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新闻详情
新闻详情
万双网讯 为迎接虎年的到来，增进未来少年的全局性理解，同时为未来少年提供全方位具有生活价值的研究式学习， 从上学期末至4月下旬，万科双语学校小学部开展了以“虎”为主题的多学科融合PBL学习系列活动，并于4月22日举行了精彩纷呈的展示活动。
VBS Net News In order to welcome the year of the tiger, enhance the overall understanding for future teenagers, and provide all-round research-based learning with life value for future teenagers, Primary School Department of Vanke Bilingual School launched a series of multi-disciplinary integrated PBL learning activities with the theme of "tiger" from the end of last semester to late April, and held wonderful activities on April 22th.
本次PBL学习结合虎年，融合各学科知识，通过对虎的中外文化差异以及虎的文化象征、生肖来历等方面的探索，培养学生以多方位的视角、辩证的思维去看待事物。
This PBL study combines the year of the tiger, integrates the knowledge of various subjects, and trains students to look at things from a multi-dimensional perspective and dialectical thinking through the exploration of the cultural differences of the tiger between China and foreign countries, the cultural symbols of the tiger and the origin of the Chinese zodiac.
一年级：四个主题板块——科学、文化、美食、艺术
Grade 1 Four theme sections - science, culture, food and art
科学虎
Science Tiger
在人工智能课上，孩子们以“小老虎变变变”为主题编程，将小老虎上传到了Scratch中，使用外观中的特效模块和控制中的循环模块等，让小老虎产生颜色、漩涡、虚像、马赛克等外观特效，制作出了颇有个性特色的作品。
In the Artificial Intelligence class, students programmed with the theme of "little tiger change". Students used special effects module and loop module to make the little tigers full of special effects such as color, vortex, virtual image and mosaic etc., and made works with distinctive characteristics.
文化虎
Culture Tiger
文化主题融合了语文、历史和英语。在语文、历史课上，让学生自主探究关于虎的成语和虎的精神。学生通过自主查阅资料、组内讨论交流、班级汇报展示等方式分享自己所理解的不同历史时期虎意向的不同特征，然后通过了解《山海经》中的西王母，商虎食人卣、《弘历刺虎图》等史料，学生明白了人类从畏虎、崇虎、打虎到护虎的四个历史阶段及意向变迁的原因。同时了解了虎的象征意义和“虎”字的演变。最后，通过“你演我猜”的游戏回顾了关于虎的成语，学生玩得不亦乐乎。
The cultural theme integrates Chinese, History and English. In Chinese and History class, students independently explored idioms about tigers and the spirit of tigers. Students shared their understanding of the different characteristics of tiger intentions in different historical periods through independent data access, group discussion, class presentation and report. They learnt about the four historical stages of fearing tigers, worshiping tigers, beating tigers to protecting tigers and the reasons for the change of human intentions through understanding the historical materials such as Queen Mother of the West in the book “The Classic of Mountains and Rivers”, bronze of tiger shape, “The Picture of Hong Li Stabbing Tigers”. At the same time, they learnt about the symbolic meaning of the tiger and the evolution of the word "tiger". Finally, through the game of "You Play and I Guess", students reviewed the idioms about tigers and had a good time.
在英语课上，老师带领孩子们了解了生肖虎的来历、不同动物属相的英语表述、科普了虎的四大亚种、并结合所学内容讲解老虎的身体部位以及“What can tigers do?”。之后孩子们发挥想象力，创作了一幅属于自己的special tiger。在展示环节，我们看到了孩子们创作的在山上的老虎、在树下的老虎、吃着肉的老虎、身着披风的老虎、戴着王冠的老虎……
In English class, teachers guided students to learn about the origin of the Zodiac Tiger, the English expressions of different animal zodiac signs, the four subspecies of tigers, the body parts of tigers and what tigers can do. Later, students tried to be creative and draw background for tigers to make their own special tigers.In the presentation part, we can see a tiger in the mountain, a tiger under the tree,a tiger eating meat, a tiger in cloak, a tiger with crown…
艺术虎
Art Tiger
学生通过自主探究，了解了虎的结构，学生们在劳动教育课上用彩纸设计并制作出各种老虎头饰，并在其他艺术课上设计了个性独特的小老虎纸袋或绘画作品。
Through independent exploration, students learned about the structure of tigers. Students designed and made various tiger headwear with colored paper in Labor Education class. Besides, students designed small tiger paper bags or paintings with personality in Art class.
