2023年4月15至16日，以“汇聚·融合·创新 — 助力现代课程发展新征程”为主题，2023 IB中国教育论坛（IBCEF 2023）在北京私立汇佳学校圆满举办。在本次论坛中，中华国际文凭学校协会（IB CISA）作为官方学术支持，并安排了融合《指南》深度解析专场。在专场分享中，《指南》撰写学校团队之一的北京市私立汇佳学校初中部科学组组长张蕙蕙老师，围绕“IB MYP科学课程与国家新课标融合的探索”进行了主题分享。

On April 15-16, 2023, the 2023 IB China Education Forum (IBCEF 2023) was successfully held at the Beijing Huijia Private School under the theme of "Collaboration, Integration, Innovation - Empowering Modern Curriculum to Embrace Future." At this forum, IB CISA served as the official academic support and arranged a breakout session to analyze the Integration Guide in depth. The team provided a comprehensive and in-depth analysis of the International Baccalaureate (IB) Organization's Integration Guide for the PYP and MYP, providing theoretical guidance and practical frameworks for more IB member schools. Among them, Zhang Huihui, the head of the Science group of the Middle School of Beijing Huijia Private School, shared her exploration of the integration of the MYP science curriculum with the national new curriculum standard.

张蕙蕙

北京市私立汇佳学校初中部科学组组长

Head of the Science group of the Middle School of Beijing Huijia Private School

汇佳学校在多年融合探索的基础上总结了一定的经验教训: 融合中采用MYP项目框架体系来支持教学实施和评价，在综合考虑国家课程标准内容和DP课程衔接的基础上进行内容的填充。同时也在融合实践的过程中不断地发现、解决新问题。在2022年新课标颁布的大背景下，汇佳学校以此次改变作为契机，重新思考两种课程如何彼此借力，带动更有效的教学和学习。在这次专场分享中汇佳学校以MYP化学学科为例从课程目标、内容、实施和评价四部分分析了融合的可能性，同时展示了如何借力新课标来更科学地构建和实施大概念统摄的结构化单元。

Based on years of exploration, Beijing Huijia Private School adopted the IB MYP programme framework to support teaching practices and assessment, and filled in the contents by considering both the national curriculum standards and continuum with the DP curriculum. Against the background of the new curriculum standards issued in 2022, Beijing Huijia Private School took this change as an opportunity to rethink how the two curricula can leverage each other to drive more effective teaching and learning. In this breakout session, Beijing Huijia Private School used MYP chemistry as an example to analyze the possibility of integration from four parts: curriculum objectives, content, implementation, and assessment, and demonstrated how to leverage the new curriculum standards to construct and implement concept-based units.

2022年的课改是围绕培养学生核心素养展开的，在此前提下确立的课程目标与MYP培养目标契合度很高。化学课程要培养的核心素养包括了化学观念、科学探究与实践、科学态度与责任以及科学思维，分别与MYP四个课程目标和ATL技能相对应。这些课程目标则具体细化为各个学习主题的内容要求。正是这些具体的内容要求给大单元的科学构建提供了可能的思路和方向。需要注意的是，2022年的课改课程目标的一个非常重要的变化就是内容从知识技能，转向“概念性理解”。也正是这种转变使得两种课程在构建大概念统领的结构化单元，推进深层次的概念性理解方面可以互相借力。

The 2022 new curriculum standard focuses on cultivating students' core literacy, and the established curriculum objectives are highly compatible with the MYP objectives. The core literacy that the chemistry course aims to cultivate includes chemical concepts, scientific inquiry and practice, scientific attitudes and responsibilities, and scientific thinking, which correspond to the MYP objectives and ATL skills. These course objectives are specifically refined into the content requirements of every learning theme and the requirements provide possible pathways for the unit construction. It should be noted that a very important change in 2022 new curriculum standard is the shifting from knowledge and skills to "conceptual understanding." This enables the two curricula together to construct concept-driven units and promote deep conceptual understanding.

汇佳学校9年级化学大单元建立的时候改变了原有扁平的知识结构，从内容逻辑到单元重大概念、相关概念和探究陈述采用自下而上的方式进行架构。中间铺设的脚手架极具有学科特点，Lynn Erickson “The structure of knowledge”（知识结构图）的模式提供了某种搭梯的方法，而国家新课标则给出了学科具体的可行性方案。

In the Grade 9 Chemistry unit design, a bottom-up method from contents to key/ related concepts and statement of inquiry is adopted. Lynn Erickson's "The structure of knowledge" model provides the scaffolding framework while the national new curriculum standard provides specific feasible pathways from the view of subjects.

以9年级化学一个单元为例展示下单元构建的基本思路。

Take a Grade 9 chemistry unit as an example to demonstrate how a unit is constructed.

新课标和MYP课程在教学实施的策略和指引方向上有异曲同工之妙。新课标要求开展核心素养导向的教学，有效促进学习方式的转变，同时也提供了相应的教学策略建议。MYP项目对于教学方法则提出更明确要求：基于探究的、概念驱动的、联系背景的、协作开展的、因材施教的以及评估支持的。

The new curriculum standard and the MYP programme share a similar strategy and requirements in teaching practices. The new curriculum standard requires teaching guided by core literacy, effectively promoting a change in learning methods, and also provides corresponding teaching strategy suggestions. The MYP programme has more specific requirements for ATTs: inquiry-based, concept-driven, contextualized, collaborative, differentiated, and supported by assessment.

