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    Love Colors Our Life丨当超学科主题探究课遇上“爱”

    Recently the Bilingual G4 completed their first Unit of Investigation. Let’s find out how and what they learnt in this unit!

    最近,双语部四年级的同学们完成了第一个超学科探究单元的学习,让我们一起来“探究”一下他们的学习过程与学习成果吧!


    Some Basic Ideas 单元介绍

    Transdisciplinary Theme 超学科主题
    Who We Are 我们是谁
     
    Central Idea 中心思想
    Love colors our life with its various forms 爱的形式多种多样,它能丰富我们的生活
     
    Key Concepts 关键概念
    Form, Connection, Function 形式,联系,功能
     
    Lines of Inquiry 探究主线
    Forms of love;
    Love is closely linked to our lives;
    Love can change our attitudes towards life and our behaviors.
    爱的形式;
    爱与我们的生活息息相关;
    爱使我们的人生态度和行为方式发生改变。


    Learning Process 学习过程
    Tuning in 导入
    Tuning-in is about brainstorming: students explored the central idea of this unit together with the teachers. We also incorporated requirements of the national compulsory education system on patriotism education into this process.
    在导入环节,老师与孩子们一起头脑风暴,对“爱的形式多种多样,它能丰富我们的生活”这一中心思想进行解读。同时,我们也融入了义务制教育体系中思想品德课程对爱国主义教育的要求。

    Students shared their views on love and also raised many questions such as “Is love really important?” and “How can we have love?”… In this process, children had a deeper understanding of love. Teachers also played some videos about love to prepare students well for this theme.

    在此过程中,孩子们不仅分享了对爱的看法还提出了自己好奇的问题。比如:“爱真的那么重要吗?”、“怎样才能拥有爱呢?”……不知不觉中,孩子们思维逐渐开阔,对中心思想的理解也加深了。老师们还组织孩子们观看了视频《老师的爱》、《我的中国心》为新主题的学习做好铺垫。


    Finding out 搜集资料

    Students collected stories about love in various ways and read English books related to love by using a dictionary.

    孩子们通过多种方式搜集了有关于爱的故事;阅读与爱相关的英文书籍,使用词典查找信息。

     


    Sorting out 整理信息

    Then they sorted the stories of love, chose the most impressive one and wrote down a review; they noted down some beautiful English sentences about love and shared with the whole class, which was helpful for them to learn to express love in different languages.

    把爱的故事分类,并讲述一个让自己感受最深的故事,写下体会;提炼与爱相关的重要英文句子,全班交流,学会用不同的语言表达爱。

     


    Going further 深入探究

    As we know, the transdisciplinary units combine different subjects which enables the students to make connections in their learning across different disciplines. In Chinese lesson, they learnt fairy tales of love; in math class, they studied triangles, squares, circles and semicircles and used them to draw hearts; in art lesson, they designed T-shirts that express love… All subjects were conducted in the sense of developing the central idea.

    在这个环节小学各学科实施同步探究。语文课上学习爱的童话,展开想象学写童话;数学课上学习三角形、正方形、圆和半圆,用它们画爱心;美术课上设计一件表达爱的T恤等等,所有学科都紧紧围绕中心思想进行超学科学习。

     

    Recalling the questions raised by children in Tuning-in, we organized a “Love Hug” activity, encouraging children to pass the hug of love to passengers on the streets and to experience the happiness of embracing. Students realized that they should learn to love others first before getting love from others.

    我们将学生的问题作为探究的源动力。回想在导入环节孩子们提出的问题,在深入探究环节,我们设计了“爱的抱抱”活动,鼓励孩子走上街头和陌生人传递爱的拥抱,体验拥抱带来的快乐和温暖的感觉。孩子们体会到要得到爱,首先要学会去爱人。

     


    Timely reflection 及时反思

    After these activities, children started to reflect – How do we love people (teachers, classmates, family, country…)? “You must understand one before you give him/her the best love.” “You should take actions to express your love, instead of just talking about it.” “Different forms of love are expressed differently.” We were proud that they had such thoughts and reflections at this age.

    根据之前的探究活动,孩子们进行了反思,“我们该如何去爱?(老师、同学、家人、国家……)”有的孩子说:“要先了解对方,才能给予最好的爱。”有的孩子说:“如果要表现你的爱,就要行动起来,不能只是嘴上说说。”还有的孩子说:“不同形式的爱,有不同的表达方式。”小小年纪就能总结得如此到位,为他们点赞。


    Taking actions 采取行动

    Having learnt that there are many children in need around us, students started to mobilize the whole school to show their love and donate items. They made posters, they went to each class to call for participation in the effort to help those children… In just a few days, they received quite a lot of donations. When handling them to the volunteers of Hunan Charity Federation, children felt the joy of helping others, and realized that they were able to influence people around them to do something meaningful.

    同学们了解到我们身边还有很多孩子需要关爱,开始发动全校师生献出爱心,为他们捐赠物品。他们制作了海报粘贴在校园内,去到全校每个班级进行双语演讲,呼吁大家用实际行动帮助有困难的孩子。短短几天时间,就收到了几大箱子的爱心物品。当我们把物品送到湖南省慈善总会的志愿者手中的时候,孩子们感受了帮助别人的快乐,也意识到自己有能力带动和影响身边的人去做一些有意义的事情。

    In order to celebrate the 69th anniversary of the PRC, students and teachers went on a Trailwalk at Songya Lake. They prepared many questions about Chinese history and asked people to challenge them. This was a learning journey but also a trip to raise the patriotism awareness.

    在探究单元即将结束之际,恰逢新中国成立69周年,为弘扬爱国主义精神、加强爱国主义教育,四年级老师和学生发起了一次“松雅湖毅行”活动。“爱”是一个充满正能量的字眼,我们爱父母,爱他人,也爱集体,爱国家。我们在探究“爱”的主题的路上,培养学生的爱国情怀。


    Parents Feedback 家长评价


    Throughout the Unit, students explored love, experienced love and reflected on love. They got to know the world in their own way… The process of investigation is by no means a simple process of knowledge acquisition, but also an important pathway to positive attitudes and useful skills.

    孩子们在探究活动中,充分地经历,积极地探究,用自己的方式去触摸世界……这种探究过程,绝不是简单的知识获取的过程,更是做事态度,行动技能的沉淀。

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