今年2月，

孩子們對世界充滿好奇，有行動力，而且談到生活中的高高低低時，坦然又樂觀，讓參加工作坊的家長們贊嘆不已。

其實，這樣的氣質(zhì)和素養(yǎng)，啟明星小學(xué)階段的教育就開始奠下基礎(chǔ)。我們通過常規(guī)課程和特色項目社會創(chuàng)新項目的小學(xué)階段——力求改變的品格（Qualities for Change），著力培養(yǎng)學(xué)生體察問題的敏銳度和解決問題的思路，還有更重要的——將計劃付諸實踐的行動力……

臨到小學(xué)畢業(yè)，對世界充滿好奇、樂于發(fā)現(xiàn)和解決問題的小小少年們初長成了！前不久舉行的5年級學(xué)生IBPYP學(xué)習(xí)成果展，就是他們素養(yǎng)和能力的集中體現(xiàn)：

以興趣破題

展覽是5年級學(xué)生完成小學(xué)階段IBPYP探究單元學(xué)習(xí)的成果展示。北皋和三里屯校區(qū)的所有5年級學(xué)生用6、7周時間，圍繞聯(lián)合國17個可持續(xù)發(fā)展目標(biāo)（SDG），發(fā)掘和研究問題，展示出來，向前來參觀的老師、同學(xué)和家長講解。

孩子們只有5年級，怎樣駕馭SDG目標(biāo)這么宏大的主題呢？

老師們自有辦法！他們鼓勵學(xué)生選擇自己想要研究的SDG目標(biāo)，按照相同目標(biāo)組合成小組，團隊合作圍繞相同主題進行研究，充分表達自己，也就是說以興趣“破題”。

比如，三里屯校區(qū)5年級學(xué)生劉一朵和小伙伴們的研究主題是SDG第3個發(fā)展目標(biāo)——良好健康與福祉。

“作為學(xué)生，我們也有壓力，我們想要緩解這樣的壓力。我們又剛好看到一段美國學(xué)生利用芳香療法緩解精神緊張的視頻，就決定做同樣主題的研究。后來，我們一道探索出一種能緩解學(xué)生壓力的香味。” 他們說。

在北皋校區(qū)，老師還鼓勵學(xué)生在小組合作的基礎(chǔ)上，從個人興趣出發(fā)，展開小組層面之外的個人層面的研究。

比如5年級學(xué)生莫迪安和伙伴們研究的是第12個目標(biāo)負責(zé)任消費和生產(chǎn)，而他自己很喜歡畫畫，很關(guān)心顏料中的有毒物質(zhì)污染環(huán)境，于是他在和同組伙伴研究這個主題的同時，還自行制作了一種環(huán)保的顏料，拿到展覽現(xiàn)場分享。而他同組的伙伴則用空罐子、廢水瓶等回收材料進行藝術(shù)創(chuàng)作，做成了一棵樹！

鼓勵學(xué)生從他們共同的關(guān)注點和各自的興趣出發(fā)，這樣的引導(dǎo)釋放了孩子們的積極性，他們的工作成果堪稱“異彩繽紛”——有的研究怎樣保護昆蟲鍬甲；有的研究什么樣的創(chuàng)新和科技可以緩解氣候變化；有的觀察三里屯校區(qū)附近亮馬河的水體質(zhì)量；有的向大家普及參加冰球運動的最佳年齡和好處 ……

北皋校區(qū)

Beigao Campus

鼓勵學(xué)生從自己的興趣出發(fā)，研究SDG發(fā)展目標(biāo)關(guān)注的問題，從PYP學(xué)習(xí)展繼續(xù)向前延伸——他們的選題范圍直指社會創(chuàng)新項目的廣泛領(lǐng)域，也可以在升入中學(xué)階段后，在IBMYP 項目學(xué)習(xí)，力求改變的項目（Projects for Change）學(xué)習(xí)中繼續(xù)相同的主題的研究，形成一以貫之的學(xué)習(xí)興趣和意識。

閉環(huán)于行動

學(xué)習(xí)的過程，是準(zhǔn)備PYP展覽所強調(diào)的另一個重要方面。

孩子們展示了完成項目的完整過程：研究主題的選擇原因；查找和了解關(guān)注相同主題的專家、機構(gòu)資源；收集、分析數(shù)據(jù)；提出解決方案，進而采取行動……這是一整套發(fā)現(xiàn)問題、解決問題和研究問題的過程和技能的訓(xùn)練。

三里屯校區(qū)

Sanlitun Campus

北皋校區(qū)的張北青研究SDG第14個目標(biāo)水下生物，關(guān)注人類旅游過程中的水污染問題。為此，他采訪了曾經(jīng)在巴哈馬海洋工作的Dillet先生，從他那里了解到游輪產(chǎn)生的垃圾，造成水域污染，以及當(dāng)?shù)睾Ｑ笊鷳B(tài)和海洋生物的狀況。

三里屯校區(qū)的侯云瀚和伙伴們關(guān)注的是北京亮馬河的水質(zhì)問題。為了獲得一手數(shù)據(jù)，孩子們來到亮馬河邊，親手提取水樣，現(xiàn)場用測試儀檢測水質(zhì)，得出了曾經(jīng)污染情況并不理想的亮馬河水質(zhì)已經(jīng)得到改善的結(jié)論。

“過程是很重要的。對于學(xué)生來說，獲得知識是重要的，了解自己是怎樣獲得知識的同樣重要。這也讓他們時時反思哪里能夠做得更好?！焙⒆觽兊闹笇?dǎo)老師說。

PYP學(xué)習(xí)成果展是學(xué)生IB學(xué)習(xí)技能的集中展示和鍛煉，這場經(jīng)驗的寶貴之處遠不止于此。

這場活動的另一個重要意義便是采取行動。這些行動包括扎實的研究、公開宣講、設(shè)計展示形式、義賣募款、制作網(wǎng)站……

展覽現(xiàn)場老師和家長的認真參觀和提問讓孩子們發(fā)現(xiàn)，自己的行動并不缺乏大家的關(guān)注和回應(yīng)和肯定，這也增強了他們的自信，用于探索和解決自己關(guān)注的問題，對于終生學(xué)習(xí)者、對于有心為世界做些積極事情的孩子們來說，這非常重要！

期待下一年的PYP學(xué)習(xí)成果展，孩子們帶來更富遠見的精彩展示！

In February, (Click for details).