数学虎
Math Tiger
通过阅读绘本《十二生肖的故事》，学生给十二生肖正确排序，将“基数”“序数”的知识灵活运用，体会到数学与生活的联系。“小虎涂色”的游戏中，孩子们先计算，再根据信息涂色，最终得到一只完整的小老虎，将数学与美术融合在一起。
Through reading the picture book "The Story of the Twelve Chinese Zodiac Signs", students can correctly sort the twelve zodiac signs and flexibly use the knowledge of "cardinal number" and "ordinal number", which helps them realize the connection between Mathematics and life. In the game of "little tiger painting", students calculated firstly, then painted according to the information. Finally they got a complete little tiger, which integrates Mathematics and Art.
文件袋的前后封面图案选取的是学生自己设计绘画的虎主题作品。经过老师初选、学生投票，最终选出票数排名前七的作品作为“虎”主题研究封面。
The front and back covers of the file are tigers which were designed and painted by students themselves. After the primary election of teachers and the voting of students, the top seven works were finally selected as the cover of the thematic research of “tiger”.
二年级：巧妙融入传统的年文化
Grade 2 Integrated into the Chinese New Year culture artfully
在语文学科中，学生了解了常有的虎的种类有哪些，从象形文字一直到现在的手写体，探究了“虎”字的演变过程，感受了汉字的魅力，共同创作了小对联。
In Chinese lesson, students learned about the common types of tigers, explored the evolution process of the word "tiger" from hieroglyphs to the current handwriting, and felt the charm of Chinese characters, and jointly created small couplets.
数学学科中，学生利用轴对称图形的特征“中间对折，两边完全重合”，制作成虎头，再利用100以内加减法，表内乘除法，通过连一连，制作成虎身，最后通过粘贴与涂画，做成了一只可爱的萌虎。
In Math lesson, students used the characteristics of axisymmetric graphics "fold in the middle and overlap on both sides completely " to make a tiger head, then used the addition and subtraction method within 100 and the multiplication and division method in the table to make a tiger body through Matching Question, and finally made a lovely and cute tiger through pasting and coloring.
英语学科中，学生学习了有趣的绘本故事《The Tiger Who Came to Tea》，并完成相关的练习，最后制作了属于自己的“小人书”。
In English lesson, students learned the interesting picture book story "The Tiger Who Came to Tea", completed relevant exercises, and finally made their own "comic book".
历史老师带着学生了解了“虎胆英雄”们英勇顽强的事迹，让学生深感震撼。
The History teacher took students to understand the heroic and tenacious deeds of the "bold heroes", which deeply shocked the students.
建筑教育和劳动教育的手工、绘画作品让人赏心悦目。人工智能课上，学生自己做的小老虎视频，栩栩如生。
The handicrafts and paintings of Architectural Education and Hands-on Learning Lesson are a feast for eyes. In Artificial Intelligence class, the little tiger video made by students themselves is lifelike.
展示当天，孩子们的作品张贴在班级文化墙和班级的外墙，各班级穿插进行参观。同时，学生带着自己或小组的作品去到其他班级进行演讲，与同学们一起分享自己的收获与感悟。
On the presentation day , students’ works were posted on the class culture wall and the outer wall of the classroom, and each class was visited alternately. At the same time, students took their own or group works to other classes to give speeches and shared with the students.
每一次探究式学习，都是学生成长路途上的一次成长与进步。学生在探索的过程中收获知识、开阔视野、提升素养，在动脑、动手、动口中愉悦身心。
Every research-based learning is a progress on the way of students' growth. In the process of exploration, students gained knowledge, broaden your horizons, improved their literacy, and enjoyed themselves by using their brain, hands and mouth.
