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To be an IB teacher is to be a life long learner

作者:wdly   时间:2021-01-13

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每个孩子都是富有创造力的,在PYP探究世界里,培养学生的创新能力、解决问题的能力,以及逐步构建其批判性思维都具有着直接和深远的意义.

“概念”是支撑超学科探究模式的重要因素,由概念驱动的课程通过提高批判性思考能力,进而帮助学习者明白意义,形成自己的理解。如何以核心概念为驱动,设计出包蕴多维度探究路径、承载着思维深度和广度、并提出促发学生探究兴趣的好问题,是作为一个PYP教育工作者工作的重中之重。

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Every child is creative. In the world of PYP inquiry, it is of direct and profound significance to cultivate students' ability to innovate, solve problems and gradually build their critical thinking skills.

"Concept" is an important factor that supports the transdisciplinary inquiry model. Concept-driven curriculum can help learners grasp meaning and help them form their own understanding by improving critical thinking skills. The top priority of a PYP educator is to constantly think about how to use core concepts as the driving force to design a multi-dimensional exploration path. A path that carries the depth and breadth of thinking and raises good questions that stimulate students' interest in exploration.

环境分享

Environment Sharing







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本学期我们的教师团队开展了“以研促学,互观互助”为主题的系列同侪活动,使其在工作中不断学习、讨论、实践、反思从而获得进一步的提升。

孩子们在灵动的学习空间里,根据自我意愿,自由选择,自主游戏,玩中乐,玩中学,充分发挥想象力和创造力,提升研究、思考、社交等技能。

This semester our team of teachers has carried out a series of peer activities with the theme of "promoting learning through research, observations and helping each other". The goal is to continuously learn, discuss, practice and reflect on their work to obtain further improvement.

In the smart learning space, children can freely choose how they interact. Whether it be independent play or Chinese learning they are given full reign of their imagination and creativity which can improve their research, thinking and social skills.

同侪交流

  Peer Communication  







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本学期开展了线上线下多纬度的机构同侪观课活动,苏州、上海、杭州校区维多利亚的老师们,相互观课、研课、评课,共促成长。同侪活动中老师们思考如何在游戏中开展探究式深度学习,聚焦和支持幼儿的能动性,促进幼儿在提出问题、统计调查、表达沟通等方面能力的发展,呈现了课堂教学的多样化,教学方法和策略的运用也都各具特色,百花齐放。

his semester, online and offline multi-dimensional institutional peer observation activities were carried out. Teachers from Suzhou, Shanghai and Hangzhou Victoria campuses observed, studied and evaluated each other to promote independent growth. In peer activities, teachers think about how to carry out inquiry-based deep learning through games. As well as how to focus and support children’s initiative, promote the development of children’s abilities in asking questions, statistical investigations, expression and communication, etc. This shows the diversity of classroom teaching methods and strategies.

通过本次“以研促学,互观互助”系列活动的有效开展,教师们对于在UOI探究时间内,如何运用概念驱动课程,如何促进幼儿的能动性发展,以及如何提供互动性材料,都产生了全新的理解和认识。教师们在活动中,积极思考 ,大胆表达,及时反思 ,展现出了作为一个PYP终身学习者的良好品质。



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PYP园本课程研讨活动—如何优化UOI计划

PYP kindergarten-based course seminar activity - How to optimize the UOI plan

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UOI计划是IB课程核心内涵,引领着探究课程的建构和实施。10月我们组织了PYP园本课程研讨活动—如何优化UOI计划。

前期预热

各年级组对如何开展“超学科探究计划”进行学习和回顾,同时进行头脑风暴,从不同的维度进行研讨,梳理出多元的优化策略和方法。


展示分享

全体教师进行研讨,小班组代表从简化语言、汇总内容、支持课程三个维度进行分享;中班组代表从7大行动展开介绍;大班组代表以思维导图的形式梳理和介绍策略;最后课程协调员酉老师、David老师从课程支持和课程审议的角度分享6大方法。

 收获提升

通过研讨和学习,让老师们尤其是新教师,对UOI计划各部分内容范畴加深理解,同时通过中英文教师的集思广益,梳理出适合我园的,实用有效的、有针对性的UOI计划优化策略和方法。

The UOI plan is the core content of the IB curriculum, leading the construction and implementation of the inquiry curriculum. In October, we organized a seminar on PYP kindergarten-based courses on how to optimize the UOI plan.

Early stages

Each grade group learns and reviews how to carry out the "transdisciplinary inquiry plan", while brainstorming, discussing from different dimensions and sorting out multiple optimization strategies and methods.

