IB教学理念一直以来都备受青睐，在本土推广的教学实践也在不断丰富，对此，中黄教育也有着自己的探索。

中黄秉承“学起于思，思源于疑”的教学理念，独创“快普乐课堂教学”模式，将探究学习总结为“疑”、“寻”、“释”、“悟”、“行”五大步骤，以问题墙、头脑风暴、海报创作、演讲、辩论赛、话剧表演、结题展等丰富多彩的形式，让学生在灵活的探究、行动、反思中将知识解构再重组，认识世界，认识自己。

中黄港澳子弟学校(筹)也会基于“快普乐教学法”逐步引导学生，通过多样化的方式进行学习。

下面，我们以“Animals"探究单元为例，一起来看看同学们是如何进行探究学习吧!

The IB teaching concept has always been popular, and the teaching practice promoted in the local area is also enriching, for which ZWIE has its own exploration.

Adhering to the teaching philosophy of "learning starts from thinking, thinking comes from doubting", ZWIE has created the "QIPRA inquiry-based Learning and Teaching" model, which summarizes inquiry learning into the five steps of "Question", "Inquiry", "Presentation", "Reflection" and "Action". The model makes full use of different activities, such as question walls, brainstorming, poster creation, presentations, debates, drama performances and exhibitions, allowing students to deconstruct and reorganise their knowledge through flexible inquiry, action and reflection, to understand the world and themselves.

ZWIS (prep) will also follow the QIPRA inquiry-based Learning and Teaching Model which guides students step by step through various ways of learning.

Let's take the 'Animals' unit as an example and see how the students learnt in their classroom.

01

疑 · 带着疑问进入课堂

Question · Enter the classroom with questions

· 积极探究 敢于提问

Actively inquiry and ask questions

我们生活的地球有形形色色的动物：家里的宠物，社区里许多流浪动物，而走向野外，多姿多彩的大自然更是有各种野生动物……

究竟这三类动物生存现状如何?他们对于人类来说有什么意义?我们人类又该如何与他们共存?

带着这些问题，同学们走进了课堂。

猫、狗、熊猫、大象……认识动物，从挑选自己喜欢的动物卡片开始。

在课程最开始，老师准备了若干张小动物的卡片(每张卡片上都有动物英文名称)，给大家挑选。

同学们自由选择自己喜欢的卡片，根据自己手中的卡片找同类，讨论出他们的共性。

“猫和棕熊可以是一组，他们都可以是宠物。”

“动物园里的熊猫也算野生动物吗?”

在中黄的IB课堂上，我们鼓励学生们进行发散性思考，比想法的对与错更重要的是思考的过程。

在找同伴的过程中，大家也明白了如何对身边的动物分门别类。与此同时，双语的探究模式也让大家**了各种动物的英文表达方式。

We live on a planet with different kinds of animals: pets at home, many homeless animals in the community, and wild animals in the colourful natural world......

What exactly is the current survival state of these three groups of animals? What do they mean to humans? And how can humans coexist with them?

With these questions in mind, the students went into the classroom.

Cats, dogs, pandas, elephants ...... they picked out their favorite animal cards.

At the beginning of this session, the teacher prepared a number of animal cards (each with the name of the animal in English) for everyone to choose from.

Students freely choose their favourite cards, find similarities based on the cards in their hands and discuss what they have in common.

"Cats and brown bears can be in the same group, they can both be pets."

"Do pandas in zoos count as wild animals?"

In the classroom at ZWIE, students are encouraged to engage in divergent thinking. What is more important than the rightness or wrongness of an idea is the process of thinking about it.

In the process of finding companions, the groups also learnt how to classify the animals around them. At the same time, the bilingual mode of exploration allowed everyone to learn the English expressions for various animals.

02

寻 · 在大脑里建一张思维导图

Inquiry ·Build a mind map in the brain

· 分工合作，善于交流

Well cooperate and communicate

动物的事实档案(fact file)*含什么?

想深入学习一种动物，以思维导图的方式了解最为清晰不过。

在阅读完课文“Pandas”后，在老师的指引下，同学们建立了大熊猫事实档案(fact file)，*含大熊猫的apperence，home，food，behavior，future life等等。

熊猫的fact file长这样，其他动物的呢?

大家以小组为单位，又选出了3种组员都感兴趣的动物，开始自主制定他们的fact file。

互联网资料、电子书库……获取资料的方式多种多样，同学们在大量检索后，提炼出资料中最核心的知识，完成了fact file，最后又以小组为单位在班内分享成果。

小组成员通过分工，互相帮助，在创作思维导图的同时，英文阅读写作能力与知识量也在同步增长。

What does an animal's fact file contain?

If you want to understand animals in a systematic way, it is most clear to understand them in a way of mind map.

After reading the text 'Pandas', the students were guided by the teacher to create a fact file on pandas, including their apperence, home, food, behaviour, future life, etc.

What about other animals' fact file?

In small groups, the students selected more animals that interested all group members and began to develop the fact file.

There are various ways to access the information on the Internet, e-book library ....... After extensive searching, students refined the most core knowledge in the materials and completed fact files, and then shared the results within the class as a group at the end.

By dividing up the work and helping each other, the group members were able to create mind maps and improve their English reading and writing skills and gain knowledge at the same time.

03

示 · 创作自己的文章和海报

Presentation · Create their own articles and posters

批判思考 创新写作

Critical Thinking and Creative Writing

思维有时像一颗种子，需要反复的批判性和创造性思考训练，才能茁壮成长，让我们在面对无论多么复杂问题时， 都能进行分析并采取负责任的行动。

在深入学习了解多种动物的fact file后，大家发现pets，wild animals和homeless animals的生存环境甚至是寿命都不同。

老师又提出问题：“如果可以选择的话，你想要什么样的生存环境?想成为哪一种动物?为什么?”