Their curiosity about the world, their ability to take action, and their openness and optimism when talking about the highs and lows of life amazed the parents attending the workshop.

In fact, the foundation for such temperament and literacy begins to be laid in Daystar's elementary school years.Through our regular curriculum and Social Innovation Program in elementary school — Qualities for Change, Daystar focuses on cultivating the sensitivity of students to perceive problems and problem-solving ideas, and more importantly — the power of action to put plans into practice! ...

As we approach the end of elementary school, the young learners, who are curious about the world and are willing to discover and solve problems, are growing up! The IBPYP Exhibition for 5th graders, held recently, was a concentrated demonstration of their literacy and abilities:

Starting from Curiosity

The exhibition was a showcase of Grade 5 students' achievements in completing the PYP Unit of Inquiry. All Grade 5 students from Beigao and Sanlitun campuses spent 6 or 7 weeks uncovering and researching questions around the UN's 17 Sustainable Development Goals (SDGs), presenting them, and explaining them to teachers, schoolmates, and parents who came to visit.

How do Grade 5 students navigate a topic as ambitious as the SDGs?

The teachers have their way! They encourage students to choose the SDG goals they want to study, form groups according to the same goals, and work together as a team to study the same topic and express themselves fully, that is to say, to"break the ice" with their interests.

For example, Coco Liu, a Grade 5 student at the Sanlitun Campus, and her team worked on SDG 3 —Good Health and Well-being.

"As students, we also have pressure in daily life, and we want to relieve it. And we just happened to see a video of American students using aromatherapy to relieve mental tension and decided to do research on the same topic. Later, together we explored a scent that can relieve students' stress." They said.

At the Beigao campus, the teachers also encourage students to work in groups and start research from their personal interests on an individual level beyond the group level.

For example, Matteo Morano, a 5th grader, researched the 12th Goal of Responsible Consumption and Production with his partners, and since he himself loves to paint and is concerned about toxic substances in paints polluting the environment, he made his own environmentally friendly paint and took to the exhibition floor to share. His cohort partner, on the other hand, used recycled materials such as empty cans and bottles to create art and make a tree!

Encouraging students to work from their common concerns and interests portrays the students' enthusiasm, and the results of their work were "colorful" - some investigated how to protect insect stag beetles; some researched what kinds of innovations and technologies could mitigate climate change; some observed the quality of the water in the Landmark River near the Sanlitun Campus; and some shared the optimal age and benefits of participating in ice hockey...

北皋校區(qū)

Beigao Campus

Encouraging students to start from their own interests, researching on issues of concern to the SDG development goals, and continue forward from the PYP Learning Exhibition —the scope of their chosen topics is directly related to the broad areas of Social Innovation Program, and they can also continue to study the same topics in the IBMYP Learning, Projects for Change, after moving to the secondary school level, researching, creating a consistent interest and awareness of learning.

Taking Action

The process of learning is another important aspect emphasized in preparing for the PYP exhibit.

The students showcased the complete process of completing the project: explaining the reasons for choosing the topic; finding and understanding the experts and institutional resources focusing on the same topic; collecting and analyzing the data; and proposing a solution and then taking action ...... This is a complete set of training in the process and skills of identifying, solving, and researching a problem.

三里屯校區(qū)

Sanlitun Campus

Beiqing Zhang of Beigao Campus studies SDG's 14th target, Life Below Water, and focuses on water pollution during human tourism. For this purpose, he interviewed Mr. Dillet, who used to work in the area of Bahamas ocean, and learned from him about the garbage produced by cruise ships, which causes water pollution, as well as the condition of the local marine ecology and marine life.

Sam Hou and his team members from Sanlitun Campus were concerned about the water quality of the Landmark River in Beijing. In order to get first-hand data, they went to the Landmark River, extracted water samples by hand, tested the water quality with a tester on the spot, and came to the conclusion that the water quality of the Landmark River, which was once not ideally polluted, has been improved.

"The process is important. It's important for students to get knowledge, and it's also important for them to understand how they get it. It also allows them to reflect at times on where they can do better." one teacher said.

The PYP Exhibition is a focused demonstration and practice of the students' IB study skills, and the experience is valuable for much more than that.

Another important aspect and the last step of this process is taking action.These actions include solid research, public presentations, designing the format of the exhibition, fundraising if needed, creating a website ......

The attentive visits and questions from teachers and parents at the exhibition allowed the students to realize that their actions did not lack attention and response and affirmation, and this boosted their self-confidence to use it to explore and address their own concerns, which is very important for lifelong learners, and for students who have the motivation to do something positive for the world!

We look forward to the next year's PYP exhibition, where the children bring even more visionary and exciting displays!

啟明星夏令營開放招募：過個值得的夏天，我們有30種好方法！Daystar Summer Camps Open for Registration: Experience a Memorable Summer in 30 Great Ways!

我們學(xué)生的作品又現(xiàn)“紅磚”：用藝術(shù)為自己說話！Daystar Students IBDP Visual Art Showcase 2024 at Red Brick Art Museum