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為什么孩子不愛(ài)學(xué)習(xí)？

其實(shí)，究其根源是學(xué)習(xí)的方式出了問(wèn)題！

著名教育家蘇霍姆林斯基說(shuō)過(guò)“在每一個(gè)人的心靈深處都有一種根深蒂固的需要，那就是希望自己是一個(gè)探究者、發(fā)現(xiàn)者。”對(duì)于兒童來(lái)說(shuō)，這種需要特別強(qiáng)烈。孩子天生就有旺盛的好奇心，這是他們主動(dòng)學(xué)習(xí)的源泉。而探究式學(xué)習(xí)，這種鼓勵(lì)孩子從自己的好奇心，求知欲出發(fā)進(jìn)行探索學(xué)習(xí)的方式，在倡導(dǎo)素質(zhì)教育的今天備受推崇。

What is inquiry-based learning?

探究式學(xué)習(xí)就是，孩子根據(jù)自己已有的知識(shí)和經(jīng)驗(yàn)進(jìn)行探究，并在此過(guò)程中建構(gòu)出新的知識(shí)的學(xué)習(xí)方式。

Inquiry-based learning is a learning method in which children explore on the basis of existing knowledge and experience while accumulate new knowledge in the process.

與傳統(tǒng)授課方式不同，探究式學(xué)習(xí)以學(xué)生為主導(dǎo)，教師扮演組織者、引導(dǎo)者和合作者的角色，在學(xué)生探索的時(shí)候提供“腳手架”的支持。

Unlike traditional teaching method, inquiry-based learning is student-centered, with teachers acting as organizers, facilitators and collaborators, providing  support as  students explore.

簡(jiǎn)而言之，探究式學(xué)習(xí)把“要我學(xué)”轉(zhuǎn)變成為了“我要學(xué)”，真正激發(fā)了孩子內(nèi)在的學(xué)習(xí)動(dòng)力。

In short, inquiry-based learning leads to students' idealistic change from“I have to learn' to 'I want to learn', which really stimulates their inner learning motivation.

Inquiry-based learning in IB

探究式教學(xué)是IB倡導(dǎo)的主要教學(xué)方法。“支撐所有國(guó)際文憑項(xiàng)目的各項(xiàng)教學(xué)原則之一就是教學(xué)要基于探究。”（《大學(xué)預(yù)科項(xiàng)目中的教學(xué)與學(xué)習(xí)方法》）。它使學(xué)生能夠積極參與自己的學(xué)習(xí)，并為自己的學(xué)習(xí)負(fù)責(zé)。探究允許每個(gè)學(xué)生以獨(dú)特的方式和適合自己的速度來(lái)發(fā)展對(duì)世界的理解。

Inquiry-based teaching is the main teaching method advocated by IB. 'One of the principles of teaching that underlies all IB Curriculum is that teaching should be based on inquiry.' It enables students to actively participate in their own learning and take responsibility for their own learning. Inquiry allows each student to develop an understanding of the world in a unique way and at a pace that suits them.

事實(shí)上，“積極探究”是IB培養(yǎng)者目標(biāo)中最需要發(fā)展的品質(zhì)，它可以讓學(xué)生為學(xué)習(xí)生涯作好準(zhǔn)備，成為敢于提問(wèn)的人，從而為他們一生漫長(zhǎng)的求知之旅做好準(zhǔn)備。學(xué)會(huì)質(zhì)疑激勵(lì)學(xué)生在學(xué)習(xí)過(guò)程中擁有自主權(quán)，使他們成為積極主動(dòng)的學(xué)習(xí)者，而不是單純地被動(dòng)接受知識(shí)。

In fact, “inquirers” top the list of qualities to develop in the IB learner profile, preparing students for school and for a lifelong journey toward knowledge by becoming the kind of individuals who aren't afraid to ask. Questioning inspires students to take ownership in their learning journeys, and empowers them to be proactive, rather than reactive learners.

探究式學(xué)習(xí)循環(huán)被認(rèn)為大學(xué)預(yù)科項(xiàng)目乃至整個(gè)IB項(xiàng)目課堂教學(xué)實(shí)踐設(shè)計(jì)和實(shí)施的基礎(chǔ)。

The inquiry learning cycle is recommended as the basis for both the design and the implementation of classroom teaching practice in IBDP and in IB programmes more generally.

