当学习成为有方向的旅程｜尚德融合部暑期作业全景呈现

     融合部小学从一年级开始进行英文分层写作课程，从句子结构入手，贯通英语语法、逻辑衔接和思辨表达。通过与超学科主题相结合，鼓励学生以各种创意表达的方式，展开英文文本创作。

PYP offers tiered English writing instruction starting from Grade 1, beginning with sentence structure and progressively integrating grammar mastery, logical coherence, and critical thinking. By connecting with transdisciplinary themes, the course encourages students to engage in creative expression through various forms of English text creation.

     财经素养课一直是融小数学课程的一部分，通过阅读理财绘本、参与课堂活动，孩子们能够初步理解金钱的来源、价值与管理方式。将学校中学习到的知识，通过学习任务的形式延伸到生活，不仅可以打通学习者社区，而且可以潜移默化地塑造着孩子的责任感、规划能力和决策思维，逐步理解如何通过管理金钱来经营自己的人生。

Financial literacy has always been part of PYP mathematics curriculum. Through reading financial books and participating in classroom activities, children can gain a preliminary understanding of the source, value, and management of money. By extending the knowledge acquired in school to real-life situations through learning tasks, we not only strengthen the learning community but also subtly shape children's sense of responsibility, planning skills, and decision-making mindset. 

     鼓励分级阅读并完成多样的阅读报告，能有效提升阅读理解能力与批判性思维。这一过程不仅可以巩固知识、拓宽视野，更培养了归纳表达与创造性思考的习惯，为终身学习奠定坚实基础。

Encouraging students to read and complete diverse reading reports can effectively enhance their reading comprehension skills and critical thinking. 

     融小超学科探究作业是打破学科壁垒的创新学习方式。它围绕各个真实性主题，融合各类学科知识，引导学生通过实地调研、动手创造等方式进行深度探究，旨在培养孩子的批判性思维、解决问题能力等素养。

The transdisciplinary inquiry-based assignment at PYP is an innovative learning approach that breaks down the barriers between subjects. It centers around various authentic themes, integrates knowledge from different disciplines, and guides students to engage in in-depth exploration through methods such as field research and hands-on creation. 

     进入融中，学生的探究进入了新的维度——不仅关注“学到了什么”，更关注“知识之间如何相互联系”。他们开始用跨学科的眼光思考世界，用更多元的方法解决问题。

     产品设计学科的暑期任务要求学生重新审视身边的日常用品，从使用体验、外观到实用性全面分析，提出改进方案。他们用草图记录创意、用技术图纸呈现细节，并附上简短文字解析。这是一次完整的设计循环实践：发现问题、提出方案、比较选择、明确表达，帮助学生把创意转化为可行的解决方案，锻炼批判性思维与沟通能力。

In MYP, inquiry reaches a new dimension. Students focus not only on what they have learned but on how knowledge connects across subjects and to the world.

Product Design asked students to reimagine everyday products, analyzing function and aesthetics, sketching ideas, and drafting technical drawings. This design cycle built their problem-solving, critical thinking, and communication skills.

     人文学科的任务引导学生以全球视角开展探究。六年级同学从纪录片《七个世界，一个星球》出发，观察自然世界、整理资料并制作海报，将好奇转化为研究与表达；八年级同学手绘世界人口分布地图，在真实情境中深化对人口格局和空间关系的理解，拓展全球意识和跨文化视野。

IAS tasks brought a global lens to learning. G6 students created posters inspired by Seven Worlds, One Planet, while G8 students hand-drew world maps marking the top 100 population countries—deepening spatial understanding and global awareness.

      数学暑期探究引导学生走近数学的历史与思想。六年级同学用海报讲述《九章算术》的故事，从“方田”讲解分数运算，到“合分术”研究分配算法，不仅理解了数学原理，还感受到中国古代数学的智慧。七年级同学聚焦贾宪三角，清晰呈现二项式系数的规律，并对比中西方研究的异同，探索数学史的跨文化联系。这些作品让数学学习不再只是演算，更是对数学思想的理解与欣赏。

Mathematics projects invited students to explore the history of math—from The Nine Chapters on the Mathematical Art to Jia Xian’s triangle—experiencing mathematical reasoning and comparing cross-cultural contributions.

    语言与艺术同样交织成一幅绚丽的画卷。学生将对《歌剧魅影》、《小王子》、《骆驼祥子》、《我与地坛》等作品的鉴赏化作创作冲动，以设计定格目光，以文字铺展剧情，以创意传递情感，设计出多彩的宣传册。文学的深度、艺术的色彩与想象的张力在作品中交汇，既锻炼了整合与表达能力，也让审美与思考在心中同时生长。

Language and art blend into a vibrant tapestry. Students turned their appreciation of The Phantom of the Opera, The Little Prince, Rickshaw Boy, and I and the Temple of Earth into brochures that capture attention through design, unfold stories through words, and convey emotions with creativity. These works fuse literary depth, artistic color, and imagination, sharpening students’ expression and nurturing both aesthetic sense and critical thought.

     高中阶段，学生的探究进入更深的领域。这个暑假，他们与知识展开对话和辩论，在研究与写作中磨砺逻辑，在思辨中塑造独立的学术声音。

In high school, inquiry enters deeper waters. Students engage in dialogue with knowledge, debate ideas, hone logic through research and writing, and shape an independent academic voice through reflection.

     经济学的导入探究引导新十年级学生通过趣味的动物园活动理解经济学核心概念，并尝试用图像和语言阐述原因，让学生尝试用学科视角解释真实世界。

Economics lead-in projects engaged students with interactive activities to understand core concepts and interpret real-world phenomena using diagrams and explanations.

     在艺术学科，学生的探究同样深入而多元。戏剧学生以非传统的戏剧形式为研究对象，追溯其文化背景、表演风格与舞台语言，在比较与分析中拓展视野，思考戏剧如何跨越时空传递人类情感。视觉艺术学生则通过对比研究，分析艺术家的创作理念、媒介选择与艺术语境，在观摩与评析中锻炼审美判断与批判性思维。这些作业让学生不仅成为艺术的欣赏者，更成为艺术的研究者和对话者。

Arts inquiries were equally rich: Theatre students researched unfamiliar traditions to analyze cultural context and performance language, while Visual Arts students conducted comparative studies of artists' intentions and media choices—strengthening aesthetic judgment and critical thinking.

     作为IB核心课程之一，TOK论文写作是DP学习的重要支柱。学生们在撰写过程中不仅识别和聚焦知识问题，还要搭建严谨的论证框架，精选现实情境作为支撑，探讨知识的起源、价值与边界——促使学生质疑假设、权衡多元视角、审视证据的可靠性，并最终形成清晰而有力的论点。在这过程中，学生正在成为真正的研究者和思辨者，这正是学习者培养目标的生动体现。

As the core of IB, TOK essay writing guided students to identify knowledge questions, build arguments, evaluate evidence, and integrate perspectives, ultimately forming a coherent position. Beyond writing, they reflected on the origin, value, and limits of knowledge itself. In this stage, students become researchers and thinkers, mastering independent learning and critical analysis, constructing, evaluating, and questioning knowledge to form their own academic stance.

结语