今天GJXX小編搜羅了青苗“絲綢路”：架起學(xué)科融合的新橋梁希望給擇校的家長(zhǎng)們提供參考。

　　在面向未來(lái)的教育中，“學(xué)科融合”的理念已日漸深入人心，在被譽(yù)為全球教育水平最高之一的芬蘭，更是通過(guò)整合教學(xué)開(kāi)展學(xué)科融合式課程探索，實(shí)現(xiàn)學(xué)生的跨學(xué)科學(xué)習(xí)，培養(yǎng)“核心能力”。
　　但其實(shí)在我們青苗國(guó)際雙語(yǔ)學(xué)校的IB課堂中，“學(xué)科融合”和“跨學(xué)科學(xué)習(xí)”早已是一種常態(tài)化的學(xué)習(xí)形式。這不，在上周青苗順義校區(qū)剛剛結(jié)束的“絲綢之路貿(mào)易集市”，就是中學(xué)部師生用學(xué)習(xí)和行動(dòng)，實(shí)踐“個(gè)人與社會(huì)”及“數(shù)學(xué)”跨學(xué)科探究的最好證明！

貼近生活，世界是我們的課堂 　　個(gè)人與社會(huì)學(xué)（Individuals and Societies, 簡(jiǎn)稱(chēng) I&S）恐怕是IB最有特色的課程之一，上至天文、下至地理，社會(huì)科學(xué)幾乎無(wú)所不包，單這一門(mén)課就涉及了全球歷史、地理、哲學(xué)、經(jīng)濟(jì)、心理、政治、宗教、企業(yè)管理和現(xiàn)代信息技術(shù)等廣泛的知識(shí)領(lǐng)域，旨在培養(yǎng)學(xué)生的大視野、大格局、大境界與大智慧，充分體現(xiàn)了 IB 教育“學(xué)科融合”的跨學(xué)科學(xué)習(xí)理念。 　　作為每年的傳統(tǒng)項(xiàng)目，個(gè)人與社會(huì)學(xué)跨學(xué)科單元《絲綢之路上的貿(mào)易》以“一帶一路”新聞時(shí)事為契機(jī)，帶領(lǐng)孩子們穿越歷史和地理長(zhǎng)河，去認(rèn)知和思考?xì)W亞大陸上這條古老而偉大的絲綢商貿(mào)之路是怎樣一個(gè)創(chuàng)舉。不僅如此，這個(gè)本身已橫跨多個(gè)社會(huì)學(xué)科的探究單元還額外增開(kāi)了一門(mén)“數(shù)學(xué)”的外掛！

知識(shí)遷移，跨學(xué)科的有趣課題 　　這是怎么回事兒? 原來(lái)學(xué)生們除了探究歷史地理人文層面的知識(shí)外，還要運(yùn)用成本、利潤(rùn)等與數(shù)學(xué)相關(guān)的商業(yè)概念與技能。在別開(kāi)生面的貿(mào)易集市?！皝?lái)自各個(gè)國(guó)家”的“商人”們，賣(mài)力地吆喝和推銷(xiāo)著他們的商品：絲綢、茶葉、珍珠、香料、棉花、象牙、瓷器……琳瑯滿(mǎn)目、應(yīng)有盡有。 　　一波又一波的“買(mǎi)家”絡(luò)繹不絕，他們仔細(xì)地了解商品的價(jià)值、用途，老練地討價(jià)還價(jià)，每一筆交易記錄都被詳細(xì)地記錄下來(lái)。這些記錄將被做成一份詳細(xì)的收支報(bào)告，用以分析各自財(cái)務(wù)盈虧……此次活動(dòng)將不同學(xué)科的視角和技能融合在一起，形成了更真實(shí)的學(xué)習(xí)體驗(yàn)。

