Mrs. Han, the general director said: After the systematic learning of the IB programme in summer, how did our teachers understand the IB programme? What was your understanding of the IB inquiry process? How to improve at this stage? We needed to take a look at it.

如果说暑假IB集训是系统化的，那么入园指导就是具体化的。如果说IB集训是虚拟情境，那么入园指导就是真实场景。总园长从9月份开学第一个IB超学科主题开始，就深入每一个班级，在真实场景中进行具体化的指导，即时提升老师教学技巧。

From the beginning of the first exploration theme in September, the head director  of the business division began to "visit" the kindergarten and watched the "practice" of teachers every week. The basic skills of teachers were randomly assessed during the guiding exchange time: What are the six circular steps that IB explores? What are the requirements for analysis and collation? 

探究具有焦点

Give focus to our inquiry

探究是有焦点的。学乐星中班进行“我们如何组织自己”之“规则”的探究时，老师教学的第一步是邀请孩子们聚焦于“生活中有哪些规则”。孩子们据此进行调查。

当课堂上孩子们条理清晰地分享“生活中的规则”的调查结果：交通规则、公园游玩规则、乘坐电梯规则、乘坐公共交通的规则、防疫规则、幼儿园游戏活动规则等等时，教师的教学设计得到了肯定。

The children was very organized to share their results of the survey which about  the rules in their lives: the traffic rules, rules of playing in park, the rules of riding the elevator, the rules on public transportation, rules of epidemic prevention, kindergarten game activity rules, etc. 

So, there are so many rules in the world we live in, what do these rules work? The teacher showed the pictures of obeying and not obeying the traffic rules, and then showed the video of children riding bicycles on the playground to ask children to observe. Children discussed the problems that they found in the video, and they spoke freely and expressed their understanding of the rules.

以孩子为中心

Start from children's interest points   

好的IB探究，不止关心教学设计和老师的课堂掌控力，更关心课堂是否真正从幼儿兴趣点出发，是否在孩子已有认知基础上层层递进，是否兼顾到每个幼儿的发展。

From the IB survey about prior knowledge to the process of carrying out according to the three clues of inquiry, the principal was selected to see the progress of the class at that stage. To observe the teachers' abilities to control the classroom, whether they really start from children's interest points. To increase the step by step on children's basic cognition, and take into account the development of each child.

11月份第一周，是中班的IB超学科主题“我们如何表达自己”之“故事”的导入周。老师邀请小朋友们制作了关于故事的调查问卷，有中文的，有英文的，还有绘画。

Teachers and children gathered together all sorts of story books, materials, and the common decorate class environment. It made the class to be a story like treasure box.

孩子为何会表现单调

The monotony of children's imagination

中班探究“我们如何表达自己”之“故事”中，老师使用了《换妈妈》这个故事进行探究。孩子们进行表达时，词汇量和句式的复杂度未达到IB对孩子语言输出的要求。总园长指出：中班孩子词汇量储备并不多，所以教师可以给予足量的语句示范，这样每个孩子可以从老师的示范中挑选自己喜爱的表达方式。老师还需要照顾到孩子的差异，示范素材可以多样多元。孩子想象的单调意味着老师提供的素材单调。

During the story theme exploration course guidance "Change mom", Ms. Han pointed out:

There was not enough vocabulary for K2 children to use to express, and teachers could give a sufficient amount of vocabulary demonstration guidance so that children can choose a lot of opportunities. Each child can try different ways of expression. At the same time to take care of different levels of children, and each child has different differences; The monotony of children's imagination means that the materials provided by the teacher are monotonous. Children can only use abundant materials to create.

准备语言素材需要足量，美工区的操作材料也需要足量。韩园长请老师们列举可以投放到美工区的30种无毒无害的废旧物品。老师们争相回答。大家表示可以整理成清单共享给所有老师。同时强调，如果材料足够丰富，孩子可以充分发挥探究才能，他对材料的探索将不只是撕、剪、画、涂抹、拓印、揉搓、黏贴等......

For example, to put the operation materials into the art area: "Would you please cite 30 kinds of non-toxic and harmless waste materials that can be put into the art area?" If there is plenty of material, children can tear, cut, draw, smear, rub, rub, paste and other ways to create art works.

Teachers input a lot of content material, and children will have output.

珍惜孩子的时间

Avoid the waste of children's invisible time

还是“我们如何表达自己”之“故事”的教学指导，韩总园长表示，当课程进入讨论故事分类环节，为了避免出现幼儿隐形时间的浪费，可以设置分组讨论。由幼儿自己选出小组长，孩子根据自己的爱好选择感兴趣的小组加入讨论，孩子自己分类并统计讨论结果。

When the class entered the discussion part about story classification, in order to avoid the waste of children's invisible time, group discussion could be set up. Children chose the group leader by themselves. Children chose the group they are interested in according to their own hobbies and join the discussion.

教学中，教师可以经常使用分组讨论，充分运用孩子的每一份时间，珍视孩子作为探究主体的地位。教师是观察者、指导者、鼓励者，我们一定要让孩子成为教学和环境的主导者。

During teaching, teachers needed to start from the children's point of view, what have they done? The teacher was the observer, the guide, the inspiration, and we must let the child become the teaching and environment leader.

带孩子置身真实社区

visit the community

IB强调真实情境对孩子探究的作用。学乐星大班孩子进行“我们是谁”之“社区”探究时，韩总园长指导老师带着幼儿一起游转了幼儿园所在社区。在游转的过程中，教师引导孩子们观察、收集社区设施及其作用，并拍照留存。

The second week was the discovery week. The head teacher guided the children to visit the community where the kindergarten was located. During the visiting, the teacher guided the children to observe, and asked them to talk about the function of the facilities they found. Also, they asked children to record what they saw with camera equipment. 

孩子的作品是最好的展示

look forward to the children's work

韩总园长也指出：在IB教育评估周，可以引导孩子们根据这段时间的社区探究，用废旧物品搭建一个自己心目中的社区建筑群，把所有学到关于社区的建筑、分布、标识标志、职业等等的内容都放入到搭建的社区里。想想这是一个多么有趣又充满成就的事情啊！期待孩子们的作品~

The principal also pointed out that during the IB Assessment week, and the children could be guided to build a community building complex in their mind with waste materials based on the community exploration during this period. Also, children put all the information they learned about the community's architecture, distribution, logo, occupation and so on into the community. To think about what a fun and accomplished thing it is to look forward to the children's work.

•END•

中文 | Lisa

翻译 | Isa

编辑&排版 | Veronica