IB 国际文凭课程之PYP小学课程

本篇的来源是波恩国际学校官网的介绍，应该是学校在国际IBPYP框架下进行了一些自适应的完善。翻译是本人根据理解描述的，仅供个人对PYP概念和思路的一些理解使用。

PYP小学课程是一个国际化的课程框架，基于全球优秀实践和研究创立而成。课程聚焦学生的全面发展，包括课堂内外。激发学生在学习能力及个性发展上不断挑战，目的是鼓励学生能够终生学习。

LearningPYP is PYP

Inquiry-based:We believe children learn best through structured, purposeful inquiry. Studentsare expected to play an active role in, and take responsibility for, their ownlearning. Students are encouraged to ask questions, investigate and find waysto answer these questions, and to sustain this enjoyment of learning throughoutlife.

Collaborative:Learning is a social endeavour, and there is great emphasis on sharing, groupwork and collaboration at our school. Students learn to communicate well, toencourage each other, and to develop an open mind so they can learn from eachother.

Differentiated:The learner is at the heart of our curriculum framework. Children come toschool with a range of experiences, backgrounds and prior knowledge. Teachersin the PYP aim to design learning to suit children at all different levels ofcompetence or experience, providing support for those who need it, andextensions for those who need more challenge.

Concept-driven:Students spend their time at school exploring and learning about importantconcepts that have relevance in their own lives, and that they can transfer toother contexts. Our aim is to develop students’ understanding of big ideas, notjust their knowledge or skills.

The Learner Profile and Attitudes

Internationalmindedness is defined by the IB in the attributes of the Learner Profile. ThePYP curriculum design supports students in developing these attributes, whichare actively modeled by all members of our learning community. The LearnerProfile attributes, together with the attitudes, help develop internationallyminded people. We want our learners to become:

Inquirers:We nurture our curiosity, developing skills for inquiry and research. We knowhow to learn independently and with others. We learn with enthusiasm andsustain our love of learning throughout life.

Knowledgeable:We develop and use conceptual understanding, exploring knowledge across a rangeof disciplines. We engage with issues and ideas that have local and globalsignificance.

Thinkers:We use critical and creative thinking skills to analyze and take responsibleaction on complex problems. We exercise initiative in making reasoned, ethicaldecisions.

Communicators:We express ourselves confidently and creatively in more than one language andin many forms. We collaborate effectively, listening carefully to theperspectives of other individuals and groups.

Principled:We act with integrity and honesty, with a strong sense of fairness and justice,and with respect for the dignity and rights of people everywhere. We takeresponsibility for our actions and their consequences.

Open-minded:We critically appreciate our own cultures and personal histories, as well asthe values and traditions of others. We seek and evaluate a range of points ofview, and we are willing to grow from the experience.

Caring:We show empathy, compassion and respect. We have a commitment to service, andwe act to make a positive difference in the lives of others and in the worldaround us.

Risk-Takers:We approach uncertainty with forethought and determination; we workindependently and cooperatively to explore new ideas and innovative strategies.We are resourceful and resilient in the face of challenges and change.

Balanced:We understand the importance of balancing different aspects of our lives —intellectual, physical, and emotional — to achieve well-being for ourselves andothers. We recognize our interdependence with other people and with the worldin which we live.

Reflective:We thoughtfully consider the world and our own ideas and experience. We work tounderstand our strengths and weaknesses in order to support our learning andpersonal development.

ThePYP attitudes are the values that are embedded in our programme, and many ofthese directly contribute to developing the Learner Profile attributes. Weactively model and encourage the following attitudes towards the world and itspeople: Appreciation, Commitment, Confidence, Cooperation, Creativity,Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance

Concepts

Ouraim is for students to develop an understanding of big concepts, to explorethese concepts in different ways, and to be able to apply their understandingof these concepts to new and unfamiliar situations. Our Units of Inquiry areorganized in such a way that they offer opportunities for students to explorethe PYP key concepts multiple times and in lots of ways throughout the PYP.These key concepts are:

Form(what is it like?)

Function(how does it work?)

Change(how is it changing?)

Connection(how is it connected to other things?)

Causation(why is it like it is?)

Reflection(how do we know?)

Responsibility(what is our responsibility?)

Perspective(what are the points of view?)