三年级: 让虎的形象丰富和立体起来
Grade 3 Let the image of the tiger be vivid and three-dimensional
语文课以与虎相关的物件和关于“虎”的吉祥语为探究内容，让学生通过自主探究、小组合作，了解虎头鞋、虎头帽和虎头肚兜背后所蕴含的精神文化内涵，通过搜集关于“虎”的吉祥语，了解词语的意思，扩充知识面。既培养了学生自主学习的能力，又丰富了学生的文化底蕴。透过这个窗口，了解中国丰富多彩的传统文化，培养家国情怀。
The Chinese course took tiger related objects and auspicious words about "tiger" as the exploration content, so that students can understand the spiritual and cultural connotation behind tiger head shoes, tiger head hat and tiger head belly pocket through independent exploration and group cooperation, and understand the meaning of words and expand their knowledge by collecting auspicious words about "tiger". It not only cultivated students' autonomous learning ability, but also raised students' cultural awareness. Through this activity, students can understand the rich and colourful traditional culture and cultivate the feelings of home and country.
数学则从统计学的角度展开研究，学生自主查找不同种类雄性和雌性虎的体长和体重，通过对比发现同类雄性虎的体型比较大，体长和体重均高于雌性虎，与人类性别差异类似。通过观察20世纪50-90年代老虎数量变化统计图，结合地理和历史深入剖析老虎数量锐减的原因，基于数据分析帮助学生更理性更全面地思考问题。
In Mathematics class, students studied from the perspective of statistics. They independently found the body length and weight of different kinds of male and female tigers. Through comparison, they found that the body size of similar male tigers is relatively large, and the body length and weight are higher than those of female tigers, which is similar to the gender difference of human beings. Through reading the statistical chart of the change of tiger number from 1950s to 1990s and analyzing the reasons for the sharp decline of tiger numbers in combination with Geography and History, students can think more rationally and comprehensively based on data analysis.
英语课以虎生肖入手，进一步学习了十二生肖的英文表达，同时通过调查同学、老师们的生日、年份和生肖，把中国传统文化“十二生肖”与英语巧妙地结合起来。
In English class, students started with the tiger zodiac and further learned the English expression of the twelve Chinese Zodiac animals. At the same time, they combined the Chinese traditional culture "Chinese Zodiac" with English by investigating the birthdays, years and zodiac of students and teachers.
历史课，学生自主查阅资料，组内讨论交流，汇报自己所理解的虎变迁，通过解读《虎生宇宙》，《山海经》中的西王母、商虎食人卣、《弘历刺虎图》等史料，孩子们明白了人类从畏虎、崇虎、打虎到护虎的四个历史阶段及意向变迁的原因。
In History class, students independently did researches, discussed and exchanged ideas within the group, and reported their understanding of the changes of tigers. By interpreting historical materials such as “The Tiger Born Universe” , the queen mother of the west in the book “The Classic of Mountains and Rivers” , bronze of tiger shape, and “The Picture of Hong Li Stabbing Tigers” , students understood the four historical stages from fearing tigers, worshiping tigers, beating tigers to protecting tigers and the reasons behind.
科学课结合了世界地图和相关视频了解老虎的种类及其分布和特点，让学生站在全球视角来认识虎，分析总结部分虎种濒临灭绝的原因，讨论交流保护老虎的意义及如何采取保护行动。
The Science class used the world map and relevant videos to let students get the knowledge of species, distribution and characteristics of tiger. Students understood tigers from a global perspective, analyzed and summarized the reasons why some species of tigers are endangered, and discussed the significance of protecting tigers and how to take protective actions.
道法课，学生更加深入了解虎蕴含的道德精神及身边的“虎”元素。通过《野生动物保护法》知道为什么要学会保护野生动物，全体学生开展小组合作探究，制定、汇报、评选野生动物保护公约。
In Morality and Rule of Law class, students had a deeper understanding of the moral spirit contained in the tiger and the "tiger" elements around them. Through the wildlife protection law, they knew why they should learn to protect wildlife. Students worked in groups to explore, write, report and evaluate wildlife protection conventions.
艺术课，内容为虎元素艺术字创作，学生通过拼贴和字体设计进行创作，在造型基础上大胆改编，添加个人创意，培养了孩子的艺术素养和创新能力。
The content of art class was the creation of tiger element artistic characters. Students created through collage and font design, boldly adapted on the basis of modeling and added personal ideas. These cultivated students’ artistic literacy and creativity.
人工智能课以“虎年大吉”为主题进行编程，复习角色、背景和音乐上传的方法，掌握用大小变化、克隆和播放声音模块完成小老虎放烟花的效果，用等待和显示隐藏模块显示春联的效果，做出了非常喜庆的虎主题作品。
In Artificial Intelligence class, students programmed with the theme of "Good Luck in the Year of the Tiger", reviewed the role, background and methods of music uploading, grasped the method to make effect of setting off fireworks by the little tiger with the size change, cloning and playing sound module, displayed the effect of Spring Festival couplets with the waiting and display hidden module, and made very festive tiger themed works.
