作为携手同行的姊妹学校，长沙玮希外籍人员子女学校与南昌国际学校始终秉持资源共享、互助共进的理念，共同深耕国际教育领域。2025 年 6 月 28 日，长沙玮希外籍人员子女学校 PYP 协调员肖瑶老师专程到访南昌国际学校，为全校教师带来一场干货满满的 IB 教学实践分享会，两校以教育智慧的交融，共同聚焦 IB 五年复审要点与教学实践创新，开启了一场深度的教学研讨之旅。
As sister schools walking hand in hand, Changsha WES Academy and NCIS have always adhered to the philosophy of resource sharing and mutual advancement, jointly delving deep into the field of international education. On June 28, 2025, Ms. Nicole Xiao, the PYP Coordinator of Changsha WES Academy, made a special trip to NCIS and brought a highly informative IB teaching practice sharing session to all the teachers. By integrating their educational wisdom, the two schools jointly focused on the key points of the IB five-year review and innovation in teaching practices, kicking off an in-depth teaching seminar journey.
分享会上，肖瑶老师围绕探究循环与概念理解两大核心展开。在探究循环部分，她通过 “探究周期谜题” 小组活动，生动拆解了从 “导入” 到 “行动” 为中心的探究式学习逻辑。而在概念理解的教学实践中，“视觉概念活动” 让教师们体会到如何引导学生从图片中提炼 “互联性” “系统”等核心概念，建立跨学科知识链接。
During the sharing session, Teacher Nicole Xiao focused on two core themes: the Inquiry Cycle and Conceptual Understanding. In the part of the Inquiry Cycle, she vividly dismantled the six links from “Tuning in” to “Taking Action” through the group activity “Inquiry Cycle Puzzle”, emphasizing the student-centered logic of inquiry-based learning. In the teaching practice of Conceptual Understanding, the “Visual Concept Activity” allowed teachers to experience how to guide students to extract core concepts such as “Interconnectedness”, “Systems” from pictures and establish interdisciplinary knowledge links.
此外，肖瑶老师还带来了全学段的教学案例示范。幼儿阶段以 “我们如何表达自己” 单元为例，通过故事阅读，带领幼儿探索情绪管理；G3 年级则在 “我们是谁” 单元中，结合微生物观察，让学生在科学探究中理解 “形式” “功能” 等概念，并以设计科普报纸的方式落实社会责任。最后，她分享了协作规划、可视化教学进度等实操建议，为教师们在日常教学中践行 IB 理念提供了清晰路径。
Furthermore, Teacher Nicole Xiao also presented teaching case demonstrations across all grade levels. In the early years stage, taking the unit “How We Express Ourselves” as an example, she led young children to explore emotion management through story reading; in the G3 grade, within the unit “Who We Are”, combined with microorganism observation, students understood concepts like “Form” and “Function” in scientific inquiry, and implemented social responsibility by designing popular science newspapers. Finally, she shared practical suggestions such as collaborative planning and visualizing teaching progress, providing a clear path for teachers to practice IB concepts in daily teaching.
此次分享会为学校 IB 教学实践注入了新的活力，教师们在交流中深刻体会到，IB 教育的核心在于通过概念驱动与探究式学习，培养学生的终身学习能力，而这一理念的落地需要在每一堂课中深耕细作。
This sharing session injected new vitality into the school’s IB teaching practice，teachers deeply realized in the communication that the core of IB education lies in cultivating students’ lifelong learning ability through concept-driven and inquiry-based learning, and the implementation of this concept requires deep cultivation in every class.