金苹果天府国际社区幼儿园创建于2011年。幼儿园自2011年开园之日起,就确立了IB PYP项目的发展道路并于2013年顺利成为IB候选学校;2015年7月22日,天府园被IBO国际文凭组织正式授权为PYP学校;2019年4月,在IB国际文凭组织的质量督导访问活动中,金苹果天府国际社区幼儿园的教育实践与成果获得了IB教育专家的高度认可。

 

Golden Apple Tianfu International Preschool and Kindergarten, founded in 2011. Since the school opened in 2011, it has established the development path of the IB PYP project and successfully became an IB candidate school in 2013. On July 22, 2015, the school was officially authorized by IBO as a PYP school. In April 2019, the school’s educational practices and achievements were highly recognized by IB education experts during the IB evaluation visit.

 
 

 

 

在IB教育的探索之路上,我们心怀愿景,致力于打造一个能够促进学习者社区成员身心平衡发展的教育环境,为孩子提供一个丰富的、有挑战的探究空间,建立一个平等、信任、多元文化共存的学习者社区。在这一过程中,我们将探究作为一种主要教学方法,支持学生在真实的环境中探索和了解周围的世界。学生的观点和意见会得到尊重,他们有机会选择并主导自己的学习,发展能动性,成长为积极的“探究者”。

 

On the path of IB education, we are committed to creating an educational environment that promotes the balanced development of the learner community, provides a rich and challenging learning space for children to explore, and establishes an equal, trusting, and multicultural community of learners. In this process, we use inquiry as the primary teaching method, supporting students to explore and understand the world around them in an authentic environment. Students' views and opinions are respected, and they have the opportunity to choose and lead their own learning, develop agency, and grow into effective learners.

 

 

在支持儿童探究的过程中,我们以多种方式激发幼儿的兴趣和好奇心,收集和记录学生自发提出的问题。学生通过研究和寻找信息,扩展他们的想法,从而获得新的理解和经验。

 

在探索“生活方式及人际关系影响我们的健康和快乐”时,学生在刺激源的启发下产生了 “哪些食物更健康?”“人为什么会生病?”“我们的身体里有什么?”“吃进嘴里的食物到哪里去了?”等问题,这些学生自然生发的探究问题被老师们记录在问题墙上,在展示的过程中时刻驱动着他们带着明确的目标开展进一步探索,不断思考和验证多种可能性,实现从现有经验走向新的理解的转变。

 

 

 

In the process of supporting children's inquiry-based learning, we stimulate children's interest and curiosity in a variety of ways and collect and record students' spontaneous questions. Students expand their ideas by researching and seeking out information, thereby gaining new understandings and experiences.
In the inquiry unit “How lifestyles and relationships affect our health and happiness”, students were inspired by provocations and formed the following questions: “Which foods are healthier?”, “Why do people get sick?”, “What's in our bodies?”, “Where does the food go that goes into your mouth?”. These questions were recorded on the question wall by teachers and constantly drove students to inquire further with clear goals. Throughout this process, students constantly think and verify various possibilities, and finally realize - transferring from existing experience to new understanding.

 

我们把观察作为支持幼儿寻找信息和开展研究的重要策略。在探索生物变化的过程中,学习空间中的各种植物、种子、果实、根茎叶成了孩子们感兴趣的观察对象。教师支持学生观察和记录植物的特征与生长变化,促进孩子发展思考技能和研究技能。学生通过观察、收集、分析信息、验证自己的想法,逐步获得了新的认识经验。这些探究策略与机会的提供能够支持儿童学会如何学习,成为具备自我调控能力的学习者。

 

We use observation as an important strategy to support young children in seeking out information and conducting research. In the process of exploring how living things change, the various plants, seeds, fruits, roots and leaves in the learning spaces sparked students’ interest to observe. Teachers support students to observe and record the features and growth process of plants to develop their thinking and research skills. By observing, collecting, and analyzing information and verifying their ideas, students gradually gain new cognitive experiences. These inquiry strategies and opportunities can support children in learning how to learn and how to become self-regulated learners.

