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第一节--学习者培养目标

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第一节--学习者培养目标

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第十节--设计学习空间

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PYP playlist - Designing learning spaces ONLY Mandarin

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学习空间是学习发生所处的情境。许多因素会影响学习空间的设计、资源配置和教学法。

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第十节--学习空间考虑因素

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第十节--学习空间考虑因素

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第十节--学习环境

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第九节--反思阅读材料《学生语言守则》

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第九节--反思阅读材料《学生语言守则》

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第九节--多语自我审查表格

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第九节--多语自我审查表格

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第八节--《学习与教学》文件简

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第八节--《学习与教学》

文件简介：

1、超学科学习

2、学习方法

3、探究

4、概念性理解

5、超学科探究计划

6、评估

7、语言

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第八节--视频《小学项目中的思考技能》

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第八节--视频《小学项目中的思考技能》

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第五节--互动活动空白档案

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第五节--互动活动空白档案

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第五节--微课程《强有力的中心思想》

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第五节--微课程《强有力的中心思想》

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将鼠标或手指移到每个菜单区块上可查看概览。选择“查看”可了解更多信息。

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第五节--微课程《基于概念的学习》

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第五节--微课程《基于概念的学习》

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第五节--小学项目单元教案计划表模板

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第五节--小学项目单元教案计划表模板

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第七节--《排除学习障碍》

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第七节--《排除学习障碍》

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PYP playlist - Removing barriers to learning ONLY Mandarin

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教师通过创建一个给予肯定、有回应的学习环境，它考虑到学生的身份认同，且从优势角度欢迎学习者的多样性，借此为所有学生扩展他们的学习。事实上，“排除种学习障碍”是所有国际文凭项目的教学所依据的6种教学方法之一。这6种教学方法（以及5种学习方法）指导国际文凭世界学校中的教育工作者和学生，并使他们目标明确。

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第六节-微课程《培养超能力——在善于评估的文

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第六节-微课程《培养超能力——在善于评估的文化中的学习者——第2部分——探索：善于评估的学习者》

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将鼠标或手指移到每个菜单区块上可查看概览。选择“查看”以进入…

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第六节-学校B：探究发展的学习范围与顺序计划

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第六节-学校B：探究发展的学习范围与顺序计划

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《项目的标准与实施细则》

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第五节--《项目的标准与实施细则》<

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第五节--《项目的标准与实施细则》

文件简介：

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第五节-概念性理解

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第五节-探究

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第五节- 探究单元计划表模板示例

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第五节- 探究单元计划表模板示例

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通过能动性实现超学科学习

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第四节

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第四节

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第四节-微课程：在超学科世界中学习

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第四节-微课程：在超学科世界中学习

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第四节-小学项目课程框架

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第四节-小学项目课程框架

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The Primary Years Programme (PYP) offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries.

The framework serves as the curriculum organizer and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant for PYP students.

Through the programme of inquiry and by reflecting on their learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile. Informed by constructivist and social-constructivist learning theories, the emphasis on collaborative inquiry and integrative learning honours the curiosity, voice, and contribution of the students,

The pillars of the PYP curriculum framework

The transdisciplinary model extends across all three pillars of the PYP curriculum framework- the learner, learning and teaching, and the learning community.

The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)

Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)

The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

VIDEO: Glenn Davis, PYP Principal and Coordinator describes the process moving away from a textbook-based curriculum to an open-ended learning experience

Agency, self-efficacy and action

Agency and self-efficacy are fundamental to learning in the PYP. Throughout the programme, the learner is an agent for their own and others' learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, build a sense of community and awareness for the opinions, values and needs of others.

Action, the core of student agency, is integral to the PYP learning process and to the programme's overarching outcome of international mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally-minded and to appreciate the benefits of working with others for a shared purpose.

VIDEO: PYP learners take ownership of their learning

Implementing the PYP in schools

The whole school benefits from using the PYP curriculum framework to organize their curriculum and community. In addition, the Programme Standards and Practice (PSP) framework supports schools with implementing and developing the PYP.

The PSP helps develop the environment, culture, policies and processes that support effective practice and exemplify the IB mission.
Read more about the PSP (PDF, 2.2 MB)

What is an IB education?

This document explains the ideals that underpin all IB programmes, communicating what lies at the heart of an IB education.

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The Primary Years Programme curriculum framework has three pillars: the learner, learning and teaching, and the learning community.

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第四节-CP

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第四节-DP

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第四节-MYP

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第四节-PYP

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第四节-PYP+MYP+DP/CP

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The International Baccalaureate® (IB) offers four high quality international education programmes to more than one million students in more than 146 countries.

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行动中的合作制定教学计划

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第三节视频-超学科合作制定教学计划实例

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第三节视频-超学科合作制定教学计划实例

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第二节-微课程：小学项目学习社区中的学生能动

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第二节-微课程：小学项目学习社区中的学生能动性

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小学项目学习社区中的学生能动性

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第二节-微课程：增强学习成果展示体验

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第二节-微课程：增强学习成果展示体验

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小学项目播放列表

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第一节 《什么是国际文凭教育？》

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第一节 《什么是国际文凭教育？》

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第三节-调查活动

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第一节 反思活动

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第一节-《学习者》文件简介：<

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第一节-《学习者》

文件简介：

1、学习者能动性

2、学习者培养目标

3、行动与国际情怀

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第一节-视频《什么是国际文凭教育？》&nbs

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第一节-视频《什么是国际文凭教育？》

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第三节-《学习社区》文件简介：

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第三节-《学习社区》

文件简介：

1、学习社区

2、国际情怀

3、协作

4、学习环境