齊心協(xié)力，激發(fā)學(xué)生學(xué)習(xí)能動(dòng)性 　　負(fù)責(zé)此次跨學(xué)科學(xué)習(xí)規(guī)劃與溝通的協(xié)調(diào)員青苗順義校區(qū)的王鵬娟（Summer Wang）老師表示，此次《絲綢之路上的貿(mào)易》跨學(xué)科單元的學(xué)習(xí)很好地幫助學(xué)生們?cè)诟鲗W(xué)科之間，課堂學(xué)習(xí)與現(xiàn)實(shí)世界之間加強(qiáng)聯(lián)系，促進(jìn)融會(huì)貫通。感謝所有相關(guān)老師對(duì)跨學(xué)科學(xué)習(xí)的支持，尤其感謝MYP課程協(xié)調(diào)員Nicolette Lau老師、個(gè)人與社會(huì)學(xué)Mr. Justin老師和數(shù)學(xué)部Ms. Elizabeth老師在整個(gè)學(xué)習(xí)過(guò)程中所起的主導(dǎo)引領(lǐng)作用。 　　學(xué)科融合旨在通過(guò)多門(mén)學(xué)科資源的介入，有效地化解問(wèn)題，更好地達(dá)成教學(xué)目標(biāo)，并在問(wèn)題探究的過(guò)程中全面培養(yǎng)和訓(xùn)練學(xué)生的學(xué)習(xí)能力和綜合素養(yǎng)。學(xué)科融合的目的和價(jià)值主要體現(xiàn)在解決問(wèn)題上，正如IB課程一直所強(qiáng)調(diào)那樣，通過(guò)實(shí)踐和聯(lián)系實(shí)際生活經(jīng)驗(yàn)來(lái)開(kāi)展教與學(xué)，教會(huì)學(xué)生把教室里學(xué)到的知識(shí)與外部世界相結(jié)合！ 　　Integration of subjects is the future. In Finland, educators have created inquiry-based curriculums built on integrated subjects for students to develop their core competence via inter-disciplinary studying. 　　In the IB classes of BIBS, integrated subjects and inter-disciplinary studying are considered as everyday routine. At the BIBS Shunyi Campus Silk Road Fair last week, MSHS teachers and students have practiced the integration of Individuals and Societies and Mathematics.

The world is our classroom 　　Individuals and Societies, AKA I&S, is perhaps the most characteristic course among IB curriculum. From astronomy, geology, world history, philosophy, economics, psychology, religions, business management to modern technology, I&S has included many aspects of social science. The subject is designed to develop students’ vision, pattern, level and wisdom — a perfect symbol of IB’s inter-disciplinary concept. 　　As a tradition, the inter-disciplinary unit of I&S Trading On The Silk Road took the opportunity of the Belt-and-Road news and guided our students through the long river of history and geology, to understand and consider what a great work the silk road was across the Eurasia continents. Additionally, this inquiry unit with multiple disciplinaries has included one more subject — Mathematics!

Knowledge transfer, an interesting topic 　　Besides inquiring on the historical, geological and cultural knowledge, students are also required to utilize their mathematics related skills on cost, profit and other business calculations. At the fair, ‘businessmen’ from all over the world pushed their products: silk, tea, pearl, fragrance, cotton, ivory and chinaware etc.  　　‘Buyers’ looked at them and started negotiating. All negotiations and transactions were recorded as a reference for follow-up financial analysis. This event was a true learning experience with multi-subject vision and inter-disciplinary skills.

Study Dynamic 　　Ms. Summer Wang who oversees inter-disciplinary studying planning and communication believed the Trading on The Silk Road Fair was a big success in terms of helping students connect classroom with outside world. She would like to thank all teachers involved for their efforts, especially the MYP Coordinator Ms. Nicolette Lau, and I&S Teacher Mr. Justin and Ms. Elizabeth from the Mathematics Department for their leadership throughout the event. 　　Integration of subjects is to blend resources of multiple subjects for students to develop comprehensive abilities and learning abilities via inquiring and solving problems. As the IB curriculum’s strategy, connect teaching and learning with everyday life, and combine the classroom with outside world.