劳动教育课上，孩子们用自己捡来的树叶贴出各种形态特征的老虎，通过学生实际动手培养其观察力、想象力和创造力以及发现生活中艺术美感能力。
In Labor Education class, students pasted tigers in various morphological features with the leaves they picked up. They developed their observation, imagination and creativity as well as the ability to discover the artistic beauty in life through their practical action.
四五年级：展开别开生面的辩论赛
Grade 4 and Grade 5 Had an innovative debate
学生在“历史虎”探寻虎胆英雄，明白了勇气结合智慧，方能取得成功；在“科学虎”中欣赏猫科动物之美，小组合作完成不同种类老虎的分布地图，呼吁大家用科学的方式去保护老虎；在“人工智能虎”中进行武松打虎的程序编写，非常有趣；在“劳动虎”中绣关于虎图案的十字绣，神奇的虎形象在孩子们的针线下活灵活现，不仅锻炼了学生双手的灵活性和协调性，更培养了学生的耐心、细致、坚毅的优良品质；在“道法虎”中绘制保护野生动物的倡议徽章；在“数学虎”中用数据说话；最精彩的莫过于“语文虎”，同学们除了收集分享关于“虎”的成语、诗句、祝福语、对联，还在班与班之间开展了一场关于“动物表演是否被禁止”的别开生面的辩论赛，双方辩手的陈词有理有据，现场激烈而欢乐，掌声此起彼伏，为虎主题的PBL活动画上了一个圆满的句号。
Students explored heroes in the "History Tiger", and understood the combination of courage and wisdom can make them succeed. They enjoyed the beauty of catamount in the "Science Tiger", worked in groups to complete the distribution map of different kinds of tigers, and called on everyone to protect tigers in a scientific way. It was very interesting for them to write the program of Wu Song Fighting Tiger in "Artificial Intelligence Tiger". “Labor Tiger” was about the cross stitch of tiger pattern. The magical tiger images were vivid under the children's needle and thread, which not only exercised the flexibility and coordination of students' hands, but also cultivated the excellent quality of students' patience, meticulous and perseverance. Students drew the initiative badge of protecting wild animals in the " Morality and Rule of Law Tiger". They spoke with data in the " Mathematics Tiger". The most wonderful thing was what happened in the "Chinese Tiger". In addition to collecting and sharing idioms, poems, blessings and couplets about "tiger", students also held a creative debate on "whether animal performance is prohibited" between classes. The speeches of the debaters on both sides were justified, the scene was fierce and happy, and applause came and went, drawing a complete end to the PBL activity with the theme of tiger.
本次学习，以项目为导向，以学生为中心，通过多种学科融合的启发式教育方式，将学生在各个学科所学习的知识和生活经验，通过图文结合、动手实践操作、展示交流等多种方式，帮助学生获得既难忘又特别的体验，增添了学生学习的乐趣，让他们充分感受到中华传统文化的魅力以及中华文化的博大精深，涵养了学生的家国情怀。
This study was project-oriented and student-centered. Through the heuristic education method of multi-disciplinary integration, the knowledge and life experience learned by students in various disciplines are combined with pictures and texts, hands-on practical operation, display and exchange, so as to help students obtain unforgettable and special experience, increase students' fun for learning, make them fully feel the charm，the breadth and depth of Chinese culture, and cultivate students' feelings of home and country.
点击观看学生人工智能作品展示
点击观看四年级辩论赛及郑世英校长助理精彩总结
撰稿/孙亚芳 黎梦芳 邓安妮 刘玲玲 黄雅娟
资料提供/人工智能学科组
编辑/图片 燕子
万双网讯 为迎接虎年的到来，增进未来少年的全局性理解，同时为未来少年提供全方位具有生活价值的研究式学习， 从上学期末至4月下旬，万科双语学校小学部开展了以“虎”为主题的多学科融合PBL学习系列活动，并于4月22日举行了精彩纷呈的展示活动。
VBS Net News In order to welcome the year of the tiger, enhance the overall understanding for future teenagers, and provide all-round research-based learning with life value for future teenagers, Primary School Department of Vanke Bilingual School launched a series of multi-disciplinary integrated PBL learning activities with the theme of "tiger" from the end of last semester to late April, and held wonderful activities on April 22th.
