On April 15th, 2023, at the "Guidelines for Project Integration Forum," Qian Lanhua, the principal of Shanghai Qingpu World Foreign Language Kindergarten (hereinafter referred to as "Qingpu World Kindergarten"), along with Dr. An Qian， Director Chen Yi, and Teacher Zhang Yuying, presented as guest speakers. Based on the curriculum practice at Qingpu World Kindergarten, the theme of their presentation was "Unity in Diversity, Beauties in Harmony." They discussed and shared the construction and implementation of a localized IB PYP curriculum under the framework of core competencies.

根深才能叶茂，只有扎根中国大地的IB PYP才更具生命力。青浦世幼”美好课程“生根、发芽、开花、结果的过程与PYP本土化探索之路交融共生。

Only when rooted deeply in the Chinese land can the IB PYP flourish with greater vitality. The process of "rooting, sprouting, blossoming, and bearing fruit" of our "Beautiful Curriculum" at Qingpu World Foreign Language Kindergarten has intertwined with our exploration of PYP localization.

”橘生淮南则为橘，生于淮北则为枳“。IB PYP的理念和框架在世界范围内幻化出的课程同工异曲，多元一体。IB PYP本土化是规律始然，更是双向奔赴。IB PYP的本土化是在坚守中华文化自信，增强中华文化认同，不断地探寻中国国家课程和PYP课程深度交融、相融相通的过程，是一种我中有你，你中有我的和谐状态。

As the saying goes, "Oranges grown in the south of Huai River are oranges, while those grown in the north are zhī (oranges but without orange taste any more)." The concepts and framework of the IB PYP have given rise to diverse yet unified curricula around the world. The localization of IB PYP is not only a natural trend but also a two-way endeavor. The localization of IB PYP involves upholding confidence in Chinese culture, enhancing Chinese cultural identity, and constantly exploring the deep integration and communication between Chinese national curriculum and PYP curriculum. It represents a harmonious state of "you in me, and me in you."

依托园所教育理念，需要把多个体系下的幼儿发展目标进行多维比对，将不同的话语体系进行同义转换并在此基础上进行增（+）删（-），整合（➗）生成（✖），形成园所课程目标。

Based on the educational philosophy of the kindergarten, it is necessary to conduct multidimensional comparisons of the development goals of young children under multiple systems, convert different discourse systems into synonyms, and then add (+) or delete (-) on this basis, integrate (➗), and generate (✖) to form the curriculum objectives of the kindergarten.

同时，基于集体研讨和现场观察，不断优化课程目标在领域内容和年龄特点上的均衡性、层次性。

At the same time, based on collective discussions and on-site observations, we continuously optimize the balance and hierarchy of curriculum objectives in terms of domain content and age characteristics.

挑战二：课程内容难在“重构”

首先是内容结构的创生，从课程是否具有选择性和对儿童发展的有益性两个向度进行融合，创生美好课程之下的课程结构。

Firstly, the creation of content structure involves the integration of two dimensions: whether the curriculum has selectivity and whether it is beneficial to children's development, to create a curriculum structure under the beautiful curriculum.

其次是概念驱动下的转化，根据探究单元的需要，以概念的视角去选择能为中心思想服务的素材，支持幼儿形成可迁移的概念性理解。

Secondly, transformation under concept-driven education involves selecting materials from a conceptual perspective that can serve the central idea and support children in forming transferable conceptual understanding according to the needs of the inquiry unit.

挑战三：课程评价难点“融创”

首先，需要根据园所课程目标制定各年龄阶段的幼儿发展评估指标，落实基于一日生活各环节的观察与评估。

Firstly, it is necessary to develop assessment indicators for the development of young children at various age stages based on the kindergarten curriculum objectives, and implement observation and evaluation based on various aspects of daily life.

其次，通过多元主体视角，运用作品分析法、谈话法、儿童会议、投票法、问卷法多途径“聆听”幼儿，丰富考察学习、记录学习中幼儿斑斓的发展图象。

Secondly, through a multi-perspective approach, using methods such as work analysis, interviews, children's meetings, voting, and questionnaires to "listen" to young children, enriching the examination of learning and recording the colorful development images of young children.

最后，依据园所评估政策，规范各类评估工具与操作要求，让评价指向幼儿发展和课程质量的提升。

Finally, according to kindergarten evaluation policies, standardize various evaluation tools and operational requirements, and guide evaluation towards improving the development of young children and the quality of the curriculum.

借鉴PYP框架中广泛、均衡、整体化的原则，主要解决两个问题，一是园本课程目标与POI的适配，二是PYP各个元素的确立与调整。

Drawing on the principles of breadth, balance, and integration in the PYP framework to address two main issues: first, aligning the kindergarten's curriculum goals with the POI, and second, establishing and adjusting the various elements of the PYP.

合而不同，求同存异。本土化课程实施既要尊重PYP自身的逻辑智慧，理解和发挥PYP元素对园本课程目标中培养未来小公民的指导价值。同时也要强化本土课程的文化自信，继承和发扬园本课程在PYP本土化过程中焕发的新活力。秉持的思路是由浅入深、螺旋上升地将园本课程目标和PYP要素进行融合，这背后需要方法论的支持。

Unity in diversity, seeking common ground while respecting differences. We must not only respect the logical wisdom of the PYP, but also understand and leverage the PYP elements to cultivate future citizens in our local curriculum objectives. At the same time, we must also strengthen our cultural confidence in the local curriculum, inheriting and promoting the new vitality of the local curriculum in the process of PYP localization. The approach is to gradually and spirally integrate the local curriculum objectives and PYP elements, which requires the support of a methodological framework.

