上海燎原雙語學校小學部的IB探究，并沒有因為疫情而中斷，相反因為充分利用IB探究組合方法：學生主導+教師支持+小組遠程合作+家長支持+線上資源，此次超學科探究“我們身處怎樣的時空——旅程”，與線下探究有異曲同工之妙。

The UOI class of LYBS never stopped. On the contrary, even though the epidemic made everyone in distance, but our UOI class still made full use of the combination method of IB inquiry: student led + teacher support + remote cooperation + parent support + online resources. What kind of space we are in - Journey is our main topic in this transdisciplinary unit, and our kids learnt a lot from it.

上海燎原雙語學校IB探究

在我們的旅程單元，我們的中心思想是：旅行的方式和原因有很多， 會給人們的生活帶來改變。

In our Journey unit, our central idea is ‘There are many forms and reasons for a journey, which may lead to change’.

我們經歷了成為旅行探險家和冒險家的快感!我們了解了很多著名的探險旅行人物，他們經歷了陸地、海洋和天空的不同旅程。我們還研究了什么對旅行至關重要，以及為什么需要這些物品。

We experienced the thrills of being explorers and adventurers!We learnt about famous people who had undertaken different journeys across the lands, seas and skies.We also looked at what was important to take on a journey and why those items were necessary.

我們發現了旅程之間的異同，并討論了旅程所涵蓋的有趣細節。我們還研究了不同的交通方式以及交通工具如何在旅途中幫助我們。我們比較傳統和現代的運輸方式之間的差異，這讓孩子們覺得趣味盎然!

We discovered similarities and differences between journeys and discussed the interesting details each journey covered.We also looked at different modes of transportation and how vehicles could help us on a journey.It was really fun comparing the differences between old and modern forms of transport!

作為一所IB-PYP學校，我們希望發展學生的能動性(給予學生選擇權，發言權和主導權)去保護孩子們天然的好奇心和探究熱情。

As an IBPYP school, we work hard to develop student agency(enabling students with choice, voice and ownership) to protect their natural curiosity and enthusiasm for inquiry .

所以我們尊重孩子們的興趣，也跟著他們的熱情去進行了太空旅行的探索。學生們想探索國際空間站和人類在發現新行星方面所取得的進步。然后我們討論了太陽系和其他行星的可居住性。學生們設計了一個他們認為人類可以居住的星球，并將它與**單元的生物和非生物以及人類和動物生活在一個星球上所需的東西/材料起來。

We respected the children’s interests and followed their passion to develop their inquiry into space exploration too. The students wanted to explore the International Space Station and the strides humanity made in discovering new planets. We then talked about the solar system and the possible habitability of other planets. Students designed a planet that they thought people could live on, linking it back with Unit 1 ‘Living and Non-Living Things’ and the things/materials that would be needed in order for people, and animals, to live on another planet.

最后，我們通過總結性評估呈現本單元自己的知識、技能和理解力，并創建了自己的“旅行手冊”，其中*含了我們自己的旅程中的信息和細節!

Finally, we demonstrated our knowledge, skills and understanding through the summative assessment and created our very own ‘Journey Leaflet’ with the information and details on our own journey!

由于PYP是一超學科的項目，所以在其他課程中，我們也對旅程不同方面進行了探索來加深學生對本單元的概念性理解。例如，在語文課里，我們開始了尋找春天的旅程。季節和時間的變化也與本單元的超學科主題——“我們身處怎樣的時空”進行了契合。

As PYP is a transdisciplinary programme. So, in other subjects, we also explored different aspects of journey to deepen students’ conceptual understanding about this unit. For example, in Chinese, we started a journey, looking for Spring. Seasonal and time changes also linked back to the transdisciplinary theme ‘Where We Are in Time and Space’.

在藝術方面，老師們細心考慮到了學生的現實生活的顧慮和渴望。在疫情期間，孩子們最近外出旅游不方便，但學生們一定受到本單元學習的影響，調動了他們渴望旅行的積極性。待在家里的孩子們自然期待看到外面的世界。所以美術老師設計了一個叫做“和美術老師一起旅行”的微項目。

In Art, teachers took students’ real life concerns into consideration. During the epidemic, it hasn’t been convenient for children to travel or go outside, but this unit inspired students to look forward to seeing the outside world, even when they have to stay home. The Art teachers designed a mini programme called ‘To Travel with the Art Teacher’.

例如，我們去日本站旅游時制作了日本紀念品鯉魚旗。日本傳統手工藝設計作品的美感，不僅讓孩子們在家里感受到樂趣，也是通過不同的藝術符號培養孩子們國際情懷的好機會。

For example, we made Japanese souvenir carp flags when we ‘traveled’ to Japan. The beauty of traditional Japanese handcrafts and design work not only provided fun for the children at home, but also gave them a good chance to further develop their international mindedness through the use of different artistic symbols.

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