本次PBL学习结合虎年，融合各学科知识，通过对虎的中外文化差异以及虎的文化象征、生肖来历等方面的探索，培养学生以多方位的视角、辩证的思维去看待事物。
This PBL study combines the year of the tiger, integrates the knowledge of various subjects, and trains students to look at things from a multi-dimensional perspective and dialectical thinking through the exploration of the cultural differences of the tiger between China and foreign countries, the cultural symbols of the tiger and the origin of the Chinese zodiac.
一年级：四个主题板块——科学、文化、美食、艺术
Grade 1 Four theme sections - science, culture, food and art
科学虎
Science Tiger
在人工智能课上，孩子们以“小老虎变变变”为主题编程，将小老虎上传到了Scratch中，使用外观中的特效模块和控制中的循环模块等，让小老虎产生颜色、漩涡、虚像、马赛克等外观特效，制作出了颇有个性特色的作品。
In the Artificial Intelligence class, students programmed with the theme of "little tiger change". Students used special effects module and loop module to make the little tigers full of special effects such as color, vortex, virtual image and mosaic etc., and made works with distinctive characteristics.
文化虎
Culture Tiger
文化主题融合了语文、历史和英语。在语文、历史课上，让学生自主探究关于虎的成语和虎的精神。学生通过自主查阅资料、组内讨论交流、班级汇报展示等方式分享自己所理解的不同历史时期虎意向的不同特征，然后通过了解《山海经》中的西王母，商虎食人卣、《弘历刺虎图》等史料，学生明白了人类从畏虎、崇虎、打虎到护虎的四个历史阶段及意向变迁的原因。同时了解了虎的象征意义和“虎”字的演变。最后，通过“你演我猜”的游戏回顾了关于虎的成语，学生玩得不亦乐乎。
The cultural theme integrates Chinese, History and English. In Chinese and History class, students independently explored idioms about tigers and the spirit of tigers. Students shared their understanding of the different characteristics of tiger intentions in different historical periods through independent data access, group discussion, class presentation and report. They learnt about the four historical stages of fearing tigers, worshiping tigers, beating tigers to protecting tigers and the reasons for the change of human intentions through understanding the historical materials such as Queen Mother of the West in the book “The Classic of Mountains and Rivers”, bronze of tiger shape, “The Picture of Hong Li Stabbing Tigers”. At the same time, they learnt about the symbolic meaning of the tiger and the evolution of the word "tiger". Finally, through the game of "You Play and I Guess", students reviewed the idioms about tigers and had a good time.
在英语课上，老师带领孩子们了解了生肖虎的来历、不同动物属相的英语表述、科普了虎的四大亚种、并结合所学内容讲解老虎的身体部位以及“What can tigers do?”。之后孩子们发挥想象力，创作了一幅属于自己的special tiger。在展示环节，我们看到了孩子们创作的在山上的老虎、在树下的老虎、吃着肉的老虎、身着披风的老虎、戴着王冠的老虎……
In English class, teachers guided students to learn about the origin of the Zodiac Tiger, the English expressions of different animal zodiac signs, the four subspecies of tigers, the body parts of tigers and what tigers can do. Later, students tried to be creative and draw background for tigers to make their own special tigers.In the presentation part, we can see a tiger in the mountain, a tiger under the tree,a tiger eating meat, a tiger in cloak, a tiger with crown…
艺术虎
Art Tiger
学生通过自主探究，了解了虎的结构，学生们在劳动教育课上用彩纸设计并制作出各种老虎头饰，并在其他艺术课上设计了个性独特的小老虎纸袋或绘画作品。
Through independent exploration, students learned about the structure of tigers. Students designed and made various tiger headwear with colored paper in Labor Education class. Besides, students designed small tiger paper bags or paintings with personality in Art class.
