知道我们怎样把社会创新理念融入了小学PYP课程吗？

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“中文探究课上，孩子学习了中国货币的6个发展阶段，研究了货币创新和经济发展之间的相互联系；英文探究课上，他们学习了工业革命，讨论了全球化、工业化和城镇化的优势和劣势，研究了交通模式的历史变迁……我觉得4年级的孩子学习这些挺有意思、也挺有挑战的！”

说到刚刚结束的PYP探究单元学习，北皋校区小学部4年级一位学生的家长说。

社会创新项目在启明星启动将近一年了，当社会创新日、社会创新市场、力求改变项目……这些琳琅、有趣的活动里处处是中学生身影的时候，小学生们也在课程上、活动中，接受着社会创新意识和素养的启蒙。

就像本文开头提到的4年级探究单元《我们如何组织自己》的学习，老师们把社会演进的资料和知识融入PYP探究单元的学习中。

课堂教学是怎样与社会创新项目结合的，孩子们在社会创新能力方面有哪些习得？北皋校区和三里屯校区PYP课程协调员Yvonne Featherer和Yvonne Horst老师专门写下这篇介绍，帮助家长更好地理解小学探究单元学习和社会创新项目的结合：

社会创新项目框架

在本学年的课程中，北皋和三里屯校区的学生们参与到6个PYP跨学科单元的学习活动里。 学生们进行了跨学科的学习，对各个探究单元的主题建立了更加深入的理解。 他们在积累知识和技能的同时，也更多地了解了我们嵌入许多探究单元的社会创新项目。

社会创新能力框架

想象一下，这是你来新学校的第一个月。你开始了解老师和同学们，也慢慢熟悉了学校。但是学校里的其他人呢，你还不认识。  三里屯小学1年级的学生们认为，实地探访学校的工作人员是了解这些成员、以及他们从事什么工作的好办法。学生们不仅在学校里找到担任不同职责的员工，还把他们请到教室里接受访问。孩子们完成这项活动的时候，努力克服着面对陌生人时的不自然；要知道，对这些小孩子来说，上学的第一个月就要访谈陌生人可不容易呢！ 

做出恰当的判断也是我们社会创新项目训练的一个部分。两个校区的2年级学生都进行了具有挑战的、关于规则和法律的对话，这些对话有助于他们与身边的社区建立联结，并进一步培养社交的技巧。学生们讨论了规则和法律的目的是什么，以及如果大家不遵守规则和法律，可能对社区中的其他人产生怎样的影响。 比如，闯红灯可能带来什么后果；又比如偷盗的行为会对店主或偷盗者自己产生怎样的影响。 

学习了力学和运动的科学原理后，3年级的学生设计和实施了不同的游戏。这些游戏都应用了相应探究单元所探讨的原理。孩子们设计并进行测试，以确定这些游戏是否有效，以及哪里可以改进。整个过程帮助这些小学习者们培养创新技能和设计思维，例如解决问题、成长型思维，还有尝试同一设计的多次迭代来确认最有效的方法。

北皋校区4年级学生的最后一次学习展示侧重于对能量转换的应用。为了进一步发展构建模型和测试多个模型的设计思维技能，学生们建造了鲁布·戈德堡机械（Reub Goldberg机器）。制造这些机器的过程可能非常具有挑战性，因为孩子们必须将物体一个接一个地认真排好，以保证装置按照顺序连续完成动作。在这个学习过程中，学生们进行了多次尝试，培养了成长型思维、设计思维和测试的技能。 

在4年级的《我们如何组织自己》单元中，学生们探讨了创新、技术和经济的发展。他们研究了不同的创新怎样对经济产生影响。作为总结性评估的一部分，孩子们明确了现有解决方案的一些优势和挑战，并“升级”了这些创新。他们不仅“升级”这些创新，还被要求解释自己的设计过程，以及这些升级可能会如何改变当地和/或全球社区。 

两个校区举办的PYP展览的关注点是——学生们设计并实施与“幸福”主题相关的个人项目，并反思整个过程。经历过这一过程，学生们在思考如何更好地帮助来自身边社区的人的同时，也培养了自己的“创造力”这项社会创新技能。 

我们相信，启明星所有的小学生们，都将有机会通过PYP跨学科单元的学习，进一步培养社会创新技能，为成为这个不断变化的世界的全球公民而做好更充分的准备！ 

在课堂学习和社会创新日这些活动的启发下，小学生们展示出令人惊讶的社会创新热情和能力。

在《同一个地球》中文绘本比赛中，孩子们亮出的作品不仅惊艳了读者，更因为它们的精彩而“出圈”——孩子们居住的社区、三里屯太古里的农夫时间、春风习习书店、通州的书店都欣然接受了孩子们的作品，帮忙展示。

中央电视台大风车剧组也被这个故事吸引，请孩子们朗读自己的绘本。

地球日和社会创新日上，孩子们积极参加，享受其中。

所有这些都鼓舞着孩子们，让他们不单认识到自己是身边社区、乃至更大世界的一部分，也有能力带来积极的改变；这同时也印着了我们所坚信的：社会创新者们应用自己的知识和技能使得世界变得更加美好。我们相信，即便最年幼的学生也能做到这些。

“In the Chinese PYP UOI learning, students learned the six development stages of China’s currency, and looked into the connection between currency innovation and economic growth. And for the English UOI, they learned the Industrial Revolution, and discussed the advantages and disadvantages of globalization, industrialization, and urbanization, and learned the history of traffic patterns…I think it’s quite interesting and challenging for G4 students.”

