繼“分析資料”之后，小學(xué)PYP 課堂順利地進(jìn)入了第三階段的學(xué)習(xí)——深入探究。在本階段的學(xué)習(xí)中，學(xué)生以“抽象——具體——抽象——具體”的閉環(huán)式學(xué)習(xí)順序，首先學(xué)習(xí)了能量的主要形式和分類(lèi)，并生活實(shí)際分享交流主要能量轉(zhuǎn)換的實(shí)例，繼而了解“能量守恒定律”概念，較后以小組協(xié)作方式合作探究分析案例并完成實(shí)驗(yàn)。

Following the "analysis of data", the primary school PYP classes successfully entered the third stage of learning-in-depth exploration. In this stage of learning, students follow the closed-loop learning sequence of "abstract-concrete-abstract-concrete", first learn the main forms and classifications of energy, and share and exchange examples of major energy conversions in connection with life practices, and then Understand the concept of "Energy Conservation Law", and finally cooperate in group cooperation to explore and analyze cases and complete experiments.

課堂以小組討論和實(shí)驗(yàn)為主軸，著重培養(yǎng)學(xué)生“信息素養(yǎng)”探究技能：學(xué)生在課堂制定和規(guī)劃實(shí)驗(yàn)分工和流程，進(jìn)行實(shí)驗(yàn)數(shù)據(jù)收集記錄與交流，并對(duì)實(shí)驗(yàn)過(guò)程和結(jié)果進(jìn)行綜合和解讀，老師對(duì)學(xué)生探究過(guò)程做出形成性評(píng)價(jià)，營(yíng)造了“做中學(xué)、樂(lè)中學(xué)”的課堂氛圍，引導(dǎo)學(xué)生習(xí)得研究方法，提高研究技能。

Classroom focuses on group discussion and experimentation, focusing on cultivating students’"information literacy" inquiry skills: students formulate and plan experimental divisions and procedures in the classroom, collect experimental data, record and exchange experimental data, and synthesize and interpret experimental processes and results. Teacher A formative evaluation of the students’ inquiry process is made, creating a classroom atmosphere of “l(fā)earning by doing and learning by fun”, guiding students to acquire research methods and improve research skills.

世界如何運(yùn)作?

本輪，四年級(jí)探究的超學(xué)科主題是：“世界如何運(yùn)作”。學(xué)生主要以“能量的形式與來(lái)源”、“能量的儲(chǔ)存與轉(zhuǎn)化”、以及“如何合理利用能量”為探究線索學(xué)習(xí)“能量”。

In this round, the transdisciplinary theme explored in the fourth grade is: "How the world works". Students mainly study "energy" with "forms and sources of energy", "energy storage and transformation", and "how to use energy rationally" as inquiring clues.

概念驅(qū)動(dòng)，評(píng)價(jià)交流——能量的形式與來(lái)源

在深入探究的過(guò)程中，學(xué)生了解能量的形式與來(lái)源，了解了械能、內(nèi)能、電能、電磁能、核能、化學(xué)能、能量守恒定律等科學(xué)知識(shí)，通過(guò)概念驅(qū)動(dòng)學(xué)生逐步深入探究，學(xué)生交流觀察到的生活中各種能量的事例，理解分析主要的能量類(lèi)型，為進(jìn)一步研究能量轉(zhuǎn)換提供基礎(chǔ)。

Concept-driven, evaluation and communication-the form and source of energy In the process of in-depth exploration, students understand the form and source of mechanical energy, understand the scientific knowledge of mechanical energy, internal energy, electrical energy, electromagnetic energy, nuclear energy, chemical energy, energy conservation law, etc., and drive students to gradually in-depth exploration through concepts , Students exchange observed examples of various energy in life, understand and analyze the main energy types, and provide a basis for further research on energy conversion.

收集記錄，綜合解讀——能量的儲(chǔ)存與轉(zhuǎn)換

讓學(xué)生在“做中學(xué)”，在“樂(lè)中學(xué)”，課堂以?xún)纱筇骄炕顒?dòng)為支架，深入研究能量的儲(chǔ)存與轉(zhuǎn)換。

Collect records, comprehensive interpretation-energy storage and conversion Let students learn by doing. In our school, the classroom uses two large inquiry activities as a framework to study the storage and conversion of energy in depth.

