IB-PYP改革帶來(lái)哪些影響和改變？——青苗國(guó)際雙語(yǔ)學(xué)校
來(lái)源：國(guó)際學(xué)校招生網(wǎng)
時(shí)間：2022-01-27 14:52:55
去年10月，IB國(guó)際文憑組織上線了新版的PYP（國(guó)際文憑小學(xué)項(xiàng)目）大綱，這對(duì)于PYP課程以及我們的孩子而言，究竟又有那些具體影響呢？為此，我們特別采訪了青苗國(guó)際雙語(yǔ)學(xué)校上東校區(qū)的IB PYP協(xié)調(diào)員安妮女士，請(qǐng)她具體談一談IB改革后PYP課程的一系列變化。借此機(jī)會(huì)，我們也了解到關(guān)于上東校區(qū)即將迎來(lái)的IB復(fù)審工作，以及安妮女士任職六年來(lái)親眼目睹的青苗變化。深度好文，不要錯(cuò)過(guò)！
許多家長(zhǎng)關(guān)注IB課程的全面改革，您是否可以談一談與之前的課程相比，IB PYP（國(guó)際文憑小學(xué)項(xiàng)目）在哪些方面做了調(diào)整和變化？
與其說(shuō)是“全面改革”，倒不如說(shuō)是進(jìn)一步“提升”更為準(zhǔn)確。
與之前相比，IB精髓并沒(méi)有改變，比如，在“學(xué)習(xí)和教學(xué)”方面它依然是“以超學(xué)科為主，以概念驅(qū)動(dòng)為根基，基于探究并以學(xué)生開(kāi)展負(fù)責(zé)任的行動(dòng)”為核心的教育項(xiàng)目。其目的仍然是為了更好地幫助孩子去應(yīng)對(duì)迅速變化的世界帶來(lái)的種種機(jī)遇和挑戰(zhàn)。
其最大的變化，莫過(guò)于PYP第一次明確提出“能動(dòng)力（Agency）”這個(gè)中心原則，并將“學(xué)習(xí)者”“學(xué)習(xí)社區(qū)”列為與“學(xué)習(xí)和教學(xué)”并行的三大課程支柱。
這種變化意味著IB PYP更加重視IB社區(qū)內(nèi)每一位成員的學(xué)習(xí)和教學(xué)作用，無(wú)論學(xué)生、老師還是家長(zhǎng)，他們每個(gè)人擁有更多的發(fā)言權(quán)、選擇權(quán)和主導(dǎo)權(quán)來(lái)影響學(xué)習(xí)和教學(xué)。這些整體化元素相輔相成并相互加強(qiáng)，從而構(gòu)成一個(gè)和諧的整體。
您能舉一些具體的案例，來(lái)幫助我們理解這些變化為學(xué)生和教師帶來(lái)了哪些影響嗎？
舉一個(gè)最直接的例子，這學(xué)期五年級(jí)的第一個(gè)探究單元“我們是誰(shuí)”，是讓孩子們通過(guò)了解自己的身心變化認(rèn)知青春期。按照往年的課程計(jì)劃，每個(gè)探究單元應(yīng)該在6周左右完成。但今年，老師發(fā)現(xiàn)并提出，這一單元內(nèi)容不必拘泥于6周的時(shí)限，如果分配在整個(gè)學(xué)年，讓孩子們通過(guò)記錄每個(gè)時(shí)段的不同變化，以年末回顧的方式來(lái)面對(duì)自己的成長(zhǎng)，一定能得到更多收獲。在得到老師、孩子、家長(zhǎng)們的肯定后，我們就這樣做了。也就是說(shuō)，IB PYP把更多主導(dǎo)權(quán)交給了學(xué)習(xí)者，在實(shí)際的學(xué)習(xí)過(guò)程中，根據(jù)自身特點(diǎn)和實(shí)際需要，我們可以更靈活、更務(wù)實(shí)地進(jìn)行探究學(xué)習(xí)。
還有一個(gè)例子，比如往年評(píng)估，多數(shù)是由老師們共同制定評(píng)估標(biāo)準(zhǔn)。但是今年，我們嘗試讓孩子與老師一起參與評(píng)估標(biāo)準(zhǔn)的制定。按照IB PYP新的要求，人人都是學(xué)習(xí)者和教學(xué)者，孩子們不僅可以安排自己學(xué)什么、怎么學(xué)，還可以為自己制定評(píng)判標(biāo)準(zhǔn)。我們發(fā)現(xiàn)這樣做的好處是，孩子們非常清楚“優(yōu)秀”的準(zhǔn)則，并且更加明確和執(zhí)著地向著“優(yōu)秀”的目標(biāo)去努力！
您從2013年擔(dān)任青苗上東校區(qū)IB協(xié)調(diào)員以來(lái)，不僅直接參與了上東校區(qū)2016年的PYP認(rèn)證工作，明年即將迎來(lái)五年一次的IB復(fù)審。請(qǐng)問(wèn)上東校區(qū)為此做了哪些準(zhǔn)備？