Inquiry-based learning & traditional teaching

在傳統(tǒng)教學(xué)理念里，老師是整個(gè)課堂的核心和權(quán)威，而學(xué)生在其中更多時(shí)候只扮演著被動(dòng)聆聽(tīng)的角色。老師把知識(shí)“灌輸”給學(xué)生，而學(xué)生依據(jù)老師的要求來(lái)完成對(duì)于核心知識(shí)的掌握和運(yùn)用。可以說(shuō)，傳統(tǒng)式教學(xué)理念是我們大家談到“學(xué)習(xí)”二字所最能接受最能去認(rèn)同的教育模式。

In the concept of traditional teaching,  teacher is the center of the class and represents authority, while the students only play the role of audience. The teacher inculcates knowledge according to textbooks, while the students just memorize them mechanically. It can be said that the traditional teaching method is the first education model comes to our mind we when we talk about 'learning'.

而反觀探究式學(xué)習(xí)，尤其是IB理念下的這種模式，則和傳統(tǒng)式有著很大的區(qū)別，甚至在很多人眼中這種大膽的教學(xué)理念充滿著“冒險(xiǎn)”性。在探究式教學(xué)中，須以學(xué)生為主，老師為輔。學(xué)生才是課堂的中心，教師是課堂的促進(jìn)者和組織者。

On the contrary, inquiry-based learning, especially in IB Curriculum, is very different from traditional teaching. Even many people think this teaching concept is full of 'adventure'. In inquiry-based teaching, students should be given priority to and teachers should be seconded. Students are the center of the class, while teachers are  promoters and organizers.

在IB課堂，每學(xué)習(xí)一個(gè)新的知識(shí)，都要求學(xué)生先要從基于事實(shí)的、概念性的以及爭(zhēng)議性這三個(gè)層面提出三個(gè)探究式問(wèn)題，然后再帶著這三個(gè)問(wèn)題自己去找相關(guān)資料，自己去做研究，最終找到上述三個(gè)問(wèn)題的答案并完全掌握相關(guān)知識(shí)點(diǎn)。

In IB curriculum, all students are required to propose three inquiry questions when they learn new knowledge from factual, conceptual, and controversial perspectives. Then they need to search relevant information and do research, find answers to these three questions while fully grasp relevant knowledge.

雖然學(xué)生是探究式教學(xué)的課堂中心，但教師依然發(fā)揮著非常重要的作用。那么在探究式課堂的各個(gè)環(huán)節(jié)中教師是怎樣組織和促進(jìn)學(xué)習(xí)的呢？

Although students is the center of the class in inquiry-based teaching,  teacher also plays an extremely important role. So how do teachers organize and promote learning in various stages of inquiry-based learning?

The role of teacher in inquiry-based learning 

首先在探究環(huán)節(jié)，對(duì)于上面三個(gè)探究式問(wèn)題的撰寫(xiě)，教師就需要對(duì)學(xué)生加以指導(dǎo)，不斷的激發(fā)學(xué)生天生的好奇，培養(yǎng)本能的求知欲，鼓勵(lì)學(xué)生熱情。一般低年級(jí)階段都是老師直接給出這些問(wèn)題，然后過(guò)渡到老師和學(xué)生一起撰寫(xiě)，最終才會(huì)要求學(xué)生去完全獨(dú)立完成撰寫(xiě)，這是一個(gè)循序漸進(jìn)的過(guò)程。

In the inquiry section, teachers need to guide students to write   three inquiry questions and cultivate their instinctive thirst for knowledge. Under normal circumstances, teachers in the lower grades will present questions directly, then come to a stage at which teachers and students cooperate to write them. Later, students are required to complete the writing independently. This is a gradual process.

在行動(dòng)環(huán)節(jié)，老師在探究式課堂上會(huì)盡力弱化自己的權(quán)威以及對(duì)于學(xué)生的影響，更多時(shí)候會(huì)通過(guò)引入包括小組討論的一些互動(dòng)模式來(lái)讓學(xué)生切身體會(huì)到他們自己是實(shí)實(shí)在在參與到了整個(gè)的學(xué)習(xí)過(guò)程之中的，而非期待著老師去唱“獨(dú)角戲”。

In action link, teacher in inquiry-based learning class will try to weaken their own authority, more time will be spent to introduce interactive models to make students feel that they are involved in the whole learning process, rather than just be the audience.

在過(guò)程中，遇到有困難的學(xué)生，老師是一個(gè)幫助者，不斷地進(jìn)行scaffolding，協(xié)助學(xué)生解決過(guò)程中遇到的問(wèn)題。

Teacher will help students who meet troubles and assist students in solving them timely in the whole inquiry-based learning process.

