Parents' Day 我愿意，和孩子一起再次成長 | 華外PYP “與孩子同窗”家長日

　　當“家長”的身份悄然褪去，當課堂化作共同探索的舞臺，教育的真諦——主動探究、攜手協(xié)作、深度反思——便在這份平等的對話中悄然生長。四月底，華外PYP1-6年級舉行了“與孩子同窗”家長日活動，邀請全體家長走進課堂，深度參與孩子的校園生活與成長體驗!When parental roles transformed into equal learning partnerships, classrooms became shared spaces for discovery. In late April, HW PYP Grades 1-6 opened its doors for parents to experience authentic IB learning alongside their children.

　　與傳統(tǒng)課堂不同，IB課程以“探究”為核心，讓孩子與家長共同成為知識的探索者。活動當天，家長們在以下場景中感受到了這種魅力：Unlike traditional classrooms, IB programs position inquiry at their core, transforming parents and children into collaborative knowledge explorers. During the event, parents experienced this philosophy through these key moments:

　　在G4的“身體系統(tǒng)模型組裝”中，家長與孩子分工協(xié)作，將器官與骨骼精準歸位。這不僅是對知識的復盤，更是團隊協(xié)作與反思的實踐8。一位家長感嘆：“原來醫(yī)學知識可以通過動手操作如此生動!孩子教我識別骨骼時，我突然意識到，學習不僅是記憶，更是理解與聯(lián)結。”Grade 4's human body system assembly transformed parents and children into collaborative anatomists. "Medical knowledge becomes vivid through hands-on work," observed one parent during the skeletal identification activity.

　　在G2圖書館技能課上，孩子們通過“中圖法檢索挑戰(zhàn)”教會家長如何用字母和數(shù)字定位書籍。一位家長感慨：“孩子教我時，邏輯清晰得像個小老師，這讓我看到IB培養(yǎng)的不僅是知識，更是思維的力量。”During Grade 2 library skills sessions, children taught parents decimal classification searches. "My child explained with teacher-like clarity - this is true thinking development," remarked a parent.

　　數(shù)學課中，家長與孩子用小數(shù)測量鉛筆長度，體會“精確”在生活中的意義39;英語課的“同義詞對決”游戲，讓語言成為親子互動的橋梁，一位爸爸笑道：“和孩子比反應速度，我竟然輸了!但看到他自信的眼神，一切值得。”Math classes measured pencil lengths to decimal precision while English sessions became synonym showdowns. A father laughed: "Losing vocabulary games to my child showed me real learning progress."

　　03家長即學習伙伴

　　Parents as Co-Creators

　　在“可持續(xù)設計挑戰(zhàn)”中，親子團隊用竹材設計環(huán)保產(chǎn)品，一位媽媽分享：“孩子提出用廢紙做包裝，讓我重新思考環(huán)保的創(chuàng)意邊界。”戲劇課上，家長化身《獅子與老鼠》的配角，與孩子共演經(jīng)典。一位家長笑言：“第一次發(fā)現(xiàn)，表演不僅是臺詞，更是情感的流動。”During sustainable design challenges, families engineered bamboo products. "My child's recycled packaging ideas expanded my environmental thinking," shared a mother. Drama classes saw parents performing alongside children in The Lion and the Mouse, discovering performance as emotional dialogue.

　　UOI課堂中，親子團隊分析材料使用對環(huán)境的影響，一位父親坦言：“和孩子一起設計‘竹制吸管’時，我第一次感受到教育是雙向的——他的創(chuàng)意比我更天馬行空!”In UOI classes analyzing material sustainability, a father noted: "Designing bamboo straws revealed education's two-way nature - his creativity surpassed mine."

　　這些課堂片段源自IB(國際文憑)教育的實踐。以問題驅(qū)動學習，從“為什么紙張燃燒不可逆”到“如何設計環(huán)保產(chǎn)品”，孩子與家長共同經(jīng)歷從提問到創(chuàng)造的完整探究循環(huán);打破學科邊界：數(shù)學與藝術的測量、科學與語言的實驗，知識在真實場景中生根發(fā)芽;家長即學習伙伴：您可能是游戲中的“隊友”、實驗中的“助手”，甚至是孩子眼中的“學生”。IB methodology manifested through three core approaches:Question-driven cycles: From combustion experiments to eco-design projects;Subject integration: Mathematical measurements informing art creations, science vocabulary enhancing language skills;Role redefinition: Parents becoming teammates, assistants, and sometimes students.

　　正如一位媽媽所言：“與其說這是一堂課，不如說是一場親子對話——關于知識，更關于成長。”"Learning isn't about right answers, but idea exchanges""My child teaching organ placement redefined lifelong learning""This wasn't a class, but a growth conversation"

　　四月的風會停，但教育的回響永不消散。“同窗時光”暫告一段落，那些親子共學的瞬間——筆尖的沙沙聲、實驗的驚嘆聲、協(xié)作的歡笑聲——仍在時光中輕輕震顫。它們告訴我們：教育不是一座孤島，而是一片需要家庭、學校與社會共同耕耘的土壤。Though April's event concluded, its impact persists in collaborative moments - scribbling pencils, experimental gasps, and shared laughter. Education emerges not as isolated instruction, but as collective cultivation by families, schools, and communities.

　　無論您是否親歷這場活動，我們相信，每一個愿意俯身傾聽孩子問題的夜晚，每一次與孩子共同探索“為什么”的對話，都在書寫屬于您家的“同窗日記”。未來，愿我們繼續(xù)以好奇為舟，以協(xié)作為槳，載著孩子駛向更廣闊的思維海域。Every curious question explored together, every "why" investigated side-by-side, writes unique family learning stories. Let's continue navigating intellectual seas with curiosity as our compass and collaboration as our sail.

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