万双网讯  在“五一”国际劳动节之际，万科双语学校积极开展以“劳动”为主题的PBL（项目式学习）实践活动。各年级围绕劳动精神，紧密结合学生年龄特点与学科素养，设计了一系列贴近生活、富有创意的实践任务，引导学生在真实情境中感悟劳动的价值与意义，在行动中体验成长的快乐。

On the remembrance of International labour Day, Vanke Bilingual School has actively carried out some PBL (Project-Based Learning) practice activities themed around “labour”. Centering on the spirit of labour, each grade was assigned a series of practical tasks that are close to life yet full of creativity, closely integrating students’ ages and subject competencies. These activities guided students to perceive the value and significance of labour in real-life scenarios and experience the joy of growth through actions.

一年级：致敬身边劳动者，迈出劳动第一步

Grade 1: Paying Tribute to the Workers Around Us and Taking the First Step in Labour

一年级的孩子们首先通过观察与访谈，探寻身边劳动者的足迹，将发现记录在“劳动足迹图”中——有的记录了妈妈扫地、爸爸做饭、奶奶洗衣服，也把自己“洗菜”“打扫卫生”写了进去，初步建立起对劳动职业的认知与尊重。

The first-grade children first explored the footprints of workers around them through observation and conducting interviews, recording their discoveries in the “Labour Footprint Map”— some noted their mothers sweeping the floor, fathers cooking meals, grandmothers washing clothes, and also included their own tasks, such as “washing vegetables” and “cleaning the house”, establishing cognition and respect for labour occupations.

与此同时，他们还化身“分类整理小达人”，亲手整理家中衣物、玩具与书籍，有的将衣物分类后放入回收箱或赠与他人，有的在父母“很棒”“支持”的评价中收获了劳动的成就感。在整理与归纳的过程中，孩子们不仅锻炼了动手能力，也体会到有序生活背后的劳动付出，迈出了劳动实践的第一步。

At the same time, they also acted as “little sorting experts”, sorting out clothes, toys and books at home with their own hands. Some classified the clothes and put them into recycling bins or gave them to others; some gained a sense of accomplishment from labor through their parents’ praise such as “Great job!”and “We support you”. In the process of sorting and organizing, the children not only exercised their practical skills, but also realized the labor efforts behind an orderly life.

二年级：小导游与公益分享，劳动中培育爱心

Grade 2: Little Tour Guides & Public Welfare Sharing to Nurture Kindness Through Labour

二年级学生化身“小导游”，带领家人打卡景点，并亲手制作手绘明信片，记录旅途中的劳动成果。同时，他们整理家中闲置玩具和图书，分“班级共享”“赠送朋友”“爱心义卖”三类进行分享。在整理、分类与分享的过程中，同学们不仅锻炼了表达能力与规划能力，也在劳动中培育了公益意识与分享精神。严格按照“纯翻译+不拓展”要求，为你提供对应英文译文，适配公众号场景，保持术语一致与表达流畅：

The second-grade students acted as “little tour guides”, leading their families to visit scenic spots and making hand-drawn postcards by themselves to record their achievements during the trip. Meanwhile, they sorted through unused toys and books at home, dividing them into three categories for sharing: “class sharing”, “giving to friends” and “charity sale”. In the process of sorting, classifying and sharing, the students not only exercised their expressive and planning abilities, but also nurtured public welfare awareness and the spirit of sharing.

在作业中，同学们用画笔画出了心中的景点，也写下了自己的真实感受。稚嫩的笔迹里，藏着对家人陪伴的珍惜、对自然风景的喜爱，以及对劳动成果的小小自豪。一笔一画之间，旅行的快乐与劳动的收获自然交融。

In their homework, the students painted the scenic spots in their hearts and wrote down their true feelings. Hidden in each childish handwriting is the cherishment of family companionship, the love for natural scenery, and the pride in their labor achievements. Between each stroke, the joy of traveling and the gains from labor blended naturally.

三年级：寻找奋斗标语，坚持家务劳动

Grade 3: Seeking Inspirational Slogans and Persisting in Housework

三年级学生走进社区，寻找身边的奋斗标语，如“幸福都是奋斗出来的”“劳动创造美好，奋斗成就未来”“热爱劳动，奋勇拼搏”等，配以场景手绘，记录成长力量。同时，他们坚持3至5天家务劳动，包括整理书包、擦桌摆碗、浇灌绿植等，以图文并茂的方式记录每日劳动感受与收获。

The third-grade students went into the community to look for inspirational slogans around them, such as “Happiness is achieved through striving”, “Labour creates beauty, and striving achieves the future”, “Love labour and strive for excellence”, etc. They recorded the power of growth with sketches of these scenes. Meanwhile, they persisted in doing housework for 3 to 5 days, including packing schoolbags, wiping tables, setting bowls, watering plants, etc., and recorded their daily feelings and gains in a picture-and-text form.