数学虎
Math Tiger
通过阅读绘本《十二生肖的故事》，学生给十二生肖正确排序，将“基数”“序数”的知识灵活运用，体会到数学与生活的联系。“小虎涂色”的游戏中，孩子们先计算，再根据信息涂色，最终得到一只完整的小老虎，将数学与美术融合在一起。
Through reading the picture book "The Story of the Twelve Chinese Zodiac Signs", students can correctly sort the twelve zodiac signs and flexibly use the knowledge of "cardinal number" and "ordinal number", which helps them realize the connection between Mathematics and life. In the game of "little tiger painting", students calculated firstly, then painted according to the information. Finally they got a complete little tiger, which integrates Mathematics and Art.
文件袋的前后封面图案选取的是学生自己设计绘画的虎主题作品。经过老师初选、学生投票，最终选出票数排名前七的作品作为“虎”主题研究封面。
The front and back covers of the file are tigers which were designed and painted by students themselves. After the primary election of teachers and the voting of students, the top seven works were finally selected as the cover of the thematic research of “tiger”.
二年级：巧妙融入传统的年文化
Grade 2 Integrated into the Chinese New Year culture artfully
在语文学科中，学生了解了常有的虎的种类有哪些，从象形文字一直到现在的手写体，探究了“虎”字的演变过程，感受了汉字的魅力，共同创作了小对联。
In Chinese lesson, students learned about the common types of tigers, explored the evolution process of the word "tiger" from hieroglyphs to the current handwriting, and felt the charm of Chinese characters, and jointly created small couplets.
数学学科中，学生利用轴对称图形的特征“中间对折，两边完全重合”，制作成虎头，再利用100以内加减法，表内乘除法，通过连一连，制作成虎身，最后通过粘贴与涂画，做成了一只可爱的萌虎。
In Math lesson, students used the characteristics of axisymmetric graphics "fold in the middle and overlap on both sides completely " to make a tiger head, then used the addition and subtraction method within 100 and the multiplication and division method in the table to make a tiger body through Matching Question, and finally made a lovely and cute tiger through pasting and coloring.
英语学科中，学生学习了有趣的绘本故事《The Tiger Who Came to Tea》，并完成相关的练习，最后制作了属于自己的“小人书”。
In English lesson, students learned the interesting picture book story "The Tiger Who Came to Tea", completed relevant exercises, and finally made their own "comic book".
历史老师带着学生了解了“虎胆英雄”们英勇顽强的事迹，让学生深感震撼。
The History teacher took students to understand the heroic and tenacious deeds of the "bold heroes", which deeply shocked the students.
建筑教育和劳动教育的手工、绘画作品让人赏心悦目。人工智能课上，学生自己做的小老虎视频，栩栩如生。
The handicrafts and paintings of Architectural Education and Hands-on Learning Lesson are a feast for eyes. In Artificial Intelligence class, the little tiger video made by students themselves is lifelike.
展示当天，孩子们的作品张贴在班级文化墙和班级的外墙，各班级穿插进行参观。同时，学生带着自己或小组的作品去到其他班级进行演讲，与同学们一起分享自己的收获与感悟。
On the presentation day , students’ works were posted on the class culture wall and the outer wall of the classroom, and each class was visited alternately. At the same time, students took their own or group works to other classes to give speeches and shared with the students.
每一次探究式学习，都是学生成长路途上的一次成长与进步。学生在探索的过程中收获知识、开阔视野、提升素养，在动脑、动手、动口中愉悦身心。
Every research-based learning is a progress on the way of students' growth. In the process of exploration, students gained knowledge, broaden your horizons, improved their literacy, and enjoyed themselves by using their brain, hands and mouth.
三年级: 让虎的形象丰富和立体起来
Grade 3 Let the image of the tiger be vivid and three-dimensional
语文课以与虎相关的物件和关于“虎”的吉祥语为探究内容，让学生通过自主探究、小组合作，了解虎头鞋、虎头帽和虎头肚兜背后所蕴含的精神文化内涵，通过搜集关于“虎”的吉祥语，了解词语的意思，扩充知识面。既培养了学生自主学习的能力，又丰富了学生的文化底蕴。透过这个窗口，了解中国丰富多彩的传统文化，培养家国情怀。
The Chinese course took tiger related objects and auspicious words about "tiger" as the exploration content, so that students can understand the spiritual and cultural connotation behind tiger head shoes, tiger head hat and tiger head belly pocket through independent exploration and group cooperation, and understand the meaning of words and expand their knowledge by collecting auspicious words about "tiger". It not only cultivated students' autonomous learning ability, but also raised students' cultural awareness. Through this activity, students can understand the rich and colourful traditional culture and cultivate the feelings of home and country.
