探究式教学是基于这样一种原则，即儿童在充满兴趣的、积极的参与发现信息的过程中达到最佳的学习效果。幸运的是，协和万源校区的教师们也是这样带着浓厚的兴趣，积极地参与到了学校的教学发展与学科教学研讨之中。 Inquiry teaching is based on the principle that children learn best when they are interested, motivated and involved in the process of finding out information. Fortunately for the students at SUIS Wanyuan campus, their teachers are also interested, motivated, and deeply involved in the development of teaching and learning in the school. 10月24日，万源校区小学部主办了协和集团跨校区主题探究课教研活动，为来自其它协和兄弟姊妹学校的20多名专业教师提供了两节精彩纷呈的主题探究课。小学部三年级的Christelle和Tina老师带领学生和听课教师们沿着中国古代丝绸之路，考察了贸易背后的驱动力及其对社会的影响。看着黑板上的统计数据，学生们惊讶的发现，原来随着他们不断地用物品互相交易的时候，他们的幸福指数也在不断攀升。On Wednesday 24th October, the Primary Inquiry department opened its doors to teachers from other SUIS campuses and showcased Inquiry teaching and learning at its best. Christelle and Tina from the Grade 3 team took their students and the observers on a walk down China’s ancient Silk Road as the class investigated the driving force behind trade, and its effect on society. While actually trading with their classmates, the students were in awe as they plotted the class’ level of happiness as the activity went on. 沿着丝绸之路一路往西，四年级的师生们带着我们回到了古埃及。在Michael和Olivia老师的专业指导下，全班学生戴上了他们的思维帽，准确地说是De Bono’s的6项思维帽。学生们在探索古埃及时，毫不费力地采用了这一著名的系统来发展他们的批判性思维，并且思考那时的生活该是什么样子的。学生们甚至添加了自己的帽子，将古埃及与他们之前所学的古代中国作了比较。Journeying further west in the ancient world and a flight of stairs up to Grade 4 took the observers and students to Ancient Egypt. Under the expert direction of Michael and Olivia, the class had their thinking hats on; De Bono’s 6 thinking hats to be precise. The students had no trouble adopting the well-known system to develop their critical thinking skills as they explored Ancient Egypt and wondered what it would be like to live at that time. They even added their own hat and drew comparisons with Ancient China from what they had learnt about it in the previous year.
在之后的研讨会上，来自各大校区观课的同事们对这两节公开课非常肯定与赞赏，并逐一分享了心得，并提出了宝贵的意见和建议。学校提供的跨校区教学研讨活动，为同事间相互学习提供了宝贵并开放的平台，而教研活动的最终的受益者，便是学校里的每一名在读学生。After observing these two inquiry classes, observers from other 3 campuses were full of praise of both lessons and actively shared their positive feedback with lesson-givers. It’s a good and precious chance for teachers to exchange ideas, learn from teachers in other campuses, which would definitely benefit their future teaching and ultimately good for all the students in SUIS.
