万双网讯  12月12日至14日，在“第四届中国教育信息化STEM教育与项目式学习国际学术峰会暨2019 年度全国项目式学习最佳项目展评活动”中，万科双语学校13名学生在暑期参与设计的《2050诺亚方舟计划——海上漂浮日记》PBL项目获评“2019年度最佳项目”二等奖。

VBS News Net: 《2050诺亚方舟计划——海上漂浮日记》 designed by 13 VBS students were awarded the Project of the Year in the 4th China STEM Education and PBL International Academic Summit in collaboration with 2019 Annual PBL Exhibition from 12th to 14th December.

此次会议由《中国教育信息化》杂志社、《基础教育参考》编辑部、中国教育信息化创客教育研究中心和深圳市盐田区教育科学研究院联合主办，全国教育科学“十三五”规划教育部重点课题《基于STEM教育理念的跨学科学习模式区域实践研究》总课题组协办，来自世界各地的专家和教师代表400余人参加会议。

This summit was organised by 'China Education Info', Editing Department from 'Basic Education Review', China Education Info Maker Education Research Centre, Shenzhen Yantian Education Science Research Institute and Inter-disciplinary study pattern research from National Education Science '13th 5-year plan'. Over 400 experts and teachers all over the world took part in the summit.

《2050诺亚方舟计划——海上漂浮城市》项目研究背景：随着全球变暖，海平面上升，环境难民问题变得越来越严重。据预测到2050年，全球将有1.4亿环境难民将被迫离开家乡。在此前提下，VBS学子展开项目式学习，探索建造了一个“满足环境难民生存和生活需求的海上漂浮城市”。

As global warming caused the rise of sea level, the issue of environmental refugees aggravated. By 2050, there would be an estimated of 140 million such refugees were forced to abandon their home. This project was initiated to explore the possibilities of building a floating city to satisfy the needs of refugees to make a living. 

参与本次项目的学生有：孙可儿、叶嘉良、姜凯文、肖润林、王培森、蒲子熙、沈尧政、尚子扬、左凌风、李雨轩、李斯骐、魏雅逸、张越。项目指导教师：郑世英、李思琪、张晨、王东、孙晓萌。

The following students participated in this project - Sun Keer, Ye Jialiang, Jiang Kaiwen, Xiao Runlin, Wang Peisen, Pu Zixi, Shen Yaozheng, Shang Ziyang, Zuo Lingfeng, Li Yuxuan, Li Siqi, Wei Yayi, Zhang Yue. The project was supervised by Ms Mary Zheng, Ms Li, Mr Zhang, Mr Wang and Ms Monna Sun.

万科双语学校充分利用资源优势从一年级起开始建筑课程，邀请专业设计师走进课堂，与学生面对面进行交流。建筑课程以“建筑”为主线，实现了学科的融合，教会学生运用PBL的方式去研究问题、解决生活中的真实问题。同时培养学生的思辨性和创造力、交流与合作能力。这一项目的成功开展，便是学生学习成果的最好展示。

VBS started Architecture class from Primary 1 and invited professional architects to present a lecture to students. The Architecture class realised integration among subjects and taught students to conduct research on real world problems and solve them. Students also improved their creativity, communication skills and teamwork. The success in this project was the result of their learning. 

在本届国际学术报告会上，专家们以通俗易懂的语言，采用深入浅出的方式，概括了关于STEM教育与项目式学习的发展思路，详细地讲解了最新的教育理念，这些高屋建瓴的言论为VBS老师们提供了新思路，并对STEM教育与项目式学习有了更为清晰的认识。

During the academic summit, experts summed up the development of STEM education and PBL and explained in details on the latest ideas. VBS Teachers were enlightened by the summit and had a clearer understanding on STEM education and PBL.

何先姬：

Ms He said

在专家的点评中，学到了PBL项目指的是要基于现实中存在的问题，由很多个小的课题组成的，在这个课题中体现不同学科的融合。其中有个鱼灯舞项目做的特别好，利用到了艺术绘画、数学测量，信息技术抠图，最后制作各种各样的鱼灯模型，为了让更多人喜欢，编造关于鱼灯舞的故事，最后通过皮影戏的方式展示各类鱼在海洋中为生存由一开始的贪生怕死到最后一起拼搏，特别的感动，形式很新颖，而且富有创造力想象力。

I learned that PBL projects refered to the combination of sub-topics which reflected the subject integration based on real world issues. The project on fish lamp dancing was fantastic as it utilised mathematical measuring, editing pictures and painting to produce final lamp models. The story on the dancing was performed by shadow to describe different species trying to survive in the sea which was very inspiring.

胡宇闻：

Ms Hu said

早上的主旨报告分别来自巴克学院的Micki Evans和上海教科院的夏雪梅博士。两位从很宏观的角度探讨什么是PBL，以及如何设计PBL项目。我主要有下面三点思考。第一，驱动性问题是关键，教师通过各种方式引导学生自己产生问题，激发学生研究的兴趣；第二，最后的成果最好要与真实生活产生联结，学校、社区、城市真实的“买主”的关注更能激励学生；第三，反思不可缺少，而且要贯穿整个项目学习的过程中。

The report presented by Micki Evans from Bark College and Dr Xia from Shanghai Education Science Research Institute explained what PBL was and how to design projects from a broad perspective. I think the interest arousal is the key - teachers have to let students generate questions by themselves, such that they have the motivation to explore. The result must be related to the real world as the school, community and city can attract students’ attention to deliver the final project. Finally reflection is necessary throughout the process.

曹琛康：

Mr Cao said

今天听了来自全国各地的12堂PBL项目分享，了解到如何挖掘真实的问题，然后制定计划，分析问题，并且多学科融合解决问题。这些过程和结果应用到生活实践中去，从而理解项目式学习的灵魂。现场项目展示中基本都是学生主导，让我不禁感受到，只要给了学生一片发展的空间，他们可以创造蔚蓝的天空，洁白的云彩，这就是学生的创造力。

I had 12 sharings from all over the country to see how they spotted the true issues, made plans, analysed issues and solved the problem using solutions which integrated different subjects. Applying the project into real life was the key to understand PBL. All projects presenting today was taken by students who were able to make progress by their own should we allow them to.

李晓燕：

Ms Li

在项目式学习过程中，学生是主体，老师创造各种条件让学生提出问题，提供解决问题的方法和途径，及时评价和总结，同时搭建学生展现成果的平台。又或者，PBL就是用问题激发学生的内驱力，在解决问题的过程中培养学生搜集和整理信息的能力、沟通能力、团队协作能力、解决问题的能力等。

Students were the subject in PBL, teachers set the scope for them to raise questions, provide means to solve them and evaluate in time when setting up opportunities for them present. PBL was about posing questions to motivate students to develop their skills in collecting information, communication, teamwork and problem-solving. 

编辑：燕子

版式：凯会

翻译：赖丁慈

组稿：郑世英  李思琪

Editor: Linda

Formatting: Judy

Translated by DC Lai

Written by Ms Mary Zheng and Ms Suki Li