数学则从统计学的角度展开研究，学生自主查找不同种类雄性和雌性虎的体长和体重，通过对比发现同类雄性虎的体型比较大，体长和体重均高于雌性虎，与人类性别差异类似。通过观察20世纪50-90年代老虎数量变化统计图，结合地理和历史深入剖析老虎数量锐减的原因，基于数据分析帮助学生更理性更全面地思考问题。
In Mathematics class, students studied from the perspective of statistics. They independently found the body length and weight of different kinds of male and female tigers. Through comparison, they found that the body size of similar male tigers is relatively large, and the body length and weight are higher than those of female tigers, which is similar to the gender difference of human beings. Through reading the statistical chart of the change of tiger number from 1950s to 1990s and analyzing the reasons for the sharp decline of tiger numbers in combination with Geography and History, students can think more rationally and comprehensively based on data analysis.
英语课以虎生肖入手，进一步学习了十二生肖的英文表达，同时通过调查同学、老师们的生日、年份和生肖，把中国传统文化“十二生肖”与英语巧妙地结合起来。
In English class, students started with the tiger zodiac and further learned the English expression of the twelve Chinese Zodiac animals. At the same time, they combined the Chinese traditional culture "Chinese Zodiac" with English by investigating the birthdays, years and zodiac of students and teachers.
历史课，学生自主查阅资料，组内讨论交流，汇报自己所理解的虎变迁，通过解读《虎生宇宙》，《山海经》中的西王母、商虎食人卣、《弘历刺虎图》等史料，孩子们明白了人类从畏虎、崇虎、打虎到护虎的四个历史阶段及意向变迁的原因。
In History class, students independently did researches, discussed and exchanged ideas within the group, and reported their understanding of the changes of tigers. By interpreting historical materials such as “The Tiger Born Universe” , the queen mother of the west in the book “The Classic of Mountains and Rivers” , bronze of tiger shape, and “The Picture of Hong Li Stabbing Tigers” , students understood the four historical stages from fearing tigers, worshiping tigers, beating tigers to protecting tigers and the reasons behind.
科学课结合了世界地图和相关视频了解老虎的种类及其分布和特点，让学生站在全球视角来认识虎，分析总结部分虎种濒临灭绝的原因，讨论交流保护老虎的意义及如何采取保护行动。
The Science class used the world map and relevant videos to let students get the knowledge of species, distribution and characteristics of tiger. Students understood tigers from a global perspective, analyzed and summarized the reasons why some species of tigers are endangered, and discussed the significance of protecting tigers and how to take protective actions.
道法课，学生更加深入了解虎蕴含的道德精神及身边的“虎”元素。通过《野生动物保护法》知道为什么要学会保护野生动物，全体学生开展小组合作探究，制定、汇报、评选野生动物保护公约。
In Morality and Rule of Law class, students had a deeper understanding of the moral spirit contained in the tiger and the "tiger" elements around them. Through the wildlife protection law, they knew why they should learn to protect wildlife. Students worked in groups to explore, write, report and evaluate wildlife protection conventions.
艺术课，内容为虎元素艺术字创作，学生通过拼贴和字体设计进行创作，在造型基础上大胆改编，添加个人创意，培养了孩子的艺术素养和创新能力。
The content of art class was the creation of tiger element artistic characters. Students created through collage and font design, boldly adapted on the basis of modeling and added personal ideas. These cultivated students’ artistic literacy and creativity.
人工智能课以“虎年大吉”为主题进行编程，复习角色、背景和音乐上传的方法，掌握用大小变化、克隆和播放声音模块完成小老虎放烟花的效果，用等待和显示隐藏模块显示春联的效果，做出了非常喜庆的虎主题作品。
In Artificial Intelligence class, students programmed with the theme of "Good Luck in the Year of the Tiger", reviewed the role, background and methods of music uploading, grasped the method to make effect of setting off fireworks by the little tiger with the size change, cloning and playing sound module, displayed the effect of Spring Festival couplets with the waiting and display hidden module, and made very festive tiger themed works.