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Sharing

All teachers conducted discussions. K1 representatives shared the three dimensions of simplifying language, summarizing content and supporting courses. K2 representatives introduced seven actions, while K3 representatives sorted out and introduced strategies in the form of mind maps. Finally, David the curriculum coordinator and teacher shared 6 methods from the perspective of curriculum support and review.

Promote results

 Through discussion and learning, teachers, especially new ones can deepen their understanding of each part of the UOI plan. At the same time, through the brainstorming of Chinese and English teachers, we can sort out practical, effective and targeted UOI plan optimization strategies and methods suitable for our schools.

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IB工作坊

IBwokeshop

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勤学业精,学无止境。本学期派遣中英文教师到上海参与IB培训工作坊。具有丰富教学和培训经验的IB培训官,分别从多个层面为新教师们打开了一片全新的视野。PYP、探究模式、超学科主题……这些专业的IB术语词汇,在互动体验式的培训中变得更加清晰、理解更加深入。老师们在小组内每一次的思想碰撞,都让大家亲身领悟到IB教育的魅力和合作探究的高效。在IB这条教育道路上,没有永远的老师,也没有永远的学生,只有终身的学习。

Study diligently, learning endlessly. (Always Learning!) This semester Chinese and English teachers were sent to Shanghai to participate in IB training workshops. IB trainers with rich teaching and training experience have opened up a whole new horizon for new teachers from multiple experience levels. PYP, inquiry, trans-disciplinary themes...these professional IB terms and vocabulary became clearer and explained more in-depth in the interactive experience training. Every time the teachers' thoughts were shared in a group; everyone could personally understand the appeal of IB education and the efficiency of cooperative inquiry. On the IB education path, there are no permanent teachers or students, only lifelong learners.

培训项目:上海IB工作坊-Making the PYP Happen

时间:2020.9.12-9.13

参与人员:唐慧 张佳琪 蔡明 李辰妍 汤紫欣 陈澄

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唐慧

为期两天的Making the PYP Happen培训,通过多角度、互动学习,对于如何成为一名具有创新思维、世界视野的IB教育工作者,怎样运用IB的理念进行教学设计和渗透,如何培养幼儿的各种学习品质等问题,我们都有了更清晰的认识和思路。教育者从IB十大学习者特征为终极目标去培养幼儿,那么无疑在未来无论从事什么领域他都会是一个对社会有贡献的人,实现自己的人生价值。

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张佳琪:

这次赴上海之行,让我们对IB课程体系框架有了更深刻的、全面和完整的了解,工作坊老师通过生动的人类进化小故事向我们阐述了IB体系中超学科主题的探究路径,从小到大,从微观到宏观,从自我到社会,让大家对探究课程的脉络有更生动的认知。此外,在培训中老师身体力行的将IB探究的不同方法渗透课堂之中,例如:世界咖啡,甜甜圈游戏等,这些探究方式和方法,最大化的让每一个老师调动学习的能动性,也很好的为之后幼儿课堂教学提供了示范和启发。

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培训项目:上海IB工作坊-Making the PYP Happen

时间:2020.11.20-11.21

Ellie

A few weeks ago we went to Shanghai for I.B training on making the PYP happen. It was a very interesting and useful experience. In this training session. We had the opportunity to talk to other English teachers from the different Victoria schools and share our experiences. The co-ordinator for the session talked about a transdisciplinary programme of inquiry, I.e. one that includes all the different subject elements. We also discussed developing and putting the learner profile attributes into action. How the children could be more involved in knowing and talking about their different learner profiles, e.g. open-minded or caring etc.

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Sian:

The training in Shanghai was a great opportunity for new teachers to gain confidence and knowledge about the IB Program. Over the two days of training we were given the IB

 PYP 101, alongside Victoria teachers from all over Shanghai. Day 1 of training focused 

on learning about the numerous different terminologies and elements of the IB. On Day 2 we had the chance to put what we had learnt into practice, which ended up being a lot of fun and very helpful for our learning. The experience was both educational and enlightening, and everyone came away from the training with a much clearer understanding of the ins and outs of our IB program.      

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教育是一个“生命影响生命”的神秘过程,品质取决于教授者的格局,老师们仍然需要学而不厌,互帮互助,不断地思维碰撞与更新,建构和培养自己的人文格局与思辨精神。

Education is a mysterious process in which "life influences life". The quality depends on the setup of the teacher. Teachers still need to be continuously learning, helping each other and constantly updating their thinking.