更好的老师，更棒的课堂 | 赋能IBPYP教师成长，助力学生成为终身学习者！

首先，IBPYP协调员宫明媚老师深入解读了探究学习进展表的“目的”，强调其在学生学习旅程中的关键作用。

该进展表如同一张详细的地图，清晰展示了不同阶段学生探究技能的发展情况。通过首批四组探究技能进展表，教师能够直观了解学生的探究技能进阶。

对于学生而言，这份进展表也成了他们自我评估的指南，帮助他们明确探究技能的发展状况和努力方向，实现探究技能发展的可视化和具体化。

Ms. Gong first delved into the "purpose" of the inquiry learning progressions, underscoring the significant role in students' learning journey. Compares to a detailed map, it clearly shows the development of students' inquiry skills at different stages. By introducing the first four sets of inquiry skill progressions, teachers can gain an intuitive understanding of their students' skill progression. For the students, these inquiry learning progressions also serve as a self - assessment guide, helping them clarify their skill development status and direction, and making the development of inquiry skills visible and specific.

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如何将复杂的探究学习进展表转化为小学生能够理解并使用的自我评价工具，是本次培训的重点之一。

教师们以小组为单位，遵循“提取关键技能—简化儿童语言—设计分级标准”的步骤，精心设计出适合小学生认知水平的探究自我评价表。

One of the key focuses of this training was transforming the complex inquiry learning progressions into a self - assessment tool comprehensible and usable by primary school students. In groups, teachers followed a three - step process: "extracting key skills, simplifying language for children, and designing graded criteria". They carefully designed inquiry self - assessment forms tailored to the cognitive level of primary school students.

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以 “决策” 技能为例，胡丽辉老师所在的小组以 “萌芽星★、成长星★★、闪耀星★★★” 为评级等级，以“选择小雷达”“思考小达人”“影响小预言家”“选择小考官”“商量小能手”“创意大玩家”“未来小军师”七个形象搭建评价框架。

各维度均遵循由浅入深的进阶逻辑，真正引导学生反思并调整自己的探究技能发展。

Taking the "decision-making" skill as an example, Ms Hu's group built an assessment framework around seven images: "Selection Radar", "Thinking Expert", "Influence Prophet", "Selection Examiner", "Negotiation Master", "Creative Big Player", "Future Advisor". The ratings were "Bud Star★", "Growth Star★★", and "Shining Star★★★". Each dimension progresses from simple to complex, guiding students to reflect on and adjust their inquiry skill development.

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探究学习进展表并非孤立存在，而是与学校课程体系紧密相连，深入支持探究技能的发展。培训的后半段，教师们结合IB提供的学习机会样本，热烈讨论如何在学科内或跨学科中培养学生的探究技能。

他们分享了丰富的案例和创意，探讨如何将探究技能融入日常教学，从而全方位提升学生的探究能力。

Inquiry learning progressions are not isolated; they are closely connected to the school's curriculum system and provide in - depth support for the development of inquiry skills. During the second half of the training, teachers, referring to the learning opportunities samples provided by IB, had an enthusiastic discussion on how to cultivate students' inquiry skills within a subject or across disciplines. They shared a variety of cases and creative ideas, exploring how to incorporate inquiry skills into daily teaching to enhance students' inquiry abilities comprehensively.

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在培训的尾声，教师们围绕“什么有帮助？什么令人感到困惑或惊讶？什么最吸引我？我学到了什么？”展开了深刻的反思。探究学习进展表对探究技能的细致分层描述，让教师们对探究教学本质有了更深理解，也激发了他们进一步探索的兴趣。

分组合作设计自评表的过程，教会了教师们从学生视角出发，将复杂技能表述简化，为学生打造直观评估工具。未来，老师们将继续以这些工具为抓手，让探究技能的可视化和可评估成为现实，助力每一个孩子在探究中思考、成长，成为终身学习的实践者。

At the end of the training, teachers engaged in a profound reflection around several questions: "What was helpful? What was confusing or surprising? What was the most appealing? What did I learn?" The detailed and layered description of inquiry skills in the inquiry learning progressions deepened teachers' understanding of the essence of inquiry-based teaching and sparked their interest in further exploration. The process of designing self-assessment forms in groups taught teachers to simplify complex skill descriptions from the students' perspective and create intuitive assessment tools for them. Looking to the future, teachers will continue to use these tools to make inquiry skills visible and assessable, helping every child think and grow through inquiry and become a lifelong learner.

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