“雙減”政策的出臺(tái)落地，

一場(chǎng)席卷全國的教育改革正在進(jìn)行中……

為了讓教育更好地回歸校園主陣地，

切實(shí)減輕學(xué)生負(fù)擔(dān)，

促進(jìn)學(xué)生的全面發(fā)展，

課程多樣化、課堂高質(zhì)量已成為

蘇城外落實(shí)“雙減”的主陣地。

如何通過項(xiàng)目式學(xué)習(xí)培養(yǎng)學(xué)生核心素養(yǎng)？

看蘇城外小學(xué)全人的探索實(shí)踐風(fēng)采——

今年7月23日至24日，中國教育國際交流協(xié)會(huì)與國棠青少年文化交流中心以“圍繞核心素養(yǎng)的項(xiàng)目學(xué)習(xí)”為主題，在北京聯(lián)合主辦“GoodTalk（地球村）國際青少年雙語演講大會(huì)”特別活動(dòng)，蘇城外總校長(zhǎng)陳杰應(yīng)邀出席了交流活動(dòng)，并以《中國靈魂 國際情懷——核心素養(yǎng)與IB學(xué)習(xí)者培養(yǎng)目標(biāo)融合驅(qū)動(dòng)下的項(xiàng)目式學(xué)習(xí)》為主題作專題演講。

本學(xué)期，

在“雙減”政策下，

蘇城外小學(xué)全人部的教研團(tuán)隊(duì)

對(duì)項(xiàng)目式學(xué)習(xí)進(jìn)行了

全 面 升 級(jí)

11月2日，蘇城外小學(xué)全人部的國際教師們舉辦了教學(xué)交流開放日活動(dòng)。七位國際教師利用各種教學(xué)方法、通過多樣的形式展示了他們的教學(xué)技能，全方位的向大家呈現(xiàn)了項(xiàng)目式學(xué)習(xí)中的探究課堂。蘇城外幼兒園的國際教師全程參與了此次活動(dòng)。

Jonathan老師和五（7）班的學(xué)生為大家?guī)砹司实难葜v，拉開了此次課堂交流活動(dòng)的序幕。孩子們選取了“為世界做出了寶貴貢獻(xiàn)的名人”作為案例深入探究，學(xué)生們充分展示了他們研究和制作歷史名人幻燈片的能力。

The day started off with some interesting presentations by Teacher Jonathan’s Y5C7 students. This showed off the students’ abilities to research and create PPTs about a famous person in History, who they felt made valuable contributions to the world.

Ron老師帶著四（11）班的孩子對(duì)本學(xué)期所學(xué)的英語知識(shí)進(jìn)行了非常有條理的復(fù)習(xí)，課堂中的圖片和視頻令人印象深刻。學(xué)生們?cè)谡n堂上與老師積極互動(dòng)，充分展示了小組合作的探究精神。

Teacher Ron and Y4C11 showed a very structured review of the English work learnt this semester. His lesson included many impressive pictures and videos. The students were very interactive throughout the class and their efforts throughout the semester in learning the work were very clear.

Mickey 老師為四（12）班的學(xué)生們準(zhǔn)備了一堂科學(xué)課，主題是《人類骨骼和人類如何移動(dòng)》。蘇城外校長(zhǎng)助理方周迎女士稱贊其精心設(shè)計(jì)的活動(dòng)十分有趣、有連續(xù)性，并通過多種方法激發(fā)學(xué)生的靈感。

Teacher Mickey and Y4C12 with a Science revision class focussing on the human skeleton and how humans move. The class was described as lively, with well-designed, successive activities that inspired the students through multiple methods.

Alan老師為一（6）班的孩子們帶來了一堂別開生面的“養(yǎng)生課”。通過課堂探究，學(xué)生對(duì)于健康和不健康食物有了更深地認(rèn)識(shí)。孩子們投入其中，認(rèn)真聆聽，爭(zhēng)做知識(shí)淵博的學(xué)習(xí)者。

After lunch we were entertained by Alan and Y1C6 learning about healthy and unhealthy food. They were very engaged and enthusiastic, as well as being very knowledgeable about the topic.

Werner老師和三（10）班的孩子們利用舞龍表演向大家展示了“我們?nèi)绾芜M(jìn)行團(tuán)隊(duì)協(xié)作”。課堂中孩子們積極參與互動(dòng)，學(xué)生們的“人文底蘊(yùn)”也得到了提升。

Teacher Werner and Y3C10 made use of the Dragon Dance to demonstrate how we can work as a team, and share the planet with each other in a peaceful and cooperative manner. The teacher was enthusiastic and the children really enjoyed the interactive activity.

