如何和其他学科老师一起设计跨学科探究单元？

  1. 选一个能连接多学科的主题
    比如：“气候变化”。这个主题可以联系科学、语言、数学、艺术等多个学科。
  2. 找相关学科老师开会，商量各自教什么
    科学老师：教气候变化的原因（比如温室效应）。
    语言老师：分析环保文章，教学生写倡议书或报道。
    数学老师：计算家庭或学校的碳排放数据。
    艺术老师：设计环保海报或短视频。
  3. 设计一个核心问题，让学生用多学科知识解决
    比如：“我们学校如何减少碳足迹？”
    学生可以：
    用科学知识分析问题；
    用数学统计数据；
    用语言写倡议书；
    用艺术做宣传。
  4. 分阶段进行
    第一阶段：各学科先教自己的内容（比如科学课讲原理，语言课教写作）。
    第二阶段：学生分组，结合多学科知识完成一个任务（比如制定校园减碳计划）。
    第三阶段：展示成果（比如向全校宣讲、贴海报、发倡议书）。
  5. 根据学生年级调整难度
    低年级（MYP1-3）：老师多指导，任务简单明确。
    高年级（MYP4-5）：学生自己选方向，比如研究“快餐行业的塑料污染”或“本地公交系统的环保问题”。
  6. 联系现实，让学习更有意义
    邀请环保组织来讲座；
    让学生采访家长或社区，了解实际生活中的环保行动；
    结合学校活动（比如“地球一小时”）。
  7. 老师也要总结和改进

单元结束后，各科老师一起讨论：

  • 哪些部分效果好？（比如学生很投入）
  • 哪些可以改进？（比如时间不够、某些学科衔接不好）
  • 好处
    学生能真正理解知识怎么用，而不是死记硬背。
    老师合作更紧密，教学更有趣。
  • 难点
    需要提前协调时间，避免各科内容重复或脱节。
    评估要兼顾学科目标和跨学科能力。
    建议从小主题开始试，慢慢扩大。

How to design an interdisciplinary inquiry unit with other subject teachers?

  1. Choose a theme that can connect multiple subjects
    For example: "Climate change". This theme can be linked to multiple subjects such as science, language, mathematics, and art.
  2. Find teachers of related subjects to hold a meeting and discuss what each of them will teach
    Science teacher: teach the causes of climate change (such as the greenhouse effect).
    Language teacher: analyze environmental protection articles and teach students to write proposals or reports.
    Math teacher: calculate carbon emission data for families or schools.
    Art teacher: design environmental protection posters or short videos.
  3. Design a core question for students to solve with multidisciplinary knowledge
    For example: "How can our school reduce its carbon footprint?"
    Students can:
    Analyze the problem with scientific knowledge;
    Use mathematical statistics;
    Use language to write proposals;
    Use art for publicity.
  4. Carry out in stages
    Phase 1: Each subject teaches its own content first (for example, science class teaches principles, and language class teaches writing).
    Phase 2: Students are divided into groups and complete a task (for example, formulate a campus carbon reduction plan) by combining multidisciplinary knowledge.
    Phase 3: Show results (e.g., give a lecture to the whole school, post posters, issue a letter of appeal).
  5. Adjust difficulty according to students’ grade

Lower grades (MYP1-3): teachers provide more guidance, and tasks are simple and clear.

Higher grades (MYP4-5): students choose their own direction, such as studying "plastic pollution in the fast food industry" or "environmental issues in the local bus system".

  1. Connect with reality to make learning more meaningful

Invite environmental organizations to give lectures;

Let students interview parents or communities to understand environmental protection actions in real life;

Integrate with school activities (e.g., "Earth Hour").

  1. Teachers should also summarize and improve

After the unit is over, teachers of each subject discuss together:

Which parts are effective? (e.g., students are very engaged)

Which parts can be improved? (e.g., insufficient time, poor connection between certain subjects)

Benefits
Students can truly understand how to use knowledge instead of memorizing it by rote.

Teachers work more closely together and teaching is more interesting.

Difficulties
Time needs to be coordinated in advance to avoid duplication or disconnection of content in each subject.

Evaluation should take into account both subject goals and interdisciplinary capabilities.

It is recommended to start with a small topic and gradually expand it.