Parents' Day 我愿意，和孩子一起再次成长 | 华外PYP “与孩子同窗”家长日
当“家长”的身份悄然褪去，当课堂化作共同探索的舞台，教育的真谛——主动探究、携手协作、深度反思——便在这份平等的对话中悄然生长。四月底，华外PYP1-6年级举行了“与孩子同窗”家长日活动，邀请全体家长走进课堂，深度参与孩子的校园生活与成长体验!When parental roles transformed into equal learning partnerships, classrooms became shared spaces for discovery. In late April, HW PYP Grades 1-6 opened its doors for parents to experience authentic IB learning alongside their children.
与传统课堂不同，IB课程以“探究”为核心，让孩子与家长共同成为知识的探索者。活动当天，家长们在以下场景中感受到了这种魅力：Unlike traditional classrooms, IB programs position inquiry at their core, transforming parents and children into collaborative knowledge explorers. During the event, parents experienced this philosophy through these key moments:
在G4的“身体系统模型组装”中，家长与孩子分工协作，将器官与骨骼精准归位。这不仅是对知识的复盘，更是团队协作与反思的实践8。一位家长感叹：“原来医学知识可以通过动手操作如此生动!孩子教我识别骨骼时，我突然意识到，学习不仅是记忆，更是理解与联结。”Grade 4's human body system assembly transformed parents and children into collaborative anatomists. "Medical knowledge becomes vivid through hands-on work," observed one parent during the skeletal identification activity.
在G2图书馆技能课上，孩子们通过“中图法检索挑战”教会家长如何用字母和数字定位书籍。一位家长感慨：“孩子教我时，逻辑清晰得像个小老师，这让我看到IB培养的不仅是知识，更是思维的力量。”During Grade 2 library skills sessions, children taught parents decimal classification searches. "My child explained with teacher-like clarity - this is true thinking development," remarked a parent.
数学课中，家长与孩子用小数测量铅笔长度，体会“精确”在生活中的意义39;英语课的“同义词对决”游戏，让语言成为亲子互动的桥梁，一位爸爸笑道：“和孩子比反应速度，我竟然输了!但看到他自信的眼神，一切值得。”Math classes measured pencil lengths to decimal precision while English sessions became synonym showdowns. A father laughed: "Losing vocabulary games to my child showed me real learning progress."
03家长即学习伙伴
Parents as Co-Creators
在“可持续设计挑战”中，亲子团队用竹材设计环保产品，一位妈妈分享：“孩子提出用废纸做包装，让我重新思考环保的创意边界。”戏剧课上，家长化身《狮子与老鼠》的配角，与孩子共演经典。一位家长笑言：“第一次发现，表演不仅是台词，更是情感的流动。”During sustainable design challenges, families engineered bamboo products. "My child's recycled packaging ideas expanded my environmental thinking," shared a mother. Drama classes saw parents performing alongside children in The Lion and the Mouse, discovering performance as emotional dialogue.
UOI课堂中，亲子团队分析材料使用对环境的影响，一位父亲坦言：“和孩子一起设计‘竹制吸管’时，我第一次感受到教育是双向的——他的创意比我更天马行空!”In UOI classes analyzing material sustainability, a father noted: "Designing bamboo straws revealed education's two-way nature - his creativity surpassed mine."
这些课堂片段源自IB(国际文凭)教育的实践。以问题驱动学习，从“为什么纸张燃烧不可逆”到“如何设计环保产品”，孩子与家长共同经历从提问到创造的完整探究循环;打破学科边界：数学与艺术的测量、科学与语言的实验，知识在真实场景中生根发芽;家长即学习伙伴：您可能是游戏中的“队友”、实验中的“助手”，甚至是孩子眼中的“学生”。IB methodology manifested through three core approaches:Question-driven cycles: From combustion experiments to eco-design projects;Subject integration: Mathematical measurements informing art creations, science vocabulary enhancing language skills;Role redefinition: Parents becoming teammates, assistants, and sometimes students.
正如一位妈妈所言：“与其说这是一堂课，不如说是一场亲子对话——关于知识，更关于成长。”"Learning isn't about right answers, but idea exchanges""My child teaching organ placement redefined lifelong learning""This wasn't a class, but a growth conversation"
四月的风会停，但教育的回响永不消散。“同窗时光”暂告一段落，那些亲子共学的瞬间——笔尖的沙沙声、实验的惊叹声、协作的欢笑声——仍在时光中轻轻震颤。它们告诉我们：教育不是一座孤岛，而是一片需要家庭、学校与社会共同耕耘的土壤。Though April's event concluded, its impact persists in collaborative moments - scribbling pencils, experimental gasps, and shared laughter. Education emerges not as isolated instruction, but as collective cultivation by families, schools, and communities.
无论您是否亲历这场活动，我们相信，每一个愿意俯身倾听孩子问题的夜晚，每一次与孩子共同探索“为什么”的对话，都在书写属于您家的“同窗日记”。未来，愿我们继续以好奇为舟，以协作为桨，载着孩子驶向更广阔的思维海域。Every curious question explored together, every "why" investigated side-by-side, writes unique family learning stories. Let's continue navigating intellectual seas with curiosity as our compass and collaboration as our sail.
