苏城外PYP幼儿园倡导以探究为主要的学习方式，推进课程游戏化，注重课程融合和落地，以及课程资源的有效利用。在课程的实施过程中，我们充分尊重幼儿的发言权和选择权，也由此生成了一系列的探究故事……

SCFLS developed an integrated curriculum and was officially authorized to become an IBPYP school on December 22. As a PYP kindergarten, we advocate to use inquiry as the main learning method, promote curriculum gamification, focus on curriculum integration and implementation, and advocate effective use of curriculum resources. In the implementation of the course, we fully respect the children’s right of voice and choice, and a series of exploration stories have been generated from this...

接下来，就让我们以问题为导向

一起去看一看苏城外“超柚人”故事……

Next, let us take a question-oriented approach and look at the story of the "Super Pomelo Man" in SCFLS.

这是幼儿园宝贝们在午餐期间发生的一组对话，

由此老师设计了一组探究“柚子”的主题活动

以儿童为中心，主导探究资源的选择，充分尊重孩子的选择权和主导权；并且以《指南》为指引，作为开展探究的理论支撑。

This is the conversation of children during lunch time, and it is also an important cause of the pomelo exploration story. Focusing on children, we let children choose the exploration resources and fully respect children's right of choice and ownership. We use "Guide" as the theoretical principal for carrying out exploration.

“为什么柚子的果肉有白色和红色？”

有了兴趣、了解了需求和疑问，下一步就是探究啦！

"Why was the pomelo I ate at home yesterday white?"If the children have the desire to learn, we must give them opportunities.

老师将红柚和黄柚果肉投放进了班级的甜品店。孩子们觉得很新鲜，当天的游戏都去甜品店品尝柚子了。他们发现了柚子的果肉颜色不同，于是就借助IPAD进行查阅，发现柚子有红柚和黄柚。就这样，孩子们关于柚子的第一个问题解决了，柚子有不同的品种。

The teacher put the red pomelo and yellow pomelo into the dessert shop of the class. The children found it very fresh, and all of them went to the dessert shop to taste pomelo. They found that the flesh of pomelo is different in color, so they used i-Pads to check it and found that there are red pomelos and yellow pomelos. In this way, the children's first question about pomelos is answered - there are different varieties of pomelo.

“我觉得红色的这个柚子比较甜！”

充分激发幼儿能动性才能让幼儿在游戏中真正的学习！

"I think the red pomelo is sweeter”

Only by fully stimulating children's initiative can children truly learn in games.

“柚子皮有什么作用？”

“老师，为什么要把柚子皮放到冰箱呢？”

新的探究方向：柚子除了吃，还能做什么呢？我们最大限度地为孩子提供了条件和机会解释这个问题。

"What is the use of pomelo peel?""Teacher, do you know why my mother put the pomelo peel in the refrigerator?"New research direction: What else can you do besides eat pomelo? We maximize the conditions and opportunities for children to solve this problem.

绘本馆翻看植物百科书籍

Browse botanical encyclopedia books in the library

用Ipad查阅资料

Access information with i-Pads

生活经验的相互交流分享

Share life experience

三个关键问题导向——展开丰富探究——学习和解决问题的能力

Three key questions orientations--carry out rich inquiry activities--the ability to learn and solve problems

IB认为只有通过不断的评估，才能去更新老师的教学内容和教学方法，才能帮助幼儿更好地进行探究。

IB believes that only through continuous assessment can we update the teacher's teaching content and teaching methods to help children to better explore.

将课程资源灵活运用于SCFLS-PYP幼儿园的各个年龄段，与正在开展的校本主题相融合，为校本课程服务。

我们以孩子获得经验进阶为目的，深入尝试与调整，让环境、活动、课程生长孩子的想法，也让PYP幼儿园的探究故事更为精彩！

The curriculum resources are flexibly applied to all age groups in our kindergarten, and they are integrated with the kindergarten-based themes that are being developed to serve the kindergarten-based courses. We aim for children to gain experience and advancement, in-depth trials, and adjustments. Doing so ensures that the environment, activities, and curriculum can help children develop ideas, and make the exploration story of our PYP kindergarten more exciting.