CISA澳门年会

《走出同质化的迷宫——PYP框架下的幼稚园课程发展历程》

A story of one kindergarten: To achieve 'de-homogenization' by developing its own curriculum within the framework of PYP

分享嘉宾：刘力源

澳门教业中学幼儿园PYP协调员

幼稚园的课程建设是一个系统而漫长的工作，而当一个地区大部分幼稚园都受到本地区学校“同质化”的困扰时，这个工作就更具挑战性。国际课程小学项目PYP的本土化则给学校提供了一个新的思考及尝试方向。

本次的分享是基于澳门幼稚园的课程发展历程，讲述从零开始下PYP理念的落地经验。包括课程体系的搭建、评估模式的革新、教学团队的发展等。分享PYP在澳门本土化的一段实施经验，展示一种全新的课程落地实践路径，同时反映出PYP课程的强大生命力，鼓励更多的幼稚园克服困难，闯出属于自己的课程建设之路。

The construction of the kindergarten curriculum can be considered a systematic and long-lasting work. At the same time, it is more challenging when being trapped because of the homogenization of most kindergartens in the same religion. The localization of the Primary Years Program (PYP), however, facilitates schools to think and try differently.

This session will demonstrate a story about how the curriculum has been developed from the very beginning of a kindergarten in Macao, and mainly focus on the curriculum design, innovation of assessment and staff development, etc. 

Demonstrating a brand new localization approach by sharing a story of the PYP implementation in Macao. The vitality of the PYP reflected in the story may inspire more kindergartens to overcome their current challenges and find their own ways to design curriculum. 

《PYP幼儿园的幼小衔接：精准把脉幼儿学习的核心特征》

The PYP kindergarten's transition from preschool to primary: Precisely identifying the central features of learning in the early years

分享嘉宾二：张俊霞

成都高新区金苹果美宇幼儿园PYP中文教师

随着教学方法和生活环境的转变，大部分幼儿园的学生升入小学后面临着诸多挑战。“幼小衔接”是当前学前教育领域的一个重要问题，对于实施PYP项目的幼儿园而言，该问题尤为显著。

在本次演讲中，我们解析了如何将教育部文件《幼儿园入学准备教育指导要点》与PYP幼儿阶段学习特征相结合，通过具体案例阐述如何科学、有效地将目标分解并贯彻到幼儿学习的每个阶段，从而梳理出将本土幼小衔接发展需求与幼儿核心学习方法融为一体的有效策略。

With the change in teaching methods and living environments, most kindergarten children face many challenges when they move to primary school. This shift from kindergarten to primary school is a critical aspect of the educational journey in China. The challenge is even more pronounced for kindergartens that adopt the Primary Years Programme (PYP).

In our upcoming session, we will delve into strategies for harmonizing the Ministry of Education's Guidance Notes on School-Readiness Education in Preschools with the essential elements of early years learning. By examining specific case studies, we aim to discuss and outline methods for effectively breaking down objectives and implementing them at each stage of early childhood education. Our goal is to develop comprehensive strategies that blend the unique requirements of the local preschool-to-primary transition with foundational early learning approaches.

《向真·向善·向美—以能动性驱动高质量园本课程建设的美好之路》

The Path of Truth, Kindness, and Beauty 

- The Wonderful Journey of High-Quality WFLK  Curriculum Development Driven through Agency

分享嘉宾三：梁嘉心、张煜莹

上海青浦区世界外国语幼儿园 保教部主任（左一）、培训部专员（右一）

能动性让我们的国际课程本土化有了“以人为本”的温度和高度！当幼儿具有能动性，您会看到积极主动有能力的学习者。当教师具有能动性，您会看到及时反思有情怀的教育者。当学校具有能动性，您会看到为开创更美好更和平世界的支持者。

能动性在高质量园本课程建设中有哪些作用？能动性在国际课程本土化进程中赋予了学校哪些实践启示？我们会立足青浦世幼美好课程的本土化建构思路，分析我们对能动性的理性思考。

在上海本土幼教课程实施模式下，教师将如何贯彻IB PYP理念精神，支持幼儿在生活、运动、游戏、学习四类活动中有效发挥能动性成为兼具核心素养和PYP十大学习者培养目标的学习者呢？我们会从课程方案建构、学习空间打造、课程质量监控、学习社区共建等多个维度呈现青浦世幼落地“IB PYP能动性”的实操经验。

Agency has given our international curriculum localization a "people-oriented" warmth and height.

What role has agency played in the construction of high-quality kindergarten curriculum? What conceptual inspiration has agency given us in the process of international curriculum localization? We will analyze our rational thinking on agency based on the localized construction of our WFLK Curriculum.