这一连串的问题都启发了同学们的批判性和创新性思考能力，也激发了大家的同理心，不同动物面临不同的生存环境，换位思考，更能切身感悟其面临的生存问题。

在大家各抒己见以后，老师引导同学们通过写作展示自己的思考。

在完成这一部分后，同学们对“同理心”这一概念也有了更深入的理解，大家创作了保护动物的宣传海报，引人深思。

Thinking is sometimes like a seed，it needs repeated training in a critical and creative way to flourish and allow us to analyse and act responsibly when facing problems, no matter how complex.

After an indepth study of the fact file on a variety of animals, the group discovered that pets, wild animals and homeless animals live in different environments and even have different lifespans.

The teacher then asked the question: "If you could choose, what kind of environment would you like to live in? What kind of animal would you like to be? Why?"

These series of questions inspired the students to think critically and creatively, as well as to empathise with the fact that different animals face different living conditions, and that by thinking in others’ shoes, they can better understand the problems the animals face.

After everyone had expressed their views, the teacher guided the students to demonstrate their thinking through writing.

After completing this section, the students also gained a deeper understanding of the concept of 'empathy' and created thought-provoking posters on animal protection.

04

悟 · 小剧场表演

Reflection· Performance

· 同理思考 及时反思

Empathy and reflection

“What happens if the bees die?”

一种动物灭绝会对我们人类产生什么影响?老师让大家做出假设，同学们大胆猜测并搜集资料来验证各自的设想。

世界上有80% 的植物依赖蜜蜂授粉，其中*括许多人类种植的农作物，假如蜜蜂灭绝，这些植物的繁殖无疑会面临巨大困难，而对于人类而言，粮食的产量也会急剧下降，造成全球范围内的粮食危机……

世界上每一个物种的存在都是环环相扣的，缺少其中一环都会引发蝴蝶效应。我们与自然界各种生物有着千丝万缕的“连系”。

“人只有与动物和谐共处才能保持生态的平衡”。大家悟出了这一道理。开始反思人类的行为，究竟有哪些行为会让动物们失去家园?哪些做法直接或间接地导致了动物的灭绝?哪些举动会伤害动物的情感甚至生命?

大家在老师的指导下创作了自己的英语小剧本，自己排练，以小剧场(mini drama)的形式，展示出了很多人类不正确的做法和行为。

小剧场

small theater dramas

我们希望大家的小小行动能给周围的人带来思考，让大家都投入到保护动物、保护地球家园的行动中来。

How would the extinction of one animal affect us as humans? The teacher asked everyone to make a hypothesis and the students took a guess and gathered information to test their ideas.

80% of the world's plants depend on bees for pollination, including many human-grown crops. If bees were to become extinct, reproduction of these plants would undoubtedly face enormous difficulties, and for humans, food production would plummet, causing a global food crisis ......

The existence of every species in the world is interlinked and the absence of one of these links can cause a butterfly effect. We are inextricably 'connected' to the various creatures of the natural world.

"Man can only maintain ecological balance if he lives in harmony with animals." the students came to this realisation. They began to reflect on the behaviour of humans. What are the practices that cause the animals to lose their homes? What practices directly or indirectly lead to the extinction of animals? What actions hurt the animals' emotions and even their lives?

The group created their own English mini plays under the guidance of the teachers and rehearsed them on their own, showing many incorrect human practices and behaviours in the form of a mini drama.

We hope that our small actions will give people around us for thought and get everyone involved in protecting animals and our home planet.

05

行 · 头脑风暴辩论大赛

Action · Brainstorming Debate Competition

积极探究 敢于提问

Active inquiry

当今社会上虐待动物事件频发，例如虐猫、活体注水等残杀动物的做法，这些非人道的行为是否应当得到相应的惩罚?国外早已有《动物保护法》，中国是否也应该制定相关法律法规呢?

针对这一辩题，大家自行选择成为正反方，小组成员共同准备辩论资料，提炼观点、组织文字并猜测对方的反驳观点。

在辩论现场，大家用英文唇枪舌战，各种观点齐飞，让观赛的老师和同学连连叫好，无论是正方还是反方，大家都朝着保护动物的同一目标，赛况激烈但又激动人心。

通过“疑-寻-示-悟-行”的探究循环，大家不仅习得了语言知识，同时也深刻理解了“connection”这个重要概念，锻炼了ATL技能，培养了同理心，将自己置身于一个更广阔的时空，为创造更和平、更美好的世界奋斗。

在这样的学习环境下，大家怎么不会努力为自己拼搏一把呢?

In today's society, there are many cases of animal cruelty, such as cat abuse and other animal cruelty practices. Should these inhumane acts be punished accordingly? There is already an Animal Protection Act overseas, should China also enact relevant laws and regulations?

For this debate topic, everyone chose to be on the pro and con side, and the group worked together to prepare debate materials, refine ideas, organise opinions and find solutions to rebut for the opponent's counter-argument.

At the debate site, everyone fought in English with various views, which made the teachers and students watching the game hail. Whether on the pro side or the con side, everyone focused on the goal of protecting animals, and the debate was intense but exciting.

Through the "Question-Inquiry-Presentation-Reflection-Action" inquiry circle, the participants not only acquired language knowledge, but also gained a deep understanding of the important concept of "connection", practised their ATL skills, developed empathy and placed themselves in a broader space and time to work towards a more peaceful and better world.

In such a learning environment, how could people not try to put up a fight for themselves?