文章-IB周报|走进不一样的故事之旅
IB周报|走进不一样的故事之旅
11月份和12月份,松江学乐星中班的孩子进入“我们如何表达自己——故事”的IB超学科探究主题单元;通过故事探究,我们发现和表达观点、情感、大自然、文化、信仰与价值观的方式;反思、扩展、享受我们创造力的方式;提升我们审美鉴赏的能力。
第一周导入周,老师和孩子们一起做了一个调查问卷。
With these questions in mind, we began our journey of story discovery.
In the first week (turning in), the teacher and the children made a questionnaire。
这个时候松江学乐星家长也积极的参与到IB学习者社区,和孩子们一起讨论,协助孩子用绘画、涂鸦、文字等形式记录了孩子的调查结果,共同完成了调查问卷。
At this time, our parents also actively participated in our IB learner community, they have discussion with their children, and help children to record their survey results in the form by using drawing, doodling and writing ways to complete the questionnaire together.
孩子们把他们的调查结果带到学校,老师们带着孩子们开展了故事集体分享会;并且在教室里创设“故事”主题环境 。
Children brought their findings to school, and the teachers held a group sharing session with the children. Also, teachers create a "story" themed environment in the classroom.
第二周发现周,孩子们通过收集故事,发现故事常见的几种表现形式。
In the second week (finding out), children find several common forms of expression of stories through collecting stories.
小朋友的好奇心又调动起来了:
The children's curiosity aroused again:
故事从哪来呢?
where does the story come from?
故事怎么给我们看呢?
Where are the forms of stories?
Eva老师带着小朋友一起探究了图书每个部位的名称:封底、封面、书脊、书耳、书角、书冠、书槽、书口、腰封、包封,不同的图书还有不同的装订方式。
Eva led the children to explore the name of each part of the book: back cover, cover, spine, ear, corner, crown, groove, mouth, waist seal and envelope. Different books are bound in different ways.
孩子们观看了图书制造工厂全自动制作图书的视频。他们看到图书要经过打版设计、为印刷机添加油墨-封面印刷-内文印刷-折页-胶订流水线-折勒口-塑封-裁剪成品-包装-运输,最终才到大家的手上。
The children watched the video of the book manufacturing factory making books fully automatic, and saw that the books had to go through the plate design, adding ink for the printing press - cover printing - text printing - folding - binding line - folding mouth - plastic sealing - cutting finished products - packaging - transportation, and finally to our children's hands.
孩子们都睁大眼睛惊叹:
The children opened their eyes wide and said:
“哇哦!原来书就是这样造出来的!
"Wow! That's how books are made. ”
“这样做书,好快呀!”
“How fast the factory works!"
第三周和第四周分析整理和进一步延伸周,老师和小朋友们一起收集故事和欣赏故事。小朋友们收集了各种各样的故事,大家一起讨论发现原来故事能够帮助我们了解知识、表达情感。 小朋友又延伸出了新的探究兴趣点——给不同的故事进行分类。
In the third week and the fourth week (going further), the teacher and the children collected and enjoyed stories together. The children collected all kinds of stories. We discussed and found that stories could help us understand knowledge and express emotions. The children also developed a new interest in inquiry - classifying different stories.
孩子们分小组来探究讨论故事的分类,共同完成的故事分类展示图,并派小组代表上台分享故事分类的结果。
The children divided into groups to explore and discuss the classification of stories, and jointly completed the story classification display picture, and sent the group representatives to share the results of story classification on stage.
Elio, the representative of the first group, said, "Our group is divided into Chinese and English stories”; Turbo, the representative of the second group said, “Our group was divided into character stories, animal stories and monster stories”. The third group children's representative Jeffry said: "We are divided according to the color of the books, blue, red, yellow; "We divided the books into hard covers, soft covers and cloth covers," said Mars, who represented the fourth group.
小朋友们争先恐后地表达想法,相互讨论不同的观点。我们看到孩子们通过“形成问题、观察、制定计划、收集数据资料、记录数据资料、整理数据资料、解读数据资料、展示研究成果”这一系列的操作之后,他们的探究能力、思考能力、社交能力、沟通能力在悄悄地成长着。
After watching the children compete to express their ideas and discuss different ideas with each other, the children can "form questions, observe, make plans, collect data, record data, organize data, interpret data, and present research results". Their inquiry ability, thinking ability, social ability, communication ability in the quiet growth.
第五周和第六周,对于“故事”的探究进入了行动。老师们带着小朋友参观了图书馆,观看了图书馆如何进行图书分类,并体验了自助购买图书。
In the fifth week and the sixth week, our story exploration entered the action week. Teachers took children to visit the library, watched who classified books and how to classify books, and experienced self-help book purchase.
在欣赏那么多故事之后,松江学乐星的IB学习者们开始转变为故事的讲述者。他们开始尝试续编和创编故事,并尝试运用不同的方式表现自己这些故事。
After enjoying so many stories, the children began to try to continue and create stories, and try to use different ways to express their stories.
孩子们以小组和个人的形式来制作和创造我们自己的角色和故事书,他们续编、创编、表演故事来传递知识和表达自己的情感。
We worked in groups and as individuals to make and create our own characters and make our own storybooks。Children try to continue and create stories, and pass on knowledge and express emotions through their own stories.
小朋友正在创编怪兽脸谱的故事。每个孩子的脸谱和故事都不一样!善于模仿的孩子们并没有互相模仿,而是每个人都有自己的创意,这让老师很欣慰!创造力这种底层品质就应该从小就培养!看,这些脸谱是不是非常有趣呀!
This is the story of children creating a monster face mask, isn't it very interesting!
松江学乐星中班孩子两个月的超学科探究旅程结束!我们看到,以 IB 学习作为支点,孩子们从故事的接收者转变故事的讲述者,成为学习的主导方!而在此过程中形成的主动性等学习者品质,将帮助他们在所做的每一件事上取得成功。
•END•
中英文 | Lisa
英文校对 | 刘怡缨
编辑 | Veronica
排版 | 雪亭
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