新华公学超学科主题探究——“我们是谁？”

随着第一个探究单元结束，老师们的反思复盘也正式开始。四年级的第一个探究主题涉及到不少高中生物知识，对于同学们来说难度不小，但大家的表现以及老师们的精巧设计都可圈可点，这与四年级的大部分学生都对UOI大单元探究有至少一年的经验基础是分不开的。

第一个单元的超学科主题为：我们是谁?

With the end of the first inquiry unit, the teachers' reflection and review officially began. Although the first inquiry topic in G4 is quite difficult (involving a lot of high school biology knowledge), the performance of the students and the design of the teachers are remarkable, which is inseparable from the fact that most students in G4 have at least one year of experience with UOI large unit inquiry.

The trans-disciplinary theme of the first unit is: Who we are?

我们是谁?

Who we are?

在这个超学科主题之下，我们的中心思想是：人体各个系统之间的相互作用有助于健康。在这个单元，学习者要努力精进的目标是：积极探究, 全⾯发展, 知识渊博。

Under this transdisciplinary theme, the central idea of G4 Unit 1 is that effective interactions between human body systems contribute to health.There are three learner profiles: Inquirers, Balanced, Knowledgeable.

本单元的探究由中文教师、英文教师、科学教师以及体育教师合作引领。学生通过“展板+演讲”的形式，分小组分系统进行汇报及视频录制，形成班级科学栏目系列视频。

We decided that Chinese teachers, English teachers, science teachers and physical education teachers would lead the inquiry of this unit. Students report and video recording in groups and systems through the form of "exhibition board + speech" to form a series of videos of the class science column.

STEP1 探究环节Tuning in

教师通过问题导入，引入本单元的学习主题，随后开始复习身体器官的知识，并回顾身体器官的中英文表达。接下来进行问题导入——关于人体器官的知识，你知道哪些，请写下你已经知道的知识;你还想了解哪些人体器官的知识?

Through the introduction of questions, the teacher introduces the learning themes. After the introduction, start reviewing the knowledge of body organs and review the expressions of body organs in English and Chinese. Next, the question is imported - what do you know about human organs, please write down what you already know; What other human organs would you like to know?

STEP2 搜集资料Finding out

教师带领学生进入图书馆搜集相关图书，进入图书馆电子阅览室搜集相关资料，观看系列视频资源，在此过程中，各科教师及时讲解难点，学生及时记录笔记。在这一环节，语言教师还会将较难的词汇进行编辑打印，下达背诵任务。

Teachers lead students to enter the library to collect relevant books, enter the library electronic reading room to collect relevant materials, and watch a series of video resources. During this process, each subject teacher explain difficulties in time while students take notes.In this session, the language teacher will also edit and print the more difficult words through the quizlet platform, and assign memorization tasks.

STEP3 分析资料Sourting out

学生需要完成在线以及纸质任务单，并在合作中针对身体系统进行简图绘制与说明。

Students are required to complete online and paper worksheets and sketch and explain body systems in a collaborative manner.

STEP4 深入探究Going further

学生利用周末时间完成家庭互动问答赛，并独立探究一种身体系统的运作。

Students spend weekends completing family quizzes and independently exploring the workings of a bodily system.

STEP5 得出结论Making conclusion

学生通过完成相关英文文章阅读理解与测试，回顾此前学到的知识，弥补以往的不足，并对自己学习的各个方面进行反思。

By completing the reading comprehension and testing of relevant English articles, students review what they have learned before, make up for past deficiencies, and reflect on all aspects of their own learning.

学生分小组准备好后，教师为他们录制汇报视频，最后，提醒学生完成表单，并鼓励他们针对自己感兴趣的部分进行更深一步的探究。

When students are ready in small groups, the teacher records a debriefing video for them and, finally, reminds students to complete the Bingo form and encourages them to delve deeper into the parts that interest them.

第一小组 GROUP 1