劳动教育课上，孩子们用自己捡来的树叶贴出各种形态特征的老虎，通过学生实际动手培养其观察力、想象力和创造力以及发现生活中艺术美感能力。
In Labor Education class, students pasted tigers in various morphological features with the leaves they picked up. They developed their observation, imagination and creativity as well as the ability to discover the artistic beauty in life through their practical action.
四五年级：展开别开生面的辩论赛
Grade 4 and Grade 5 Had an innovative debate
学生在“历史虎”探寻虎胆英雄，明白了勇气结合智慧，方能取得成功；在“科学虎”中欣赏猫科动物之美，小组合作完成不同种类老虎的分布地图，呼吁大家用科学的方式去保护老虎；在“人工智能虎”中进行武松打虎的程序编写，非常有趣；在“劳动虎”中绣关于虎图案的十字绣，神奇的虎形象在孩子们的针线下活灵活现，不仅锻炼了学生双手的灵活性和协调性，更培养了学生的耐心、细致、坚毅的优良品质；在“道法虎”中绘制保护野生动物的倡议徽章；在“数学虎”中用数据说话；最精彩的莫过于“语文虎”，同学们除了收集分享关于“虎”的成语、诗句、祝福语、对联，还在班与班之间开展了一场关于“动物表演是否被禁止”的别开生面的辩论赛，双方辩手的陈词有理有据，现场激烈而欢乐，掌声此起彼伏，为虎主题的PBL活动画上了一个圆满的句号。
Students explored heroes in the "History Tiger", and understood the combination of courage and wisdom can make them succeed. They enjoyed the beauty of catamount in the "Science Tiger", worked in groups to complete the distribution map of different kinds of tigers, and called on everyone to protect tigers in a scientific way. It was very interesting for them to write the program of Wu Song Fighting Tiger in "Artificial Intelligence Tiger". “Labor Tiger” was about the cross stitch of tiger pattern. The magical tiger images were vivid under the children's needle and thread, which not only exercised the flexibility and coordination of students' hands, but also cultivated the excellent quality of students' patience, meticulous and perseverance. Students drew the initiative badge of protecting wild animals in the " Morality and Rule of Law Tiger". They spoke with data in the " Mathematics Tiger". The most wonderful thing was what happened in the "Chinese Tiger". In addition to collecting and sharing idioms, poems, blessings and couplets about "tiger", students also held a creative debate on "whether animal performance is prohibited" between classes. The speeches of the debaters on both sides were justified, the scene was fierce and happy, and applause came and went, drawing a complete end to the PBL activity with the theme of tiger.
本次学习，以项目为导向，以学生为中心，通过多种学科融合的启发式教育方式，将学生在各个学科所学习的知识和生活经验，通过图文结合、动手实践操作、展示交流等多种方式，帮助学生获得既难忘又特别的体验，增添了学生学习的乐趣，让他们充分感受到中华传统文化的魅力以及中华文化的博大精深，涵养了学生的家国情怀。
This study was project-oriented and student-centered. Through the heuristic education method of multi-disciplinary integration, the knowledge and life experience learned by students in various disciplines are combined with pictures and texts, hands-on practical operation, display and exchange, so as to help students obtain unforgettable and special experience, increase students' fun for learning, make them fully feel the charm，the breadth and depth of Chinese culture, and cultivate students' feelings of home and country.
点击观看学生人工智能作品展示
点击观看四年级辩论赛及郑世英校长助理精彩总结
撰稿/孙亚芳 黎梦芳 邓安妮 刘玲玲 黄雅娟
资料提供/人工智能学科组
编辑/图片 燕子
让孩子站在未来中央
地址：深圳市龙华区民治街道华南路80号
Tel：0755-66866333
Email：p-vbs@msedu.email
办学理念：让孩子站在未来中央
培养(成长)目标：培养(成为)身体健康、人格健全、学力卓越，具有家国情怀和国际视野， 敢于创造美好未来的中国公民。
地址：深圳市龙华区民治街道华南路80号
电话：0755-66866333
http://vbs.vanke.com
Vanke Bilingual School, Longhua District, Shenzhen
Educational Idea: Let our children experience the future.
Training objectives: our students will become citizen of China with good physical health, sound personality, excellent academic abilities, patriotism, international vision and the courage to create a better future.
Address: No.80 Huanan Road, Minzhi Sub-district, Longhua District, Shenzhen
Contact: 0755-66866333
http://vbs.vanke.com
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