 

 

 

学习社区中的人﹑事、物都是重要的资源,它们激发儿童好奇心,促进儿童思考,为儿童学习提供直接或间接的学习经验。这些校内外的探究资源可以是实地参观、社会实践、互动交流、家长进班支持探究等内容。热心儿童发展的家长与资源多样化的学习社区,都和幼儿园建立了良好的协作关系。我们相信,真实的、与生活经验有关联的刺激源,是助力孩子探索周围世界的好帮手。

 

 

People, things, and events in the learning community are important resources that stimulate children's curiosity, promote their thinking, and provide direct or indirect learning experiences for their learning.  

These inquiry resources inside or outside the school can be field trips, social practice, interactive communication, parents supporting inquiry within the class, etc.  Parents with access to diverse resources, who are enthusiastic about child development and the learning community have established good cooperative relationships with the kindergarten.  

We believe that the authentic, life-experience-based provocations are helpful for children to explore the world around them.  

在探究过程中,老师会鼓励孩子使用数字、图画、工具等多种方式收集和展示信息,这些生动形象、趣味十足的“图解”有助于孩子们获得更为直观、清晰的客观信息。

 

在探究单元“人们的行为影响着环境和所有生物”中,孩子们统计了班级一日用水量和用纸量。这些惊人的数据让所有人为之一振 :“原来我们每天要用这么多水!”“要砍很多树才能造出这么多的纸!”于是,他们自发投入到回收利用、节约用水(纸)的行动中,强化了对“责任”“影响”等概念的理解。

 

In the process of inquiry, Teachers will encourage children to use data, pictures, protocols and other methods to collect and display information. These vivid and interesting “diagrams” will help children to gather more authentic, clear and objective information.

In the inquiry unit “Human actions impact the environment and all living things”, the children recorded the amount of water and paper they used each day. These statistics were alarming to everyone: “Wow, we use so much water every day!”, “It means that a lot of trees will be cut down!”. As a result, they voluntarily engaged in recycling and saving water (and paper), which revealed that they had developed their conceptual understanding of “responsibility” and “impact”.

 

 

 

将探究作为一种学习方式,不但能够培养幼儿的好奇心,还能帮助他们逐步掌握开展探究活动的技能。除了自主探索,我们同时也注重培养幼儿与他人一起开展探索活动的能力。5岁左右的中班学生沉浸在各个探究游戏空间,热忱而投入地探寻着不同的文化习俗。这里既有他们合作计划的文化体验日,不断支持着孩子跨班级分享自己的探索成果,也有一些用心设计的幼儿园角落等待着学生展开一场奇妙的探究之旅。

 

 

Taking inquiry as a way of learning can not only cultivate children's curiosity but also helps them gradually master the skills to carry out inquiry activities. In addition to independent discovery, we also focus on cultivating children's ability to work with others. Our K1 students (about five years old) are immersed in various exploratory games in different learning spaces throughout the classroom. They have devoted themselves to inquiring into different cultural practices. Teachers collaboratively planned cultural experience days where children are encouraged to share their inquiry journey across classes. We have also carefully created transdisciplinary inquiry corners to support children as they embark on an exciting journey of student-led discovery.

 

 
 

 

在以儿童为中心的环境中,幼儿的游戏与实际生活紧密联系。他们积极探索,提出、解决问题。在老师的支持下积极参与到对解决问题过程的反思评价中,进一步提高解决问题的能力。教室随处可见的可视化学习方法,支持幼儿选择与解决问题。与同伴发生矛盾时,学生可以在Cathy Frog探寻解决冲突的策略;在探究中遇到疑惑时,学生可以通过询问他人﹑查阅书籍﹑网络查询﹑实地参观等不同方式获取答案。

 

Children's play is closely related to real life in a child-centered environment. They enthusiastically explore, ask questions and actively participate in the evaluation of the inquiry and learning process with the support of the teacher to improve their problem-solving skills. Various visualized learning methods are available in the classroom to support children in choosing and using effective problem-solving strategies. Students can explore and select conflict resolution strategies with their peers at Cathy Frog. When students encounter doubts in the inquiry, they have access to resources; these include peer discussion and debate, searching the internet, referring to books, embarking on field trips, and conducting surveys and experiments.