借助POI坐标系，将园本课程目标和超学科元素在横轴视角，同一个年龄段的不同主题，以及纵轴视角，不同年龄段的同一个主题中进行整合。

By leveraging the POI coordinate system, we can integrate the local curriculum objectives and transdisciplinary elements on the horizontal axis perspective, across different themes within the same age group, as well as on the vertical axis perspective, for the same theme across different age groups.

在POI架构的融合目标体系之下，如何将PYP元素体现到具体的超学科主题中，为美美与共的课程图景设置路径呢？

Under the integrated target system of POI framework, how can we incorporate the PYP elements into specific transdisciplinary themes and pave the way for a shared curriculum vision?

基于探究主题的中心思想，剖析哪些PYP中的要素在该主题下对幼儿发展更有价值。因幼儿年龄特点、探究主题内容不同等原因造成PYP要素占比存在差异的内容，我们需要在园所课程结构的其他板块中适度强化。

Based on the central idea of the inquiry theme, we analyze which PYP elements are more valuable for children's development in this theme. Due to differences in children's age characteristics and inquiry theme content, there may be differences in the proportion of PYP elements, and we need to appropriately strengthen them in other sections of the curriculum structure in the school.

美美与共，天下大同。本土化课程实践要欣赏PYP学科范围与顺序的国际视野，接纳和包容学科范围与顺序对本土课程育人框架的引领价值，同时也遵循本土《指南》的科学内涵，融汇和贯通本土育人目标在PYP本土化实施中探寻出的新契机。

Beauty and harmony are shared by all, and the world is united. We appreciate the international perspective of the PYP subject scope and sequence, accept and embrace the guiding value of the subject scope and sequence for the local curriculum framework, and also follow the scientific connotation of the local "Guidelines", integrating and linking the new opportunities explored in the implementation of PYP localization with the local education goals.

采用的是一种从上到下，由面及点的实施模式。点动成线，线动成面，学科领域要最大程度地发挥育人价值，需要子领域进行链接，并发挥学习成果在教育活动中的引领作用。借助比较的视角，对面、线进行解构，对点进行重构，以兼顾《指南》和《学科范围与顺序》对幼儿发展全面性、均衡性的要求。

Our implementation model follows a top-down and holistic approach, where we start from the big picture and gradually zoom in on the details. We believe that by connecting sub-fields within each discipline, we can fully leverage the educational value of each subject area and enable learning outcomes to guide educational activities. To achieve this, we adopt a comparative perspective to deconstruct the whole into its components and reconstruct each component to meet the balanced and comprehensive requirements of both the local curriculum guidelines and the PYP curriculum scope and sequence.

协作是PYP倡导的课程建构方式，是PYP本土化实施过程中形成的一种美的文化，协作背景下的学科范围与顺序是如何共创的？

Collaboration is a curriculum construction method advocated by the PYP, which is a beautiful culture formed in the process of localizing the implementation of the PYP. How the scope and sequence of subjects under the background of collaboration are co-created?

协作中的组织之美，是中外教师对幼儿发展指标理解和汇总的智慧呈现。落地中的严谨之美，体现的是匹配和运用学科范围与顺序时中外教师精进专业的自我要求。闭环中的反思之美，是教师在评估即学习的理念之下，基于学习证据促进幼儿发展、调整下阶段UOI或POI的起点。

The beauty of organization in collaboration is the wisdom presented by Chinese and foreign teachers' understanding and summarization of children's developmental indicators. The beauty of rigor in implementation reflects the self-requirements for professional advancement of Chinese and foreign teachers when matching and applying the scope and sequence of subjects. The beauty of reflection in closed loop is based on the concept of assessment for learning, which promotes children's development and adjusts the starting point of the next UOI or POI based on learning evidence.

PYP七大重要概念覆盖的是理解的广度；而相关概念则是对重要概念更详尽的探索，聚焦理解的深度。所有学科都有反映其具体内容性质的相关概念，我们有时候也会把它叫做学科概念/跨学科概念。学前儿童各领域核心经验（PCK）中会挖掘到很多相关概念的影子。如语言PCK里就明确提到了“概念”，而艺术PCK的“艺术元素”就可以理解为艺术学科的学科概念。尽管命名各有不同，但这些指向学科内容性质的词其实就是我们通常所说的学科概念。

The seven key concepts of the PYP cover the breadth of understanding, while related concepts are more detailed explorations of the key concepts, focusing on the depth of understanding. All subjects have related concepts that reflect their specific content nature, which are sometimes referred to as subject concepts/ interdisciplinary concepts. Many shadows of related concepts can be found in the core experiences of various fields in early childhood PCK. For example, "concepts" is explicitly mentioned in language PCK, and "art elements" in art PCK can be understood as subject concepts of the art subject. Although they are named differently, these words that point to the nature of subject content are actually what we usually call subject concepts.

合而不同，是在不同中求和，是在教育多元化背景下对美好的尊重，理解和包容；美美与共，是在共生中向美，是在本土化耕耘探索中对美好的发现，创造和传递。

Harmony in diversity means seeking unity in diversity, respecting, understanding, and accommodating the beauty in the context of diverse education. Sharing beauty together means pursuing beauty in symbiosis, discovering, creating, and transmitting the beauty in the process of exploring localization.