Building bridges with "water", playing ice hockey without "ice", separating water and oil... Interesting "Tiangong Classroom" experiments arouse children’s interest. "Interaction between space and earth" is full of magic and reveals the magical realm of place and time.
As time flies, place and time connect the past and the present; place and time witness the changes in buildings; From generation to generation, place and time pass cultural heritage on... Place and time are vast and mysterious.
Where we are in place and time? Qinqiners have begun their inquiry journey. They search for mysteries in place and time.
Key words: humanistic confidence (humanistic accumulation, humanistic feelings, and aesthetic taste)
In spring, we go for a walk. In autumn, we climb mountains. The traditional festivals are ceremonies for people to fear and respect nature at first. They convey feelings and wishes under different circumstances. Those can be passion, pity, hope, and love.
Qinqiners put on traditional costumes, walked around different stalls, retasted the festival culture and customs of the year in one day, watched dragon boats and zongzi, and missed the patriotic Qu Yuan. They guessed riddles under lanterns like in the Mid-Autumn Festival. They also made green rice balls and cornel brooches, conveying their respect to ancestors.
Wearing traditional clothes, the children also showed their learning results. They became little poets and recited moon poems, tried to interpret traditional festivals and customs with English, or compared the changes of traditional festivals between ancient and modern times... Through this experience, the children not only knew more about the traditional festivals, but also learned to respect and understand different customs in different cultural backgrounds. They have become open-minded learners.
Singing and dancing, Cuju and Touhu, the customs of Chinese traditional festivals are integrated into our daily life. Ancient and modern are connected. We can also experience the happiness enjoyed by ancient children.
In addition to traditional festivals, our heritage is deeply engraved into various geographical environments. The grade 3 children carried out thematic learning "Traveling around China" to study the area of different terrain in China; followed the route of "Traveling Li Bai" to chant Li Bai's poems and visit the scenic spots in China. Poetic ancient rhyme and water sleeve dance are fascinating, leading people into the ancient world.
Key words: learning to learn (happy to learn, good at thinking, reflective, information consciousness)
With the development of time, we have profound cultural accumulation. We learn from both the old and the new, and understand the changes of tradition. We carry out in-depth learning in a variety of ways.
We use the Internet to find text, pictures or video materials and to trace the origin of festival culture and the geographical reasons of residential buildings. We comprehensively use the skills of reading, listening, thinking and associating.
We are full of imagination in reproducing traditional festivals and customs. We draw comic strips to record customs and to imagine what will the traditional festivals and customs be like in the future.
The children have become geologists and made terrain models, introduced the characteristics of different land forms, and used the interdisciplinary knowledge and skills to explore the connection between residential buildings and terrain. They have become more curious about the world.
Following the "Living Encyclopedia" of Dashi Family, we learned about the impact of terrain on human activities and settlement. Cave dwellings suit the Loess Plateau as they are warm in winter and cool in summer; the polar ice houses have hard shell and the indoor temperature can be kept above 0 ℃; earth buildings are generally suitable for hills and mountains; and stilts... Various creative "Dream Houses" are designed in art classes, which may be built in the future!
We are reflective. We draw conclusions from the learning process and think about ways to improve for deficiencies. Exploring place and time is the base of learning. By learning to learn, we can feel the fun of learning. With information awareness and reflective ability, we gain interest in learning and thinking when exploring mysteries.
Key words: responsibility (social responsibility, national identity, international understanding)
Children and teachers work together to make exotic ornaments, experience the fun of cross-cultural communication, and explore the interesting aspects of different countries and national cultures. Children's vision has also been broadened.
Who says that interesting inquiry will not appear in poems and paintings? The children crossed thousands of years of place and time and talked with the poet Li Bai. The children also "hold a green jade stick in their hand, bid farewell to the Yellow Crane Tower, look for immortals in the five mountains, and travel in famous mountains". From Chengdu to Chongqing, from Wuhan to Jiujiang, the poetic scenery is connected by different terrain. Children can feel the beauty of mountains and rivers of the motherland in the traditional culture.
However, more and more people are traveling, causing serious damage to Danxia landform and polar environment. What should we do then? Grade 3 IIC children also put forward suggestions: improve environmental awareness, lead a low-carbon life, and do well in refuse classification, etc. Let's take action together!
Aesthetic education is integrated into the strokes and paintings drawn by children, into the words and sentences of poems, and into every corner and scene on campus.
Responsibility is a seed. In the process of exploring place and time, responsibility grows with the accumulation of knowledge.