2022年新课改的颁布促使我们将教学设计的重心从探究和协作上转移到如何创造更为丰富地学习体验，从鼓励学生主动参与、主动思考到更好地帮助学生构建思考的能力。同时考虑到9年级化学学习的内容太过于经典，我们:

The 2022 new curriculum standard prompted us to shift the focus of teaching design from inquiry and collaboration to how to create a more enriching learning experience, from encouraging students to actively participate and think to better help students for deeper thinking. Considering the content taught in Grade 9 chemistry is too traditional or outdated, we:

张蕙蕙老师围绕“情境化”、“生活化”“游戏化”- 三个创设丰富学习体验的关键词分享了教学中的真实设计和思考：“自制可乐”（知识背景：溶液）、“谁是凶手”解谜类活动（知识背景：化学式）、虾仁的科技与狠活（知识背景：酸碱性）、揭秘X身份侦探游戏（知识背景：酸化学性质）及寻宝活动（知识背景：元素周期表）。这些情境创设所涉及的知识内容有偏理论的，有偏实践的。设计的初衷都是基于学生的已有问题，来选择更合适的内容丰富学生学习体验。相比较知识内容的掌握，活动的内容和学习路径是否能够推进深层次的概念化理解和科学思维的发展才更应该是关注的内容。在这个过程中转变教师在探究新知识过程中起到的主导作用，激发学生学生自己的主观能动性，将学习跟自我联系起来，自主构建对知识和概念的深入理解和认知。

Zhang Huihui shared her real teaching practices in creating rich learning experiences and thoughts around three keywords - "contextualized learning," "life-oriented," and "gamification". The teaching practices included the "Homemade cola" (knowledge related: solutions), "Find the murderer" (knowledge related: chemical formula), the "Treated or untreated shrimp" (knowledge related: acidity and alkalinity), the "Find X " (knowledge related: chemical properties of acids), and the treasure hunt game (knowledge related: the periodic table). The knowledge content related in these activity design includes both theoretical and practical ones. All design is based on the students' existing problems, rather than easier tasks or not. Compared to mastering knowledge content, whether our design can promote deep conceptual understanding and the development of scientific thinking should be the focus. In this process, teachers need to transform their leading role in exploring new knowledge and stimulate student agency to construct their own deep understanding.

在课程目标高度吻合的基础上，两种课程评价的要求和指导方针自然也趋同。实施过程中，汇佳学校还是更侧重MYP评价标准。课程评价这一部分讨论的侧重点在于在有了之前的铺垫-改变知识架构的方式，丰富了教学实践之后，如何自然而然生成符合单元逻辑和概念化推进的总结性评估作业？实施过程中依据的原则是：要生成可以检测学生概念性理解的总结性评估，内容目标和科学思维是达成此前题的手段和方法。设计方向是：回到生活中去，在日常情境中检验学生知识的迁移与理解。

As we have discussed about course objectives, the alignment of assessment guidelines is expected. We prefer using MYP assessment standards. The focus of this part is on how to generate summative assessment tasks that fits the whole unit design. The achieve this, we carefully put the contents learning in real life and test students' knowledge transfer and conceptual understanding in everyday situations.

以变化这一单元为例， 标准BC有关科学探究和数据分析的作业就是探究钙片中钙含量的测定。从成分表中确定碳酸钙原料，再通过化学变化（与盐酸的反应）将其转化成可测量的物理量：减少的气体即二氧化碳的质量，再通过化学反应方程式的定量计算得出碳酸钙的含量。这整个过程完全是在检验学生的概念性理解：我们可以通过变化改变物质的形式，这种改变是可以量化的。同时生活情境的背景，让评估跟学生的学习建立联系，进而推进原理和理解的迁移。

Taking the "Change" unit as an example, the summative assessment task for Standard B&C is to find exact amount of calcium in calcium tablets. Students needed to figure out the existence of calcium in the form of calcium carbonate from the label, and then use the chemical method (reaction with hydrochloric acid) to convert it into a measurable physical quantity (the mass of the carbon dioxide gas). The content of calcium carbonate is then calculated quantitatively using the chemical equation. The whole process is completely testing students' conceptual understanding: Science enables us to change the form of matter into useful products quantitatively. At the same time, the background of the real-life context connects the tasks with students' learning, and promotes the transfer of understanding.

通过对比和分析，新课标不仅仅提供了教学内容，在构建以大概念统摄的结构化单元和课程实施方面提供了一定的思路和方向，而这些思路和方向与MYP项目实施和评估方式是完全吻合的。二者相辅相成，我们可根据自己的学科特点和MYP实施情况互相借鉴、融合。

To sum up, the new curriculum standards not only provide teaching content, but also provide possible pathways in constructing concept-based units and suggestions in implementing. These ideas are fully consistent with MYP teaching and learning requirements. It’s great to reflect on our teaching practices and refer to the new curriculum standard for more possibilities in integration.