最后結(jié)束時(shí)的反思環(huán)節(jié)老師需引導(dǎo)學(xué)生進(jìn)行自我學(xué)習(xí)的評(píng)價(jià)，運(yùn)用自評(píng)、互評(píng)、師評(píng)相結(jié)合。對(duì)容易掌握的知識(shí)老師要加深，難點(diǎn)再修正。

In the reflection link, teachers should guide students to conduct self-evaluation on their learning, combining self-evaluation, mutual evaluation and teacher evaluation. Besides, teachers should help students seek deeper understanding and tackle difficult problems.

對(duì)于階段性學(xué)習(xí)的評(píng)估方式上，教師檢測(cè)學(xué)生學(xué)習(xí)成果的方式也不僅僅局限于考試卷，其他方式還包括做個(gè)人報(bào)告，寫(xiě)論文等等，甚至還會(huì)引入更有創(chuàng)意性的任務(wù)比如制作海報(bào)和小冊(cè)子等方式。

As for assessment of students' learning outcomes, the method adopted by teachers is not only limited to the examination papers,  it also includes making personal presentations, writing essay papers, and even more creative tasks such as posters or pamphlets making. 

在完成這些任務(wù)之后，教師還會(huì)要求學(xué)生針對(duì)整個(gè)學(xué)習(xí)過(guò)程寫(xiě)出一個(gè)反饋，來(lái)全面反思自己的整個(gè)學(xué)習(xí)過(guò)程。做這些的最終目的都是盡量讓學(xué)生多參與到整個(gè)學(xué)習(xí)過(guò)程中，培養(yǎng)自主學(xué)習(xí)能力并意識(shí)到做一個(gè)終身學(xué)習(xí)者的重要性。

After completing these tasks, students will be asked to write a feedback to reflect on their whole learning process. The ultimate purpose of this is to make students participate in the whole learning process positively, cultivating their independent learning ability and realizing the importance of being a lifelong learner.

探究式學(xué)習(xí)強(qiáng)調(diào)真實(shí)的學(xué)習(xí)環(huán)境和有實(shí)際意義的探究行動(dòng)。因?yàn)橹挥羞@樣，學(xué)生掌握的知識(shí)和技能才能更加牢固，才能讓他們“知其然，更知其所以然“。無(wú)論是老師還是學(xué)生，都無(wú)比享受這個(gè)汲取知識(shí)的過(guò)程。每一次探究的過(guò)程都是重新發(fā)現(xiàn)自己潛能的過(guò)程，這不僅讓學(xué)生更加勤于思考，也使得教師成長(zhǎng)。

Inquiry-based learning emphasizes real learning environments and meaningful inquiry actions. Only in this way, students can have a firm grasp of the knowledge and master the skills for learning. Both teachers and students can enjoy the process of absorbing knowledge in inquiry-based learning. Inquiry is an opportunity to discover one's own potential, which not only makes students more diligent in thinking, but also enables teachers to step forward.

IB Collaboration Meeting: Discussion on Inquiry-based Learning

在12月27號(hào)的IB協(xié)作會(huì)議上，會(huì)議主持者LynnWong介紹了IB的探究式學(xué)習(xí)理念，對(duì)比了傳統(tǒng)教學(xué)和探究式教學(xué)的差異。參會(huì)成員們進(jìn)行小組合作，嘗試創(chuàng)建一個(gè)IBDP課程單元計(jì)劃并填寫(xiě)單元計(jì)劃中的探究問(wèn)題部分。

In Collaboration Meeting on December 27th, Lynn Wong introduced inquiry-based learning in IB and compared traditional teaching with  inquiry-based teaching. Groups in attendance were invited to attempt to create an IB DP unit planner, specifically, to fill in the inquiry questions section of the unit planner. 

在合作討論后，參會(huì)者們掌握了設(shè)置探究性問(wèn)題的良好策略，即檢查這些問(wèn)題是否能激發(fā)學(xué)生的討論或辯論，以及這些問(wèn)題是否需要進(jìn)一步探究、提問(wèn)或解決。

After collaboration and discussion, groups in attendance master a good strategy for developing inquiry questions, that is, to check if the questions inspire student discussion or debate, and whether they are questions that require further probing, questioning or solving.

Albert Einstein himself claimed:

 'I have no special talents, I am just passionately curious.'

沒(méi)有一項(xiàng)偉大的發(fā)現(xiàn)不是出于好奇心，愛(ài)因斯坦說(shuō)：“我沒(méi)有特別的天賦，我只有強(qiáng)烈的好奇心。”正是有了好奇心，我們才開(kāi)始不斷的探究。也正是由于探究，我們才會(huì)意識(shí)到問(wèn)題的深刻，知識(shí)的奇妙。培養(yǎng)孩子主動(dòng)探索的能力遠(yuǎn)比灌輸知識(shí)更重要。探究，是最高形式的學(xué)習(xí)方法！