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    Bilingual UOI Showcase丨打开脑洞 穿梭“时空”

    It’s been more than two months since the beginning of the new semester. Last Thursday, for the bilingual primary students and teachers, was an important day – we had the UOI Showcase!

    The focus of this Unit being “Where We Are in Place and Time”, students of grade one to five explored different central ideas including transportation, festivals, history, universe and traveling.

    新学期开始至今,孩子们已经度过了两个多月的小学生活了。上周四下午,双语部小学一至五年级迎来了一个重要的时刻——超学科探究课第二单元结题展。

    第二单元的探究主题是“我们身处什么时空”,一到五年级的同学们围绕不同的中心思想展开了关于交通工具、节日、历史、宇宙以及旅行等的深入学习。


    G1

    In retrospect, the evolution of transportation has been affecting traveling ways of human beings.

    回顾过去,交通工具的演变影响着人们的出行方式。

    The first-grade children showed their learning achievements in various subjects including Chinese, mathematics, English, UoI and Art by means of PPT, games, songs, etc.

    在现场,一年级的孩子们向大家分别展示了语文、数学、英语、探究和美术课上的学习成果。他们用PPT、游戏、歌曲等各种形式充分展示了自己这两个多月来以来的收获。

    Look, they were flying to the ocean of knowledge by the Inquiry.

    快看,他们即将乘坐探究号飞往知识的海洋。

    Here are some future vehicles designed by our talented engineers: there was Air-Sea-Land vehicle, waterborne vehicle, and space vehicle. In short, they opened their minds and impressed the parents with their amazing imagination.

    这些未来交通工具的设计者们向我们展示了他们的才能,有水陆空三用型,有水路和太空专用型。总之,他们脑洞大开,用他们惊人的想象力征服了家长们。

     


    G2

    Celebrating and participating in festivals can change one’s understanding of culture.  

    对于节日的参与和庆祝能改变人们对文化的认识。

    What kind of skills do we need to explore the festivals? We searched information online and in books, we interviewed people and collected materials, we sorted the data, and we learned to work in groups of more than 6 people. After nearly three weeks of study, each group shared their work on last Thursday.

    我们从感受国庆节进入本单元的“节日”探究。以重阳节为例,我们在老师的引导下学习了探究节日所需的技能:查找网络、书籍资料、采访收集资料、分类整理资料、排版、6人以上大组分工合作等。经过近三周的分组探究,各组在结题日分享了自己的探究成果。

    In the process of preparation, we made so much progress: some students managed to learn many new words and to read them fluently; some completed deep reading and had a new understanding of the festivals; some were very active in improving the showcase process and their lines; and some contributed a lot of effort in setting up required items for the event…

    在准备结题展的过程中,我们展现出了自己特点:有的同学挑战自己,认识了许多生字,并能流利地把它们读出来;有的同学完成了深度阅读,对节日有了新的理解;有的同学积极修改分享方案和分享词,让分享更加精彩;有的同学积极准备展示需要的物品……

    The showcase day can be seen as our own festival – a day to celebrate our learning outcomes.
    结题展这天,是我们自己的节日,我们探究的六个节日的元素都在这一天同时呈现。


    G3

    Learning the history of one’s country helps us understand the relationship between the past and present. 

    了解国家的历史有助于我们理解过去与现在之间的关系。

    The third-grade teachers and students explored the history and development of Chinese characters (Hanzi). They organized a number of activities to express their understanding of the central idea and to involve as many people as possible in their learning experience: they held an introduction session about Hanzi, they shared the fun of Hanzi with international community, they made bookmarks, they created poems to praise Hanzi…

    在这个单元,三年级师生选择了探究汉字与汉语的发展历程、传播历程为主要内容,通过“汉字知识讲座”、“体验五种字体”、“向国际部的师生传播汉字与汉语知识”、“制作书签”、“海报宣传”、“全校师生有奖问答”、“创写《汉字颂》”等活动来表达他们对中心思想的理解。

     


    G4

    Humans strive to understand our place in the universe over time.

    人们努力探索我们身处的宇宙。

    The children of grade four immerged themselves in universe related topics. Each group had to finish a PPT and a poster to demonstrate to people the process and results of inquiry.