How will teachers implement the IB PYP concept and spirit, support young children to effectively exert their agency in four types of activities: life, sports, games, and learning, and become learners who possess both core competencies and the PYP learner profile under the Shanghai local curriculum implementation model ? We will present the practical experience of implementing the IB PYP agency in WFLK from multiple dimensions such as course plan construction, learning space creation, curriculum quality monitoring, and learning community co-construction.

《链式探究：指向思考技能提升的幼儿园PYP主题课程推进策略研究》

Chain Inquiry: A Kindergarten PYP Units Promotion Strategies Directed at Thinking Skills Enhancement

分享嘉宾四：胡悦

杭州萧山嘉润维亚幼儿园PYP协调员

幼儿园教育阶段是培养幼儿跨学科思维技能的关键阶段，IB PYP主题为那些至关重要能力的发展提供了各种真实的机会，但在实践的调查与了解中发现幼儿的深度思考能力不足，教师又缺乏支持策略。基于此，我园提出链式探究师幼互动策略。由问题链导入探究，以任务链深入探究，借环境链反思探究，支持幼儿在循环往复中不断提升质疑批判、分析论证和反思评估能力，最终支持其思考技能的发展，同时优化教师的游戏态度与课程领导力。

The kindergarten education is a critical stage for developing transdisciplinary thinking skills, and the IB PYP units provide a variety of authentic opportunities for the development of those vital skills. However, the investigation of the practice revealed a lack of deep thinking skills in young children and a lack of support strategies for teachers. Based on this, our school proposes the Chain Inquiry  Strategy, i.e., a chain of questions to introduce inquiry, a chain of tasks to explore in depth, and a chain of environments to reflect on the inquiry, to support the children's ability to question and critique, analyze and argue, and reflect and evaluate, and to ultimately support the development of their thinking skills, while at the same time, optimizing the teacher's attitude toward play and curriculum leadership.

《支持幼儿ATL发展的教学实践》

Effective teaching practices to support ATL development in early years learning

分享嘉宾五：乔郑

重庆思湖山幼儿园教学园长、PYP协调员

作为探索IB PYP项目初期的幼儿园，如何让PYP的课程框架和特质以一种“家长看得见、老师摸得着、儿童长得好”的方式让整个学习社区有明确的感知，并对IB PYP项目有着很强的认同感与参与感？这是很多新的IB学校要面临的实际问题。

经过文件学习、实践尝试和总结分析，我们发现ATL是PYP课程框架中，在儿童的日常生活中渗透性最强、教师最易上手、可视化效果最明显、家长理解最容易的一个课程元素。

在这3年的时间里我们积累了关于ATL在幼儿园培养路径的一些理解和实践的经验，希望可以对有需要的学校起到一定的启发或借鉴作用，具体包括：

1.基础路径：让教师摸得着——解构ATL在幼儿阶段的具体表现性行为；

2.进阶路径：让儿童长得好——在幼儿园生活与学习中有效设置ATL目标及支持策略；

3.高阶路径：让家长看得见——协同家长共同践行ATL的培养。

As a new IB World School, how can we make the curriculum framework and characteristics follow these 3 criteria within a short period: parents can see, teachers can touch, and children grow well?

And how can we give the learning community a strong sense of identity and participation in this programme within a short period ? These are practical problems that many new IB World schools are facing.

Through studying IB teaching documents, practical trials, and reflection, we have found that ATL development in early years learning has the following 4 benefits: It’s the most permeable course element in the PYP curriculum framework for children's daily lives; it is easiest for teachers to learn, and it has the most obvious visualization effect, and it is easiest for parents to understand.

Over the past three years, we have accumulated some experience in understanding and practicing ATL development in early years learning, hoping to provide some inspiration or reference for schools in need, including:

1. Basic path: Making it reachable for teachers - deconstructing the specific expressive behavior of ATL in early years;

2. Advanced Path: Making Children Grow Well - Effectively Setting ATL objectives and supporting strategies in Kindergarten Life and Learning;

3. High level path: Making parents see - Collaborate with parents to practice ATL cultivation together.

《学习社区文化的有效创建》

Creating the positive culture for learning community

分享嘉宾六：韦小冰

深圳市金生幼儿园总园长

如何构建积极有效的学习社区是IB世界学校所共同面临的发展性课题。积极有效的学习社区可以为每一位成员开展终身学习持续赋能，有效地激发他们的内驱力与能动性，从而塑造富有国际情怀的校园文化。分享者以深圳市金生幼儿园自开园筹备到正式投入运营三年以来的实践为例，从文化结构视角出发，分别自校园管理、课程协作以及社区协同三个方面阐述学习社区文化的有效创建。

How to create a positive, efficient learning community? It is the same topic that IB World Schools always need to take in account. To create an international mindedness school culture, a positive, efficient learning community can empower members’ life-long learning, stimulate their agency and dynamic role. The facilitator would love to take King’s Kindergarten Shenzhen as an example to share how they create the learning community though management culture, curriculum culture & community cooperative culture according to their practices.