有学生写道：“劳动不是大人的事，而是自己的事”，在实践中懂得了责任；也有学生感悟到：“我们周围的干净街道、美丽的校园都是汗水创造出来的，所以我要感谢他们。”通过持续性实践，孩子们逐渐养成劳动习惯，体会到坚持与责任的意义。

Some students wrote: “Labour is not just for adults, it’s my own responsibility”, and learned the meaning of responsibility through practice; others realized: “The clean streets and beautiful campus around us are all created by hard work, so I want to thank those who contributed.” Through continuous practice, the children have gradually developed the habit of labour and understood the significance of perseverance and responsibility.

四年级：观察城市劳动者，为迎客之城添彩

Grade 4: Observing Urban Workers and Adding Splendor to the Guest-Receiving City

四年级学生结合2026年APEC峰会背景，走上街头观察环卫工、交警、保安、外卖员等普通劳动者，发现“奋斗细节”。他们观察保安“在门边守着，保证我们出入平安”，体会到“不需要特别伟大，无数个努力、辛苦的劳动者一起就会创造美好未来”；也看到清洁工阿姨打扫村口卫生，认识到“每一份平凡的劳动都在让城市变得更美好”。

Combined with the background of the 2026 APEC Summit, the fourth-grade students went to the streets to observe ordinary workers such as sanitation workers, traffic policemen, security guards and food delivery riders, discovering the “details of striving”. They observed security guards “standing at the door to ensure our safe entry and exit”, realizing that “it doesn’t need to be particularly glamorous; countless hardworking and diligent workers together will create a bright future”; they also saw elderly sanitation workers cleaning the village entrance, recognizing that “every ordinary work of labor is making the city better”.

同学们还结合自主发展目标，主动帮班级打扫卫生、在家扫地包饺子、用友善的口吻主动帮助同学，以少年之力为城市添彩。通过观察与行动，他们初步建立起社会责任感和城市主人翁意识。

The students also combined their independent development goals, taking the initiative to help clean the classroom, sweep the floor and make dumplings at home, and assist classmates with kind words, all contributing to the city with their strength. Through observation and action, they have established a sense of social responsibility and urban ownership.

五年级：家务劳动与英文采访，劳动与学科双提升

Grade 5: Housework & English Interviews for Dual Improvement in Labour and Academic Skills

五年级设置了两项并行的任务：自主完成一项家务劳动（如清洁、收纳等），并记录全过程与感悟；同时化身“小记者”，采访家中最勤劳的成员，撰写英文短文，介绍“家庭劳模”的一周安排。

Grade 5 has set two parallel tasks: independently complete one household chore (such as cleaning, organizing, etc.) and record the entire process and insight into it; at the same time, act as “little journalists”to interview the hardest-working family member, write am English essay, and introduce the weekly schedule of the “Family Model Worker”.

例如，有学生清洗桌垫时查阅资料，掌握了不同笔印的去除方法，体会到“劳动还要动脑筋”；有学生用快递盒制作收纳盒，借助直尺和热熔胶解决裁剪与粘贴难题，发现废旧物品也能变身实用工具。同时，学生们还运用“always”“often”等频率表达和动作短语，用英文介绍家人的辛勤付出，实现了劳动与英语素养的双重提升。

For example, some students checked cleaning materials when cleaning desktops, mastered methods to remove different pen marks, and realized that “labour also requires using one’s brain”; some made storage boxes from express delivery boxes, solved cutting and pasting issues with the help of straightedges and hot melt glue, and discovered that waste items can also be transformed into practical tools. Meanwhile, the students also used frequency expressions such as “always” and “often”as well as action phrases to introduce their family members’ hard work in English, achieving dual improvement in both labour skills and English proficiency.

六年级：劳动成长手账，记录身边的感动

Grade 6: Labour Growth Journal and Recording the Touching Things Around Us

六年级以“五一劳动成长手账”为载体，学生采访身边的劳动者，记录其故事与感动瞬间，形成图文并茂的手账作品。同时，从“为家庭做一件不常做的事”、“社区微贡献”、“劳动改造小创意”三个选项中任选一项完成并记录感悟。通过记录与创作，孩子们在劳动中感受到温暖与责任。

Taking “May Day Labour Growth Journal” as the theme, the sixth-grade students interviewed workers around them, recorded their stories and touching moments, and created picture-and-text journals. Meanwhile, they chose one task from three options — “do something unusual for the family”, “make small contributions to the community”, and “small labour transformation ideas” — to complete and record their insights. Through recording and creation, the children felt warmth and responsibility.

例如，有同学选择了“为家人包汤圆”这项劳动任务。看似简单的制作步骤，实际操作却遇到了汤圆容易露馅、火候不好掌握等困难。经过反复尝试，他最终煮出了一锅完整的汤圆。这次经历让同学们深刻体会到：每个人的劳动成果都来之不易，我们应该尊重每一份付出。

For example, some students chose the labor task of “making glutinous rice balls for the family”. Although the production steps seemed simple, they encountered difficulties such as the glutinous rice balls being prone to breaking and the heat being hard to control during cooking. After repeated attempts, they finally cooked a successful pot of intact glutinous rice balls. This experience made the students realize that everyone’s labour achievements are hard-won, and that we should respect every effort.

