迪士尼出品的電影《花木蘭》更是讓全球的觀眾認識了這位勇敢堅韌、個性爽朗的中國姑娘。

Disney shared the stories of this female warrior in its movie around the world. 

Recently, SCFLS organized all primary school students to enjoy the puppet show -- Hua Mulan in Suzhou Culture and Art Center.

The drama created by Shanghai Puppet Theatre has won the Golden Lion Award for the best performance of the 4th National Puppet Show and the special award of the 5th Russian International Puppet Festival.

該劇將傳統(tǒng)皮影與現(xiàn)代多媒體有機結合，拓展了皮影戲的表現(xiàn)空間，表現(xiàn)手法新穎獨特，人物造型別致，個性鮮明。

This drama combined shadow puppet and modern techniques, which was played out on screens with unique characters and strong personalities. 

從木蘭身上，同學們學到了對自己的真、對朋友的信、對父母的孝、對國家的忠。

It is an inspiration to students throughout the ages.

小朋友們更是通過親手操縱皮影收獲了很多歡笑，也對這一非物質文化遺產(chǎn)有了更多的了解。

Students were full of respect and admiration of Mulan and this intangible cultural heritage. 

四、五年級的同學們將開展本學期最后一個UOI探究單元——“共享地球”。為此，孩子們對此劇有了更深的體會。

Students from Year 4 and 5 will start their last UOI -- Sharing the planet in this semester which helps students better understand this drama.

 五年級（3）班的葉子語同學在觀后感中這樣寫道：

After watching the interesting shadow puppetry, some students asked: “Do you remember the four kinds of puppet shows?" Some students said: "I really admire the filial piety and courage of Hua Mulan."

Everyone has learned something in this activity. When I saw Mulan asking the emperor to release the leader of the enemy in exchange for peace between the two countries, I was deeply moved and overwhelmed by her bravery, grace, and wisdom.

Peace is not easy, we should cherish the moment, and be friendly to our classmates. Even if there is a small conflict, we should learn to resolve it peacefully.

--As Ziyu Ye from class 3 Year 5 written after the drama. 

那么，在課堂上的UOI探究單位是如何開展的呢？

讓我們一起來看一下吧！

Let’s explore how UOI works in SCFLS.

“為什么會有男女不平等的情況發(fā)生？”

“我們能做些什么來改善男女不平等的現(xiàn)象？”

對于這個與大家息息相關的議題，同學們饒有興趣的議論開來。老師根據(jù)學生的提問，整合語言學科的說話與表達，社會學科上的組織與文化，數(shù)學學科的數(shù)據(jù)處理等知識，為學生提供探究思路，使學生對這一議題有了更全面和深入的認識。

"Why is there gender inequality?" "What can we do to improve gender inequality?" Students discussed these questions with great interest. According to students' questions, teachers integrated the knowledge of language and expression, organization and culture in social sciences, data processing in mathematics, and so on, so as to enlighten students during the inquiry process and help students have a more comprehensive and in-depth understanding of this topic.

課堂上的體驗真是豐富多彩！學生通過調(diào)查家庭分工，完成統(tǒng)計圖，認識到很可能在自己的家庭中就存在不平等現(xiàn)象；觀察和書寫“女”字從古至今的演變，他們理解到不平等現(xiàn)象的長期存在及歷史沿革；通過閱讀和制作杰出女性的時間軸，更好地讓學生認識女性的偉大成就；通過書寫穿越時空的一封信，讓學生感受現(xiàn)代社會與舊時社會，男女性不平等現(xiàn)象的強烈對比，增強學生對現(xiàn)代社會倡導男女平等的正確認識。

By investigating the division of labor in families and completing the statistical graph, students realized that there is likely to be inequality in their own families. By observing the evolution of the Chinese character "woman" from ancient times to the present, they understood the long-term existence of inequality. By acting as newscasters, students gathered news reports about inequality in different countries. By creating a timeline of outstanding women, students understood the era and the great achievements of women. By writing a letter through time and space, students can feel the sharp contrast between the modern society and the old society, and the inequality between men and women. All of these activities enhanced their correct understanding of the equality between men and women in modern society.

學生利用六分圖列舉了他們所了解的沖突形成的原因、形式、危害、影響、解決和控制沖突的方法；表演發(fā)生在自己身邊的沖突；通過閱讀和觀看視頻，了解世界范圍內(nèi)各種場景下的沖突，實現(xiàn)全球背景下的學習。

Students used chart to list the causes, forms, harms, influences and methods of solving and controlling conflicts. They acted out the conflict around themselves. Through reading and watching videos, they learned about the conflicts in various scenes around the world and realize learning in a global context.

在劇本創(chuàng)作過程中，學生通過小組交流與合作，明確了各自的任務：有的寫旁白，有的描寫人物特點，有的進行道具制作，并且一遍遍的開展話劇排練。

In the process of script creation, students divided their tasks through group communication and cooperation and rehearsed the drama over and over again.

通過單元學習，孩子們反思了平時生活中同學間的沖突，有意識地通過多種方式妥善地解決沖突；意識到和平的來之不易，形成了對祖國和民族強烈的認同感，學會了從自身做起，為更美好、更和平的世界貢獻力量。

Besides, students reflected on the conflicts among classmates in daily life, and consciously resolve the conflicts in a variety of ways. They were aware of the valuable peace, formed a strong sense of Chinese identity, and learned to contribute to a better and more peaceful world.

成功的探究將引導學生采取負責任的行動。這種行動將拓展學生的學習，也可能產(chǎn)生更廣泛的社會影響，而各個年齡段的學生所采取的行動會有明顯的不同。為學習者提供機會并培養(yǎng)他們的能力，使他們能夠選擇和決定所要采取的行動，并對這些行動進行反思，以改變世界中的自己，并影響和改變世界。

Successful inquiry will lead students to take responsible action. This kind of action, which differs in ages, will expand students' learning and may have a wider social impact. We provide learners with opportunities to develop their ability, take actions and reflect on those actions to change themselves and the world.

中文撰稿：張廣東

 英文翻譯：馬琳  

攝影：駱盼盼

英文審核：語言中心

編輯、排版、審核：校長辦公室 宣傳辦