    本次结题展,四年级的孩子们选择自己感兴趣的相关主题自由组合,以小组合作的方式一起深入探究与宇宙相关的问题。每个小组都必须完成PPT和海报,向大家呈现探究过程及结果。

    How much do you know about the eight planets? Is there a second planet for people to live?

    你对太阳系中的八大行星了解多少?除了地球之外,有没有其它行星也适合人类生存呢?

    Some kids are just as interested as Mr. Stephen Hawking in black hole. They even tried to find the connection between the black hole, white hole and wormhole and to see how they influence the universe.

    有些孩子和斯蒂芬霍金一样对黑洞充满兴趣,不仅如此,他们还尝试找出黑洞、白洞和虫洞之间的联系,并推断出它们对宇宙的影响。

    The children wondered so many things: why Pluto was removed from the list of planets in the Solar System, what are the differences between stars, planets and satellites, and what the quasar is…

    从太阳系的九大行星到八大行星,孩子们好奇为什么冥王星被“开除”?行星到底是什么?来来来,让他们带大家一起了解恒星、行星、卫星的区别吧!还有比黑洞更恐怖的类星体呢!

    We have been experiencing the alternation of day and night and the seasons, and that’s the magic of the movement of the Earth!

    我们一直在经历着昼夜的交替,一年四季的重复。这都是因为地球的运动哦!

    Why is the moon round on the 15th day of every Lunar month? Why does it look like a boat at the beginning and the end of the month? The team of Moon led us to understand stories behind the moon phase.

    “八月十五月儿圆,爷爷为我打月饼呀,月饼圆圆甜又香呀……”为什么每个月十五的月亮是圆圆的?月初和月尾的时候我们看到的月亮又是弯弯的?让我们跟着“卫月”小组一起来了解月相背后的知识吧!

    Following the presentations, we walked through the Solar System again in an English song –  Eight Planets.

    各个小组演讲完毕之后,我们用英文歌曲《Eight Planets》再一次把大家带入了太阳系八大行星,配上孩子们自己设计制作的太阳系场景,是不是感觉身临其境呢?

    At the end, the children explained their inquiry process to the parents.

    最后,孩子们向来宾们介绍了自己的探究过程,也一一解答了大家的疑问。


    G5

    Traveling promotes new opportunities for change.

    旅行促发并能够带来的新机遇。

    The students set up five travel agencies in the class and each worked out a travel plan for one tourist. Tourists were also played by students. The “Travel Agency” needs to personalize a tour for the tourist based on his/her needs. The travel plan must be feasible, and at the same time, enable the tourist to fully enjoy the scenery and culture of the place.

    全班同学自由组合成五家“旅行社”,分别为一位游客提供一套旅行方案。游客也由学生扮演。“旅行社”需要根据游客的个人信息和旅行需求,制定行程。旅行计划需合理可操作,同时还要能让来自异国他乡的游客观赏到别具一格的风景、感受到新奇美好的风土人情。

    The children demonstrated the itinerary the made and introduced it to the audience in both English and Chinese. Some of them were focusing on the appreciation of the great rivers and mountains in China; some used Hunan’s special snacks as a selling point; and some decided to take the tourists into the mountains and feel the ethnic customs. After the presentation, the students explained individually to parents how they applied the Inquiry Circle in their learning.

    孩子们展示了行程单,用中英文介绍了行程安排,并在旅行计划中强调自己的特色。有些“旅行社”重在让游客领略中国大好河山的魅力;有的“旅行社”则以湖南特色小吃为卖点;还有的“旅行社”决定带领游客走进山区,感受少数民族风情。学生们制定的计划不仅具有操作性,还充分强调了能给游客带来的“不一样”的体验和改变。展示完旅行计划后,学生们各自向家长讲解自己是如何利用“探究循环圈”进行探究。


    Inquiry-Based Learning 探究式学习

    The inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios, rather than simply presenting established facts or portraying a smooth path to knowledge. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills. Welcome to join us on this journey of inquiry!

    探究式学习以学生为中心,学生通过动手做、做中学主动地发现问题,通过实验、调查、收集与处理信息、表达与交流等探索活动,获得知识,发展情感,培养探索精神与创新能力。看到孩子们一步一个脚印,慢慢成长,并时不时给我们带来一些惊喜,老师和家长们都无比欣喜!探究之旅在继续,欢迎您的加入……

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