七年级：职业探索与全流程劳动，思考未来方向

Grade 7: Career Exploration & Full-Process Labour to Reflect on Future Directions

七年级的实践涵盖三个维度：一是采访身边劳动者并完成核心问题记录；二是任选“家庭清洁师”“营养师”“收纳师”“采购员”等角色，完成全流程劳动（如从菜单设计到餐后收拾的一顿饭，或从采购到收纳的家庭整理）；三是结合自身优势与兴趣，思考未来职业方向，探索个人价值与社会价值的统一。

The seventh-grade practice covered three dimensions: first, interview the workers around them and complete the recording of core questions; second, choose one role such as “family cleaner”, “nutritionist”, “organizer”, “purchaser”, etc., to witness the full-process of labour (e.g., creating a whole meal from menu design to the post-meal cleaning, or the family household organization from purchasing to storage); third, combine personal strengths and interests, reflect on future career directions, and explore the unity of personal and social value.

在实践中，有同学采访社区餐厅老板，记录下“为广大人民群众提供安全的餐食”的责任感，体会到被顾客认可的工作价值；也有同学通过制作酒酿蛋花，感悟到“如果不是真心喜欢一样东西，是不会去做的”，从中理解劳动者的艰辛；还有同学化身家庭收纳师，通过分类整理衣物，在劳动中收获成就感，并养成珍惜物品的习惯。同时，同学们在实践后认真思考未来职业方向，有的对AI工程师充满向往，有的立志成为教师，将劳动感悟与人生理想紧密联结。

During practice, some students interviewed community restaurant owners, recorded their sense of responsibility in “providing safe meals for the general public”, and experienced the work value that is recognized by customers; some students realized that “if you don’t really like something, you won’t do it” through making fermented glutinous rice egg soup, and understanding the hardships of workers from it; others acted as family organizers, gaining a sense of accomplishment through the sorting and arranging of clothes, and developed the habit of cherishing items. Meanwhile, after the project, the students carefully reflected on their future career directions — some were full of longing for becoming AI engineers, while others aspired to be teachers, closely linking their insights into labor with life ideals.

八年级：探寻深圳城市基因，书写青春誓言

Grade 8: Exploring Shenzhen’s Urban Gene and Writing Youth Oaths

八年级以“探寻深圳的城市基因”为主题，学生采访深圳各行业劳动者并结合改革开放史，分析“劳动精神”“五四精神”与“深圳精神”的内在关联，产出访谈录或精神谱系图。有同学通过访谈分析，畅想未来用科技与艺术融合的方式传承精神；有同学化身“家庭收纳师”，在整理家务中体会到劳动需要耐心与责任感；还有同学投身红树林净滩志愿服务，用实际行动践行环保责任，认识到个体微小行动也能汇聚成改变的力量。

With the theme of “Exploring the Urban Genes of Shenzhen”, Grade 8 students interviewed workers from various industries in Shenzhen. Combined with the history of reform and opening up, they analyzed the internal connections among the spirit of labor, the May Fourth Spirit and the Shenzhen Spirit, and produced interview records and spiritual pedigree charts. Through interviews and analysis, some students envisioned inheriting this spirit by integrating technology and art in the future. Some worked as family organizers and realized that labour requires patience and a sense of responsibility while doing housework. Others took part in beach-cleaning volunteer services at the mangrove wetland, practiced environmental protection with other practical actions, and recognized that small individual efforts can converge into the power of change.

他们还以“深圳精神”为镜，给2036年的自己写一封信，书写青春誓言与时代担当。这一设计将劳动教育、历史理解与未来展望深度结合，引导学生将个人成长融入城市与国家发展。

They also let the “Shenzhen Spirit” be a mirror and wrote a letter to themselves for the year 2036, expressing their oaths and sense of responsibility for this era. This design deeply integrates labour education, historical understanding and a future outlook, guiding students to integrate personal growth into the development of the city and the country.

此次五一PBL实践活动，是万科双语学校深化劳动教育、推进项目式学习的重要举措。从家务技能到社区服务，从职业采访到未来展望，各年级以问题为驱动、以实践为载体，引导学生在真实情境中感受劳动的力量、体验成长的快乐。

This May Day PBL practice activity was an important measure for Vanke Bilingual School to deepen labor education and promote project-based learning. From housework skills to community services, from career interviews to future outlook, each grade is driven by problems and takes practice as the carrier, guiding students to feel the power of labor and experience the joy of growth in real scenarios.

劳动创造幸福，奋斗成就未来。万科双语学校将持续践行“劳动教育”与PBL相融合的育人理念，让每一个孩子都能在劳动中找到自我、发现世界，以少年之力，托举更美好的未来。

Labour creates happiness, and striving achieves the future. Vanke Bilingual School will continue to practice the educational philosophy of integrating “labour education” with PBL, enabling every child to find themselves and discover the world through labor, and uphold a better future with the strength of teenagers.

资料提供/ 彭平

翻译/张紫恒

Proofreading of translation: Timothy Beers

排版/ 马葳