 

 

 

在探索不同地域的生活方式和文化特征时,孩子对在帐篷里生活兴趣浓厚,开始尝试自己搭建帐篷后,他们又对“如何把帐篷搭得更稳固?”等问题进行了思考。在此过程中,老师不断为学生创造机会反思,用“What?Why?How?”等提问方式拓展孩子们的思维边界。

 

在探究的不同阶段,教师提出开放式的问题,有策略的促进学生元认知的发展,通过反思,学生能够调整方法和策略不断优化、改进探究行为。

 

When inquiring into the unique lifestyle and cultures in different regions, children were very interested in exploring lifestyles where people live in tents. The children's interest was so great that they decided to build their own tents. Once students had created the tents, they wondered about the structure of their creations, asking themselves, "how can we make our tents more stable?  

"What?", "Why?" and "How" questioning methods expand the boundaries of children's thinking and encourage them to think outside the box. At different stages of inquiry, teachers put forward open-ended questions to promote students' development of their metacognition skills strategically. Throughout this process, teachers constantly create opportunities for students to reflect. Through reflection, students can continuously adjust methods and strategies to optimize and improve their inquiry.

 

 

三方会议﹑学生主导会议﹑探究汇报演出等都是我们向学校社区所有成员报告孩子发展和成长的方式。我们会将设计邀请卡的工作交给孩子,同时邀请家长进入学校的玩耍空间。在环境创设上,学校的墙面、教室区域、过道,随处可见幼儿的学习痕迹;孩子们也会一起讨论,选择适合的音乐,设计演出服,制作道具支持表演。学校支持孩子用不同的方式汇报学习成果,家长、学生、老师们共同参与,乐在其中。

 

The school supports children in reporting on learning outcomes in various ways. Three-way conferences, student-led conferences, and inquiry-based exhibitions are all ways we report to all school community members about child development and growth. Evidence of children's learning is visible throughout the school environment via learning journeys displayed in the classrooms and along the corridors around the school. Towards the end of a unit of inquiry, the students design invitation cards and invite parents into the learning spaces around the school. The children also discuss, choose suitable music, design costumes and make props for their end-of-unit exhibitions. Parents, students, and teachers all participate in the exhibition performances and enjoy sharing in the student's success.

 

 

 

 

 

 

成功的探究将引导学生采取负责任的行动,行动的形式可能是投入参与、倡导宣传、促进社会正义、进行社会创新或选择生活方式。行动将拓展学生的学习思维与方式,也可能产生更广泛的社会影响。行动作为幼儿能动性的核心,是幼儿将习得的重要知识、技能、概念性理解、学习者品质等要素付诸实践的重要因素。

 

Successful inquiry will lead students to take responsible action, which may include student engagement campaigns, advocacy, promoting social justice, social entrepreneurship, or changes in lifestyle choices. Taking action expands students' mindsets and learning methods and may also have a broader social impact. As a key factor of children's agency, taking initiative through student-led action is an important opportunity for children to put into practice their knowledge, skills, conceptual understanding, and learner profile attributes.

 

 

策划义卖活动、筹款购买书籍进行捐赠、设计环保袋、洗手后及时关上水龙头、建议父母绿色骑行减少污染……这些真实而有意义的行动或是由集体发起,或是由个体发起,有时是持续性的反复体验,有时是颇具纪念意义的独有体验。无论规模大小,我们所努力构建的学习者社区成员都会给予每一位探究者肯定和支持,在充足的计划时间里和孩子探讨每一个探究行动的意义与价值。

 

Planning charity sales, raising money to buy books for donation, designing eco-friendly bags, turning off the tap after washing hands, and advising parents to reduce pollution by riding to school are all examples of authentic and meaningful actions that can be initiated collectively or individually by students. These actions can sometimes be continuous and repeated experiences, or they can also be memorable and unique experiences. Regardless of the model, all members of the learner community provide recognition and support to student initiative by providing sufficient time to plan and facilitate valuable and meaningful inquiry-based action.