自2016年6月，青苗上東校區(qū)獲得國(guó)際文憑小學(xué)項(xiàng)目（IB PYP）認(rèn)證以來(lái)，青苗社區(qū)的每一位成員，在IB的學(xué)習(xí)和實(shí)踐之路上，都做出了充分的努力和貢獻(xiàn)，我們的IB PYP更加成熟和成功。今年我們?cè)贓van Hunt校長(zhǎng)的帶領(lǐng)下，面對(duì)IB復(fù)審的“自檢”工作已經(jīng)開(kāi)始有步驟、有條理地陸續(xù)展開(kāi)。無(wú)論是在理念、組織結(jié)構(gòu)，還是課程、評(píng)估這些方面，我們上東校區(qū)都非常有信心圓滿(mǎn)完成此次復(fù)審工作！
在青苗的6年時(shí)間里，您最大的感受是什么？您覺(jué)得青苗最大的變化是什么？
說(shuō)到這個(gè)我還真是蠻感慨的，我的父親是中國(guó)人，雖然我在馬來(lái)西亞出生和成長(zhǎng)，但我也算是半個(gè)中國(guó)人。當(dāng)初能與青苗結(jié)緣也是源自我們對(duì)中國(guó)文化共同的熱愛(ài)。作為一所國(guó)際學(xué)校，青苗在致力于拓展學(xué)生“國(guó)際視野”的同時(shí)，能夠始終堅(jiān)持保留孩子的“中國(guó)情懷”，這么多年初心未改，由最初雙語(yǔ)教育的“開(kāi)拓者”成為如今的“領(lǐng)航者”，讓我覺(jué)得非常了不起！
這些年青苗的變化之多、之大也是有目共睹，我個(gè)人感受最直接的大概有如下三個(gè)方面：
第一是家長(zhǎng)們的變化
之前家長(zhǎng)的焦慮在于對(duì)IB體系沒(méi)有深入了解，他們不理解為何沒(méi)有IB課本，也不清楚孩子的學(xué)習(xí)內(nèi)容，想輔導(dǎo)孩子卻又無(wú)從下手。通過(guò)多次為家長(zhǎng)開(kāi)設(shè)IB工作坊，家長(zhǎng)們對(duì)我們、對(duì)IB的理解，也已由從前單純對(duì)“語(yǔ)言”“課程”的關(guān)注，轉(zhuǎn)而對(duì)“教育”更深入、更全面的認(rèn)知和反思。我們的“雙語(yǔ)教學(xué)”和“中西合璧的教育理念”也獲得了越來(lái)越多的信賴(lài)者和支持者。
第二是課程和教學(xué)的變化
從最初引入IB課程，到結(jié)合國(guó)家教育大綱課程，青苗上東校區(qū)的所有教師們?cè)凇罢n程與教學(xué)”的IB“本土化”上做出了非常多的嘗試和探索。事實(shí)證明我們的實(shí)踐是非常成功的，我們不僅獲得了國(guó)際文憑組織(IBO)的極大認(rèn)可和肯定，優(yōu)秀的教育成果案例也數(shù)不勝數(shù)。一個(gè)從一年級(jí)就在青苗就讀孩子，每天媽媽從海淀開(kāi)車(chē)接送他上下學(xué)。2016年代表青苗上東校區(qū)參加某國(guó)際數(shù)學(xué)競(jìng)賽榮獲金獎(jiǎng)！小學(xué)畢業(yè)后因?yàn)楦改赶胱屗既∏迦A，重回公立體制，不僅各門(mén)成績(jī)名列前茅，因?yàn)橛⑽奶貏e突出，還經(jīng)常作為學(xué)生代表參與學(xué)校國(guó)際交流活動(dòng)！還有一些從上東畢業(yè)就出國(guó)的孩子們，家長(zhǎng)都會(huì)給我們捎來(lái)好消息，說(shuō)感謝青苗讓孩子們無(wú)縫銜接國(guó)際課程，不光擁有雙語(yǔ)優(yōu)勢(shì)，甚至還比當(dāng)?shù)氐暮⒆痈咦灾鲗W(xué)習(xí)的能力。
第三是平臺(tái)的變化
近幾年，青苗已由最初的單一校區(qū)發(fā)展成為擁有近二十余校區(qū)、涵蓋從幼兒園到初高中的教育集團(tuán)。尤其是今年，我們迎來(lái)海淀、常營(yíng)兩所新校區(qū)的同時(shí)開(kāi)放！作為青苗的一份子，我們都很驕傲如今青苗的發(fā)展，每個(gè)人都可以在更大的平臺(tái)和更多的機(jī)會(huì)中，找到最適合自己的位置和成長(zhǎng)路徑。青苗真的正在越來(lái)越好，越來(lái)越強(qiáng)！
Last October, IBO published the new version of PYP outline. What does this mean to our children? Today Ms. Annie Chew, the BIBS-UES IB PYP Coordinator will share her understanding on the new IB PYP with us. We will also take this opportunity to learn about upcoming BIBS-UES IB review status, and all the changes in the last 6 years since Annie joint BIBS.