A parent of a G4 student in Beigao Elementary School shared this with us about the PYP Inquiry of Unit that students had just joined.

Social Innovation Program has been fully implemented in Daystar for nearly a year. On Social Innovation Day, Social Innovation Marketplace, and Projects for Change, Secondary School students participated in all sorts of interesting events, and Elementary School students also got inspired from activities and courses to develop their social innovation awareness and skills.

For example, in the G4 UOI that we just mentioned—How we organize ourselves, teachers bring the materials and knowledge on social evolution into Daystar’s PYP learning.

But how do we pair classroom teaching with Social Innovation Program? And what social innovation skills have our students developed so far? To help parents better understand the Social Innovation Program and the Elementary School PYP teaching, Yvonne Featherer and Yvonne Horst, PYP Coordinators of Beigao and Sanlitun campuses, wrote the introduction below: 

Social Innovation Program Framework

Over the course of this year, Daystar Learners at both the Beigao and Sanlitun campuses have had the opportunity to participate in learning engagements throughout their six PYP Transdisciplinary Units.  In these units the students connect to learning across subjects and build deeper understandings about a variety of topics.  As students built knowledge and skills, they also learned more about our Social Innovations Curriculum which is embedded into many of our units.   

 Social Innovation Competency framework

Imagine; it’s your first month at a new school. You’re starting to get to know your teachers and classmates and are slowly becoming familiar with your school. But who are all those other people that are part of the school community? You have no idea!  First graders at Sanlitun decided that going on a tour to find the people who work in our school would be a good way to find out who they are and what jobs they do. Not only did they explore the school to find people with different roles, they even invited them to the classroom and interviewed them. As students went out, they demonstrated the willingness to try out new strategies in the face of fear; it isn’t easy to interview the principal in your first month of school!  

Making decisions is an integral part of our Social Innovations Curriculum. Students in Grade 2 at both campuses were faced with challenging conversations about rules and laws which helped them to connect to the community around them and further build their social intelligence skills. The students discussed what the purpose of rules and laws are and how it might impact others in their community if they choose not to follow those rules and laws.  For example, if they cross the street when the light is red, what might happen, or if they steal from someone, how might that effect the store owner, or themselves.  

After learning about the scientific principles of forces and motions, students in Grade 3 at both campuses designed and created different games. The games students designed all used the principles that the students inquired into throughout the unit. They planned and carried out tests to determine if their games worked and, if needed, identified aspects that can be improved. This process helped the learners to build their skills of innovation and design thinking such as trouble shooting, growth mindset, and trying multiple iterations of the same design to determine the most effective.  

The final demonstration of learning in grade 4 at the Beigao campus focused on applying understanding of energy transformation. In an effort to further develop their design thinking skills of building a model and testing multiple models, students built Reub Goldberg machines. The process of building these machines can be quite challenging as students have to line one object right next to the other to make the sequence of events happen. Through this process, students tried multiple times and built their growth mindset along with their design thinking and testing skills.   

During the How We Organize Ourselves unit in Grade 4 on the Sanitun unit, the grade 4 students inquired into innovations, technology, and economic development. They researched how different innovations have had an impact on the economy. As part of their summative assessment, students identified some of the strengths and challenges of existing solutions and ‘upgraded’ these innovations. Students not only ‘upgraded’ these innovations, they were also asked to explain their design process and explain how their upgrade might change the local and / or global community.  

The PYP Exhibition on both campuses is focused on students developing a personal action project connected to wellbeing, implementing the project, and reflecting on the process. Through this process, students develop their Social Innovation skills of ingenuity as they consider how they can better help people in the community around them.   

Over the course of the year, and their education at Daystar Academy, all learners will have the opportunity to further develop their social innovation skills through each of the PYP Transdisciplinary units so that they can be better prepared to be Global Citizens in our ever-changing world.   

Inspired by both classroom teaching and Social Innovation Day, Elementary School students’ innovation passion have been ignited and their innovation ability has been developed. 

For example, in the “One Earth” Chinese Picture Book Contest, their extraordinary works stunned all the readers, and even amazed by the world around them—the communities they live in, Page One and Chun Feng Xi Xi bookstores in Taikoo Li of Sanlitun, and bookstores in Tongzhou District. All these bookstores were so happy to exhibit our students’ picture books. 

A CCTV program team is also attracted by the students' action and invited our students to record the story!

Also, on the World Earth Day and Social Innovation Day, students took part in all kinds of events actively, and enjoyed themselves.

All these projects keep encouraging students and tell them that they are an integral part of their communities and the world around them, and they are able to make a difference. They live out what we believe in at Daystar: those with social innovation ability and social innovation skills should make this world a better place via their knowledge and skills. We also believe that even the youngest students can grow up into phenomenal social innovators.

END

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启明星学校是一所使命驱动的学校，致力于支持每位学生培养改变和激励的勇气。启明星北京的三个校区共同构建了一个由 1.5-18岁学生组成的多元成长型社区。 

Daystar Academy is a mission driven school committed to helping every student develop the courage to change and inspire.  We have a diverse student body of children aged 1.5-18 at three campuses in Beijing.  

泉发校区 为6岁以下儿童提供早期教育服务

三里屯校区 面向1-5 年级学生

北皋校区 涵盖 K-12 各年级

Our Daystar Early Center, serving our youngest students

Sanlitun campus accommodating 

children grade 1-5 and our Beigao campus 

serving children grade K-12

启明星学校是艾毅教育集团的重要成员。请扫描二维码或拨打招生电话，了解学校详细信息：

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