源自疫情生活的思考，探究世界与我——北京世青国际学校

　　The questions above are certainly difficult and probing, perhaps you think these are only answerable by experts, but they are precisely the questions our middle school students have been working on during this epidemic. In the past days, some of our students have gotten together into groups to think further about these topics, what is the relationship between this epidemic, themselves, others, and the world?

　　As an integrated learning project of the IB MYP, discussions on the theme of ‘Coronavirus and Us’ have been organised around three sub-themes, based on the BWYA Schoolwide Learner Outcomes (SLOs), the IB learner profile, and the MYP global contexts. Students in Grades 6 to 10 then chose one of these sub-themes as a basis for their research and discussions.

　　This is all a part of the concept-driven holistic learning advocated by the MYP. To help students see learning as a part of their life, helping them to question, brainstorm, collaborate, discuss, research and work together with others to find creative and well-informed answers to the problems of life.

　　“To begin with, I was scared and worried about the new virus, but since the outbreak, I’ve seen more of the selflessness and care people can have for each other. Doctors and nurses working sacrificially, netizens all lending their support, and the many medical and financial donations being made. In the face of danger, nobody gave ground, rather everyone worked together, doing whatever they can.” This is taken from Grade 10 Kelly Li, Selena Liu, and Cecilia Chen’s thinking, relating to the SLOs of ‘Caring’, as well as ‘Fairness’, and ‘Adaptability’.

　　Two groups of sixth graders who have just started their journey through the MYP were using these topics to guide their discussions. After discussing each of the 10 IB learner profiles items, one group’s conclusion was, “In the future, we can link all of these learning objectives to our daily lives, to improve our living, and giving worth to every moment.” The other group also studied historical epidemics such as SARS, the Black Death in Europe, the  Spanish flu, and compared these with the present coronavirus epidemic  as they investigated the control and prevention of diseases.

　　Commenting  on their work, MYP Coordinator Ms. Jane Xia shared, “The first group of  sixth-graders really showed their sunny self-confidence and positive thinking, attitudes we are working hard to cultivate! Other groups displayed great independent  research skills and teamworking abilities, something we try to focus on  in these inter-disciplinary modules. I am fully confident that as they  progress through the middle school, and into further education, these  are attitudes and skills that will serve them throughout their studies.”

　　We  firmly believe that when learning and real life come together, this is  when truly great things happen. As the ancient Greek scientist  Archimedes said, “Give  me a lever long enough, and a fulcrum on which to place it, and I shall  move the world.” We hope that learnings such as these will become that  fulcrum, for every young scholar to move their world. May they always have the hunger and desire to explore the world around them, as they grow up into lifelong learners.

　　上面这些问题，或许你会觉得有点高深莫测，认为是专家们才要思考的问题。不过，这的确是北京世青中学生在疫情期间正在思索的课题。他们几人成组，一起探讨，这次疫情与他们自己，与其他人，与这个世界，到底发生着怎样的关系？

　　作为国际文凭中学项目（MYP）的整体化学习项目，以“我们与新型冠状病毒”为主题的讨论与探究，围绕三个不同的子主题展开。6至10年级的学生们可以几个人一组，在基于世青学习者培养目标（SLOs）, IB学习者培养目标，和MYP全球化情景三个子主题中选其一，并在他们感兴趣的这个子主题下，来共同探讨发生在当下的疫情和生活经历。

　　而这，也是国际文凭中学项目所倡导的“概念驱动的整体化学习”，让学习更加真实地来源于生活。当孩子们对生活中的事件能够产生疑问、头脑风暴、并与他人合作、讨论研究、努力寻求答案时，主动的探究学习、多角度的思维碰撞与创意灵感的迸发，就产生了。

　　“最初我对新型冠状病毒的爆发感到十分害怕和恐慌。但是这次的疫情让我见证了人与人之间的无私和团结，让我看到了一个个希望的身影：医生和护士为了治疗病员冒着牺牲的风险熬夜加班，网友们在网上发出一条条‘加油武汉’的信息，人们纷纷在网上捐款并且资助医疗用品给各大医院和药房。大家在危险面前没有退却，反而每个人都在尽自己最大的努力去面对这次困难。”这是10年级的李雨菲、刘思佳、陈熙雅三位同学，针对世青学习者培养目标中“关爱”这一项所进行的思考，此外，他们还针对“公平”、“适应能力强”几项素质目标进行了反思。

　　今年刚进入国际文凭中学项目学习的两组6年级学生，则根据IB学习者培养目标和全球化情景中的“时空定位-控制与预防”展开了讨论。其中一组，经过对十项IB学习者培养目标逐一探讨后，学生们总结：“在未来，我们还可以将这些学习者的培养目标与我们的日常生活联系起来，这样我们就能生活得更好，让我们的每一秒都有价值。”而另一组学生，对SARS、欧洲的黑死病和西班牙流感等历史上的重大流行病事件进行了研究学习，并通过与这次新型冠状病毒疫情相比较，调查疾病的控制和预防，博古论今，触类旁通。

　　“第一组6年级的孩子们展现了她们的阳光自信，与正面的积极态度，这也是我们希望培养的学生素养之一！另一组6年级学生则展示了他们的独立研究能力和小组配合精神，这是我们注重从多学科多角度培养的，相信到了高中甚至大学，孩子们都会将这种技能和精神传承下去。”国际文凭中学项目协调员夏老师这样评价道。

　　我们坚信，当学习与现实生活相遇，学习不再是束之高阁的知识，而是主动认知探索世界的利器。古希腊科学家阿基米德说，“给我一个支点，我就能撬起地球。”而我们希望，“学习”可以成为每个世青学子探究世界的支点。愿他们对待这个世界永远抱有一探究竟的渴求，成为质疑博学的终身学习者。