Many parents have paid close attention to the recent IB reform. Can you please let us know that compared to the previous curriculum, what’s new in the new IB PYP?
Instead of ‘total reformation’, I’d call it a ‘promotion’.
The essence of IB has not changed. i.e. in terms of ‘Learning and Teaching’, the new IB PYP remains an academic project focusing on trans-disciplinary, concept-driven, inquiry-based and responsible actions of the students. The goal is still to prepare the students for the challenges and opportunities in the ever-evolving world.
The biggest change however, is the first-time raised core principle of Agency, and the combination of three parallel fundamentals of the curriculum: Learner, Learning Community and Learning and Teaching.
This means the new IB PYP pays more attention to the learning and teaching of every member in an IB community. Students, teachers and parents are all entitled to more rights to speak, choose and dominate on the learning and teaching process. These integrated elements work with each other harmoniously and complete the program as a whole.
Can you please name a few examples to help us understand what the changes mean to students and teachers in reality?
A good example is the first inquiry unit in this year’s G5 – ‘Whom we are’, which aims to introduce the students to puberty by being aware of their own mental and physical changes. In the past every inquiry unit took 6 weeks to complete. Yet this year we decided to break this limit and let our students spread the unit through the entire academic year, as we believe more data and look-back gives us more feedback. Having received approval from our teachers, students and parents, this is what we did. In other words, the new IB PYP gives control to the learners. In the learning process, we can be flexible and practical based on the actual needs.
Another example is about assessment standards, which had always been set by teachers solely. But since year we try involving our students in this. The new IB PYP requires everyone to be a learner and teacher. Students can decide what they want to learn, how they learn it, and how to assess. We’d like to believe that our students will gain a clearer understanding of ‘excellence’, and how they pursue their goals to become excellent.
Since joining BIBS as the UES IB Coordinator, you have been involved in the 2016 PYP certification and will welcome the upcoming 5-years review. What has been done so far for it?
BIBS-UES received its IB PYP certification in June 2016. Since then every BIBS community member has made their own contribution to the IB learning to make our IB PYP more successful.We have started preparing for the upcoming review under the leadership of Principal Evan Hunt since the beginning of the year. From educational concept, organization, curriculum to assessment, UES is confident and ready!
What have you gained from the past 6 years with BIBS? And what’s the biggest change of BIBS in your eyes?
My father is Chinese. I was born and raised in Malaysia. I’d like to think my love for the Chinese culture brought me to BIBS. Being an international school, BIBS keeps Chinese roots for the students while opening them with worldwide vision. From the earliest explorer to a leading pioneer, BIBS has always kept its commitment to the best international bilingual education.
A lot has changed in my last 6 years here:
Parents
most of previous parents’ concern was a result of lacking understanding of the IB system. They didn’t understand why there was no IB textbook, no clear learning content, and no way to support. Through repeated IB workshops, parents started to know better, from basic focus on Language and Courses, to a deeper and broader image of education. Our bilingual teaching and fusion of China and the west have obtained more and more believers and followers too.
Curriculum and Teaching
BIBS-UES teachers have gone a long way localizing the IB curriculum and integrating it with the National Education Program. It’s been proven by facts that our attempts have been very successful. Not only did we received approved by the IBO, there have also been many stories we remember by heart. A student of us started with BIBS since G1, whose mother drove him to and from school every day. In 2016 he won an international mathematics contest representing BIBS UES Campus. Upon graduating from elementary school his parents sent him back to a public middle school with Tsing-Hua as his target university. He has been doing very well in that middle school, and has participated in multiple international exchange activities on behalf of his school because of his outstanding English ability. Some of our graduates are currently studying overseas, and their parents were all very grateful that the previous bilingual education experiences have enabled their children to get along with international courses seamlessly, and many of them are doing even better than local students!
The platform
? ? BIBS has developed into an education group with over 20 campuses throughout the country, covering kindergarten to senior high school. This year we have welcomed our new family members Haidian Academy and Changying Campus! We are very proud of being part of BIBS’ achievement so far, and we are more given more opportunities in the growing platform.
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