 

探究既是方法,也是心态,犹如一缕阳光,总能见证萌芽、照耀花开。多年的IB探索与实践让我们深刻认识到,国际文凭项目课程的组织提供了宏观框架的引领,但在实践过程中如何落地、如何适应本国及区域、社会对教育的期待,才是需要我们与时俱进深入研究的。金苹果天府国际社区幼儿园选择了一条陪伴孩子探秘未知的发展之路,我们与社区成员携手共进,只为创造一个更为美好的世界。

 

Inquiry is both a method and a mindset. Many years of  IB experience and practice have led us to understand that the International Baccalaureate Organization provides a macro framework to guide student-led learning. However, more time and research are needed to continue adapting the framework to maintain our country's local, regional, national, and societal expectations regarding education. Golden Apple Tianfu IPAK is committed to exploring the unknown together with children by working hand in hand with community members to create a better world.

 

在2022年5月14日的CISA访校活动中,我园两位资深一线PYP教师也将在闪电演讲环节与大家分享他们在本土环境中实施IB PYP项目的教育教学实践经验。

 

During the CISA visit on May 14, 2022, two senior PYP teachers in our school will share their teaching experience in implementing the IB PYP program in our local community in the lightning speech.

 

 
 

闪电演讲 Lightning Speeches

 

演讲者  Speaker

 

代述婷 Daisy Dai

金苹果天府国际社区幼儿园PYP教师,拥有9年PYP一线教学实践经验。

 

Daisy is the PYP teacher at Golden Apple Tianfu International Preschool and Kindergarten. She has 9 years of experience in PYP teaching practice .

内容概要  Brief description

 

主题  Topic

评估即学习  促进能动性

Supporting Students Agency Through Assessment as Learning

 

关键词  Key words

自评、互评、儿童发展、能动性

Self-Assessment,Peer-Assessment, Student Development, Agency

 

评估是学习和教学过程中必不可少的部分。然而,在PYP早期教育实践中开展评估,发展学生能动性是我们面临的挑战。本次演讲聚焦以IB强调的评估即学习的理念,重点介绍学生在评估中的角色变化以及学生参与评估的策略,通过分享现阶段我们在教学实践中开展的4—6岁儿童把评估作为学习组成部分的课堂实例,分析儿童在过程中获得的能动性发展。最后,我们梳理了教学实践中可以使用的评估工具,分享可迁移的经验。

 

Assessment is an essential part of the learning and teaching process. However, it is a challenge for us to carry out assessment and develop student agency in PYP Early Years education. This session, the speaker will focus on one of the Key aspects in IB philosophy - Assessment as learning. How student roles have changed through participating in self assessment and peer assessment. The speaker will share examples from her teaching practice in children aged 4-6 and the analysis of student roles in the process of assessment. Finally, she will share some assessment tools that can be used in your teaching practice.

 

 
 

闪电演讲 Lightning Speeches

 

演讲者  Speaker

 

徐莉 Lily Xu

金苹果天府国际社区幼儿园PYP教师,拥有10年PYP一线教学实践经验。

Lily Xu is the PYP teacher at Golden Apple Tianfu International Preschool And Kindergarten. She has 10 years of experience in PYP teaching practice.

 

内容概要  Brief description

 

主题  Topic

“刺激”源来如此 

 Demystifying Provocation Design

 

 

关键词  Key words

探究、刺激源 、有效性 、设计

Inquiry,Provocation,

Effectiveness,Design

 

刺激源在《PYP早期教育的观点》一文中的描述是“能激发孩子的好奇、疑惑和有目的的玩耍。”通过对周围一线教育实践者的采访,我们收集到大多数人对刺激源的观点是“一切能够激发孩子兴趣的东西都可以作为刺激源。”那么刺激源究竟是什么?在实践中教师应该如何设计和投放刺激源?如何确保其有效性?聚焦以上问题,通过实践案例,我们想要分享教师在投放刺激源时的设计思路以及教育教学实践中如何因地制宜,灵活变通的投放刺激源,从而引发持续而深入探究的方法。

 

Provocation is described in the PYP's Early Educational Perspective as "stimulating curiosity, doubt and purposeful play in children." Through interviews with education practitioners around us, we discovered that most educators believe "anything that can stimulate children's interest can be used as provocation". So what is a provocation? How should teachers design provocations in practice? How do we ensure provocations are effective? In this session, the audience will dive into the above questions, and look through case studies together with the speaker. The speaker will share practical examples to demonstrate how to design provocations that are flexible, able to support continuous and in-depth teaching, and based on students’needs.

 

 

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