TransdisciplinarySkills Students develop a range of transdisciplinary skills throughout the PYP.These skills are divided into the following sets of skills:

Communicationskills

Socialskills

Self-managementskills

Researchskills

Thinkingskills

Action

Webelieve that real learning will lead to some action or some change in attitudeor thinking. Once something is learned and fully understood, it will lead toaction of some kind. Student action in the PYP can be big or small, happen atschool or at home, and will develop over time. Examples of student action mightbe: including more people on the playground, choosing healthy foods, trying anew activity, turning off the lights when leaving a room, and lots more.

PYP学习包括：

探究式学习：我们相信孩子的学习最好是通过结构化的，有目的的询问。期望学生能够主动并负责地对待自我学习。激励学生提出问题，调查并寻找解决问题的方式，同时保持这种终身学习的兴趣。

协作：学习是一个社会的努力行为，重点在于分享，团队协同合作。学生需要学习有效沟通，互相鼓励以及具有和他人相互学习的开放的心态。

差异性：学习者是我们整个课程框架的核心。孩子们入学时有不同的经验，背景和已掌握的知识。PYP的教师需要为不同经验和理解能力的孩子设计适用于他们的不同等级的学习内容，为需要帮助的学生提供帮助，为需要更多挑战的学生进行扩展。

概念驱动：学生在学校探索和学习与他们生活有关的重要的概念并转化到其他的应用场景中。目的是发展学生对宏观思想概念的理解，而不是单点的知识或技巧。

学习总则及态度

学习者的学习总则属性和态度可以帮助他们成长为具有国际化思维的人，我们期望学习者成为：

提问者：我们培养好奇心，学习询问和研究的技巧。我们知道如何独立学习如何和他人共同学习。我们充满热情的学习并终身保持这种学习的热爱。

有学识的：我们提高和应用概念的理解力，通过系列规则探索知识。我们致力于解决那些具备当地和国际意义的问题。

思考者：对于复杂问题，我们应用关键的，有创造性的思考方式去进行分析和采取措施。同时，我们需要主动练习如何进行合理的满足道德要求的决策。

沟通者：我们可以自信地，创造性的使用多种语言以多种形式表达自己。我们有效协作，认真倾听其他人和团队的观点。

有原则的：我们做事诚信，有强烈的正义感，尊重世界各地人民的尊严和权利。我们为我们的行为和后果负责。

思维开放的：我们非常赞同我们自己的文化和个人历史，同时赞同别人的价值观和传统。我们探索和评估一系列的观点，并从这些经验中获得成长。

关心他人的：我们展示同情，理解和尊重。我们有服务的承诺，我们采取行动，对他人和我们周围的世界的生活产生积极的作用。

风险承担者：我们以预想和决心来应对不确定性;我们通过独立及合作探索新思路和创新战略。面对挑战和变革，我们足智多谋。

平衡：我们知道平衡我们生活各方面的重要性以给自己和他人带来幸福，包括知识，身体，感情。我们认识到我们与其他人和我们生活的世界的相互依存。

反思：我们深入思考整个世界，我们自己的思想，经验。我们努力理解我们的优势和劣势，支撑我们的学习和个人发展。

PYP态度是嵌入到课程中的价值。我们鼓励以下态度：欣赏，承诺，信心，合作，创造力，好奇心，同情心，热情，独立，诚信，尊重，宽容。

概念：

我们的宗旨是发展学生对宏观概念的理解力，通过不同的方式来探索这些概念，并把他们的理解应用到新的不熟悉的场景中。我们的“询问单元”就是通过一种给学生提供多次的机会和不同的方式去探索PYP的关键概念的方式进行组织。这些关键概念是：

形式：这个像什么？

功能：它是如何运作的？

变化：它是如何变化的？

联结：它和其他事物是如何关联的？

根因：它为何是这样的？

反问：我们怎么知道的？

职责：我们的责任是什么？

瞻望：对它有什么看法？

学生通过PYP课程掌握跨学科的技能。这些技能分解为下面的几方面：

沟通能力

社交能力

自我管理能力

研究能力

思维能力

行动

我们相信真正的学习会获得态度上和思维上的行动和变化。一旦学习了某个事情并全面的理解了，就会产生一些方面的行为。这些行为可大可小，可以在学校发生也可以在家里发生，并随着时间发展。举例说，这些行为包括更多的人参加锻炼，选择健康食物，尝试新的活动，离开教室关闭电源等等。