“雙減”政策的出臺落地，

一場席卷全國的教育改革正在進行中……

為了讓教育更好地回歸校園主陣地，

切實減輕學生負擔，

促進學生的全面發(fā)展，

課程多樣化、課堂高質(zhì)量已成為

蘇城外落實“雙減”的主陣地。

如何通過項目式學習培養(yǎng)學生核心素養(yǎng)？

看蘇城外小學全人的探索實踐風采——

今年7月23日至24日，中國教育國際交流協(xié)會與國棠青少年文化交流中心以“圍繞核心素養(yǎng)的項目學習”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”特別活動，蘇城外總校長陳杰應邀出席了交流活動，并以《中國靈魂 國際情懷——核心素養(yǎng)與IB學習者培養(yǎng)目標融合驅(qū)動下的項目式學習》為主題作專題演講。

本學期，

在“雙減”政策下，

蘇城外小學全人部的教研團隊

對項目式學習進行了

全 面 升 級

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

Jonathan老師和五（7）班的學生為大家?guī)砹司实难葜v，拉開了此次課堂交流活動的序幕。孩子們選取了“為世界做出了寶貴貢獻的名人”作為案例深入探究，學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）班的孩子對本學期所學的英語知識進行了非常有條理的復習，課堂中的圖片和視頻令人印象深刻。學生們在課堂上與老師積極互動，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）班的學生們準備了一堂科學課，主題是《人類骨骼和人類如何移動》。蘇城外校長助理方周迎女士稱贊其精心設計的活動十分有趣、有連續(xù)性，并通過多種方法激發(fā)學生的靈感。

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，學生對于健康和不健康食物有了更深地認識。孩子們投入其中，認真聆聽，爭做知識淵博的學習者。

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行團隊協(xié)作”。課堂中孩子們積極參與互動，學生們的“人文底蘊”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”進行了深入探究。孩子們在沒有翻譯的情況下，對活動的指令總是能理解清晰，第一時間作出回應，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，蘇城外小學部全人班通過任務型語言教學來促進英語學習?；?span style="color: rgb(255, 255, 255); background-color: rgb(141, 45, 30); box-sizing: border-box;">“我們處于什么時空”的超學科主題，一年級的學生們探究了“家庭如何影響個人發(fā)展”。學生們創(chuàng)作了自己的護照，展示了他們自己與他們來自哪里的聯(lián)系。

護照幫助學生加強中國靈魂，國際情懷的自我認知。這些懂得關愛和知識淵博的小學生們已經(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.

二年級的學生們探究了“我們是誰”這一主題，并重點關注情感與人際交往之間的關系。學生們的在結題時制作了情感手冊，在學習了一系列情感之后，他們可以設計自己的情感日記。

學生們根據(jù)自己對積極或消極情緒的想法進行手冊的設計。二年級的探究者們從中學到了卓越的溝通和社交技能，并且學會了如何有效地管理自己的情緒，從而不會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.  

▲ 左右滑動查看更多 二年級學生繪制的探究手冊

三年級同樣探究了“我們處于什么時空”的超學科主題，中心思想為“旅行帶來新的發(fā)現(xiàn)和認知”。學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劃出國旅行。

胸襟開闊的小探究者們能夠在日?；顒又?，獲得國際視野的新視角，并變得更加知識淵博。學生沒有邁出教室，就已經(jīng)成為經(jīng)驗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!

▲ 左右滑動查看更多

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

卓越的外教團隊、精彩紛呈的課堂是

“雙減”下蘇城外一道靚麗的風景線。

如果你是一滴水，

只要你愿意融入大海，

整個大海就是你的，

因為你已經(jīng)融入了整個大海，

這就是融合的力量，

這也是蘇城外融合課程的力量。

打破學科的邊界，

將所學的知識融會貫通，學以致用，

蘇城外著力讓每位學子

成為一名有能力應對未來社會挑戰(zhàn)的終身學習者。