Janine & James老師就“采礦、農(nóng)業(yè)和工廠之間的聯(lián)系”進(jìn)行了深入探究。孩子們?cè)跊]有翻譯的情況下，對(duì)活動(dòng)的指令總是能理解清晰，第一時(shí)間作出回應(yīng)，看來，語言的浸潤需要從小開始。

Teacher Janine and Teacher James on Mining, Farming, and Factories. Teachers were impressed and inspired by how well a Grade 2 class could work in groups, and how well they understood the instructions for the activities without translations.

今年，蘇城外小學(xué)部全人班通過任務(wù)型語言教學(xué)來促進(jìn)英語學(xué)習(xí)?；?span style="color: rgb(255, 255, 255); background-color: rgb(141, 45, 30); box-sizing: border-box;">“我們處于什么時(shí)空”的超學(xué)科主題，一年級(jí)的學(xué)生們探究了“家庭如何影響個(gè)人發(fā)展”。學(xué)生們創(chuàng)作了自己的護(hù)照，展示了他們自己與他們來自哪里的聯(lián)系。

護(hù)照幫助學(xué)生加強(qiáng)中國靈魂，國際情懷的自我認(rèn)知。這些懂得關(guān)愛和知識(shí)淵博的小學(xué)生們已經(jīng)成功地獲得了社交和思維技能。

This year our Holistic classes are exploring English through task-based learning classes.Under the theme of “Where We are in Place and Time” the Year 1 students explored the idea of how family can influence one’s personal development. The students created small “My Me” books to demonstrate the connection between themselves and where they come from. The books help the students to identify themselves locally, within a more global awareness of the world. Our Caring and Knowledgeable learners successfully acquired Social and Thinking Skills.

二年級(jí)的學(xué)生們探究了“我們是誰”這一主題，并重點(diǎn)關(guān)注情感與人際交往之間的關(guān)系。學(xué)生們的在結(jié)題時(shí)制作了情感手冊(cè)，在學(xué)習(xí)了一系列情感之后，他們可以設(shè)計(jì)自己的情感日記。

學(xué)生們根據(jù)自己對(duì)積極或消極情緒的想法進(jìn)行手冊(cè)的設(shè)計(jì)。二年級(jí)的探究者們從中學(xué)到了卓越的溝通和社交技能，并且學(xué)會(huì)了如何有效地管理自己的情緒，從而不會(huì)影響和改變他人的情緒。

The Year 2 learners started off the year exploring the theme “Who are We”, and focused on the main idea that emotion affects interpersonal communication. For their exhibition project the students created an Emotions booklet, where they were able to design their own emotions diary after learning an array of emotions. The booklets were made from an A4 piece of paper and students were able to design it as they pleased to portray their ideas of different positive and negative emotions. Our Year 2 students have definitely learnt great Communication and Social Skills from this unit and have effectively learnt how to Self- Manage their emotions, so as not to affect and cause changes in another person’s emotions.  

▲ 左右滑動(dòng)查看更多 二年級(jí)學(xué)生繪制的探究手冊(cè)

三年級(jí)同樣探究了“我們處于什么時(shí)空”的超學(xué)科主題，中心思想為“旅行帶來新的發(fā)現(xiàn)和認(rèn)知”。學(xué)生們了解了不同的國家、世界貨幣、其他國家的國旗以及如何計(jì)劃出國旅行。

胸襟開闊的小探究者們能夠在日?；顒?dòng)中，獲得國際視野的新視角，并變得更加知識(shí)淵博。學(xué)生沒有邁出教室，就已經(jīng)成為經(jīng)驗(yàn)豐富的世界旅行者了！

The Year 3 students also explored the theme “Where We are in Place and Time” using the central idea of a “Journey – We are just a small part of a big world. A journey can bring about new discoveries and understanding.” The students learnt about different countries, world currencies, flags belonging to other countries and how to plan an international trip abroad. Our Open-Minded Inquirers were able to gain new perspectives and become more Knowledgeable by interacting with everyday type activities, within a global perspective. These students became seasoned world travelers, from within their classrooms!

▲ 左右滑動(dòng)查看更多

▲ 小學(xué)部PYP外方協(xié)調(diào)員Mickey為優(yōu)秀國際教師頒獎(jiǎng)

卓越的外教團(tuán)隊(duì)、精彩紛呈的課堂是

“雙減”下蘇城外一道靚麗的風(fēng)景線。

如果你是一滴水，

只要你愿意融入大海，

整個(gè)大海就是你的，

因?yàn)槟阋呀?jīng)融入了整個(gè)大海，

這就是融合的力量，

這也是蘇城外融合課程的力量。

打破學(xué)科的邊界，

將所學(xué)的知識(shí)融會(huì)貫通，學(xué)以致用，

蘇城外著力讓每位學(xué)子

成為一名有能力應(yīng)對(duì)未來社會(huì)挑戰(zhàn)的終身學(xué)習(xí)者。