2026-05-21
Introduction
启程探索之旅，世界尽在眼前
Recently, our Year 1 students embarked on an exciting journey of exploration at the Windows of the World park in Shenzhen, marking the beginning of their new Unit of Inquiry (UOI), ‘Where We Are in Place and Time’. The Central Idea of this UOI, “Exploration leads to discoveries, opportunities, and new understandings” came to life as students observed, questioned, and engaged with miniature landmarks from across the globe.
近期，一年级学生在深圳世界之窗开展了一场有趣的户外探究学习，以此为起点，展开了新一单元探究课程（UOI）“我们身处什么时空”的新单元探索。本单元的中心思想——”探索引领新发现、机遇与新认知”，随着学生们对全球微缩景观的观察、提问与互动，变得生动而鲜活。
Hands-On Learning
实践出真知：在体验中激发探究精神
The hands-on approach aligns with inquiry-based learning principles, using experiences to stimulate curiosity and frame further classroom investigations. Students were full of questions and eager to learn.
正是这种户外探究学习，让学生直观地领会课本知识与现实世界的连接，与探究式学习理念相呼应，借助真实的感官体验激发学生的好奇心，为他们后续在课堂中展开的深入探究搭建起清晰的学习框架。
Engaging with Landmarks and Countries
沉浸观察：与世界地标建立联结
From the Eiffel Tower to the Pyramids of Egypt and the Taj Mahal, our young learners were captivated by the sights and stories behind each landmark. They worked together to discuss what they saw, share their ideas, and make connections to their own experiences. During the field trip, students also got to see how countries are grouped into continents and observe how the style and construction of buildings can differ. This helped them develop a deeper understanding of how exploration expands knowledge and inspires curiosity.
从埃菲尔铁塔到埃及金字塔，再到泰姬陵，这些微型景观及其背后的故事深深吸引着我们的小探索者们。这一过程并非走马观花，而是从“观看”走向“对话”——他们积极合作、讨论所见、分享观点，并与自身经历建立联结。在户外探究学习中，学生们还了解到国家如何组成大洲，并观察了各地建筑风格与结构的差异。从而更好地帮助他们深刻体会到探索如何拓展知识边界并激发求知欲。
Reflective Process
记录即反思：捕捉观察与问题
Back in the classroom, students reflected on their experiences, documenting what they observed and felt. They will use these insights to guide further inquiry in the coming weeks. This reflective process allows us to connect exploration to learning and continue discovering new things about the world around them, reinforcing the transdisciplinary nature of the IB PYP framework.
回到教室后，学生们对户外探究学习进行了回顾与反思。他们记录下观察所得与个人感受，并将以此为基础，在接下来的几周展开进一步深入探究。这一反思过程帮助学生将探索经历融入个人学习历程，从而更持续、更主动地发现并理解身边世界的丰富性。这一过程不仅搭建了具体经验与抽象认知之间的桥梁，也生动体现了IB国际文凭小学项目课程所倡导的跨学科融合、强调真实情境学习的重要特质。
Future Learning
展望未来：延续探索的脚步
In the upcoming weeks, we will learn about the Silk Road, how travel and exploration have changed over time, why people explore, what future exploration might look like, and how trade has shaped the course of history. As part of their exploration, students will be learning how to read maps, understand cardinal points, and follow directions. These skills will enhance their ability to navigate and understand the world around them, tying into their overall learning experience. They will be able to connect exploration to their own learning journeys, encouraging them to be active, curious researchers, ready to make their own discoveries about the world.
在接下来的几周，我们将带领学生深入学习丝绸之路、旅行与探索方式的古今变迁、人类探索的动因、未来探索的可能形态，以及贸易如何影响历史进程。作为探究的一部分，学生还将学习识读地图、理解方位与辨别方向。这些技能不仅能提升他们认识与融入世界的能力，也将与整体学习体验深度融合。通过这样的学习，学生将能够把“探索”与自身的学习历程相联结，从知识的被动接收者转变为积极的主动探究者，持续激发他们探索世界地理与文化的热情与准备。
Writers
文章作者
Mr. David
Homeroom Teacher
主班老师
Ms. Gracie
Homeroom Teacher
主班老师