

· 同理思考 及時反思

Empathy and reflection

“What happens if the bees die?”

一種動物滅絕會對我們人類產生什么影響?老師讓大家做出假設，同學們大膽猜測并搜集資料來驗證各自的設想。

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作物，假如蜜蜂滅絕，這些植物的繁殖無疑會面臨巨大困難，而對于人類而言，糧食的產量也會急劇下降，造成全球范圍內的糧食危機……

世界上每一個物種的存在都是環環相扣的，缺少其中一環都會引發蝴蝶效應。我們與自然界各種生物有著千絲萬縷的“連系”。

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

大家在老師的指導下創作了自己的英語小劇本，自己排練，以小劇場(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

small theater dramas

我們希望大家的小小行動能給周圍的人帶來思考，讓大家都投入到保護動物、保護地球家園的行動中來。

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 · 頭腦風暴辯論大賽

Action · Brainstorming Debate Competition

積極探究 敢于提問

Active inquiry

當今社會上虐待動物事件頻發，例如虐貓、活體注水等殘殺動物的做法，這些非人道的行為是否應當得到相應的懲罰?國外早已有《動物保護法》，中國是否也應該制定相關法律法規呢?

針對這一辯題，大家自行選擇成為正反方，小組成員共同準備辯論資料，提煉觀點、組織文字并猜測對方的反駁觀點。

在辯論現場，大家用英文唇槍舌戰，各種觀點齊飛，讓觀賽的老師和同學連連叫好，無論是正方還是反方，大家都朝著保護動物的同一目標，賽況激烈但又激動人心。

通過“疑-尋-示-悟-行”的探究循環，大家不僅習得了語言知識，同時也深刻理解了“connection”這個重要概念，鍛煉了ATL技能，培養了同理心，將自己置身于一個更廣闊的時空，為創造更和平、更美好的世界奮斗。

在這樣的學習環境下，大家怎么不會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?