學(xué)生以異質(zhì)小組形式，討論與真實(shí)生活緊密的趣味故事，從趣味故事中發(fā)現(xiàn)能量轉(zhuǎn)換。首先，學(xué)生收集并記錄發(fā)現(xiàn)故事中隱藏的能量轉(zhuǎn)換信息;然后，小組自主制定和規(guī)劃各成員分工，進(jìn)行數(shù)據(jù)分析與綜合整理，交流合作完成氣泡圖、Y形圖等不同類(lèi)型的思維導(dǎo)圖;較后，通過(guò)小組匯報(bào)成果的形式，有層次有條理的解讀了化學(xué)能轉(zhuǎn)化機(jī)械能、化學(xué)能轉(zhuǎn)化內(nèi)能、電能能轉(zhuǎn)化光能等能量轉(zhuǎn)換。

In the form of heterogeneous groups, students discuss interesting stories closely related to real life, and discover energy conversion from interesting stories. First, students collect and record the energy conversion information hidden in the story; then, the group independently formulates and plans the division of labor among members, conducts data analysis and comprehensive arrangement, communicates and cooperates to complete different types of mind maps such as bubble charts and Y-shaped charts; Finally, through the form of the group’s report results, a systematic interpretation of the energy conversion of chemical energy into mechanical energy, chemical energy into internal energy, electrical energy into light energy, etc.

課堂從理論到實(shí)踐，知行合一，以“點(diǎn)亮小燈泡”實(shí)驗(yàn)引導(dǎo)學(xué)生繼續(xù)深入研究電能轉(zhuǎn)化光能的能量轉(zhuǎn)換，思考和討論如何讓電路連接讓燈泡亮起來(lái)。學(xué)生小組協(xié)作，經(jīng)過(guò)“分析——評(píng)價(jià)——形成決定”自主完成能量轉(zhuǎn)換實(shí)踐：實(shí)驗(yàn)前，學(xué)生觀察與分析實(shí)驗(yàn)器材，規(guī)劃實(shí)驗(yàn)步驟;在實(shí)驗(yàn)操作中，學(xué)生進(jìn)行數(shù)據(jù)收集與同步記錄，在組內(nèi)討論與教師指導(dǎo)下生成形成性評(píng)價(jià);在實(shí)驗(yàn)結(jié)論階段，學(xué)生根據(jù)不斷調(diào)整實(shí)驗(yàn)策略，形成實(shí)驗(yàn)決定，完成實(shí)驗(yàn)報(bào)告并繪制電路圖。

From theory to practice, the class combines knowledge and action, and uses the "light up a small bulb" experiment to guide students to continue to study the energy conversion of electrical energy into light energy, thinking and discussing how to connect circuits to make the light bulb light up. Students work in a group to complete the energy conversion practice independently through "analysis-evaluation-formation decision": before the experiment, the students observe and analyze the experimental equipment and plan the experimental steps; in the experimental operation, the students conduct data collection and synchronous recording, in the group Formal evaluations are generated under the guidance of internal discussions and teachers; in the experimental conclusion stage, students continuously adjust experimental strategies to form experimental decisions, complete experimental reports and draw circuit diagrams.

在趣味性和操作性極強(qiáng)的活動(dòng)中，孩子們始終興趣盎然地積極探究，從交流討論到實(shí)驗(yàn)合作，從失敗到成功，孩子們品嘗到了探究學(xué)習(xí)的樂(lè)趣，在動(dòng)手操作中，掌握了探究方法與技能。

In the fun and operation activities, children are always active in exploring with interest. From communication and discussion to experiment cooperation, from failure to success, children taste the fun of inquiry learning, and master the inquiry in the hands-on operation. Methods and skills.

生活，批判思考——如何合理利用能量

老師通過(guò)“點(diǎn)亮小燈泡”實(shí)驗(yàn)，質(zhì)疑開(kāi)關(guān)裝置是否需要，引發(fā)學(xué)生批判性思考，如何合理利用能量。學(xué)生在討論中明白節(jié)約能源的意義與重要性，在生活中主動(dòng)肩負(fù)起節(jié)能環(huán)保的責(zé)任。

The teacher questioned the need for a switch device through the "light up a small light bulb" experiment, triggering students to think critically about how to use energy rationally. During the discussion, students understand the significance and importance of energy conservation, and take the initiative to take the responsibility of energy conservation and environmental protection in life.