近日，廣州外國語學校愛莎文華IBDP課程學習成果展在廣州外國語學校環球廣場正式拉開序幕。IB本次作品展由過去幾個月的課堂作業組成，內容豐富、形式多樣，是一次綜合性的課堂教學成果展示。

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常見科目現新意

在這次作品展中，不少是取自于同學們中文、英文等常見科目的日常作業，但從這些作業中我們可以不難看出IB課堂鼓勵自主探究和辯證思考，注重融入素質教育和全人教育。

以中文組為例，除了有文本分析、文學創作，我們還可以看到同學們在中文課上會用利用繪畫形式梳理名人生平，會基于小說內容進行書本封面設計，會使用海報剖析戲劇作者……又以英文組為例，除了基本寫作，同學們還需要在課堂上撰寫演講稿、制作介紹冊子等。

△Jason Zuo制作海報分析戲劇《雷雨》作者曹禺

△Mily Li 散文作品《骨灰》

△Natalia Kang和Simon Deng梳理蘇軾生平

△Jay Liang設計的冊子

同樣是中文課和英文課，同學們能在其中得到的，除了文學知識，文學作品蘊含觀點和文化，還有背后的邏輯思維能力、反思能力、演說能力、團隊協作能力等許多文字以外的東西。

學術以外創新篇

IB課程提倡全人教育，注重均衡發展，除了學術課程，藝術在IBDP課程體系中同樣占據重要地位。在本次作品展中，我們可以看到IB學子如何將藝術作為一種探究途徑，以日常生活常見現象和話題為切入點，通過藝術認識自我、探索世界。

Sara Gui同學通過藝術進行自我剖析，把真實的自我以Mix-Media Painting的形式表達出來。

Susan Liu 同學以《愛麗絲夢游仙境》為靈感來源，創作服裝設計作品。

IB藝術并不是單純的技能教育，更是探究教育，希望培養同學們的可遷移學習能力。在課堂上，IB藝術老師會讓同學們對新接觸的知識進行思考內化，培養同學們的思辨能力和探究能力，幫助其更好學習及理解其他學科，解決實際問題。

多種角度促新思

從IB學生的作業中，我們可以看出IB學子關注度的多樣化，以及多角度思考問題。他們不止關注當下，更會聯系過去，展望未來；另一方面，他們不止著眼自身，更會關愛社區，關注社會問題。

△Matt Zhang寫給未來自己的一封信

△Rachel Li 同學著眼于抖音上物化女性的現象，

進行三維裝置藝術創作。

△Julia Peng抨擊藝術家進行創作時浪費事物的現象。

這次選擇課堂作業進行展示，體現出IB十分注重學習過程。在許多課程體系中，對于學生的評價都是來源于屈指可數的幾次考試結果。而在IB課程評估中，每門學科成績由內部評估和外部評估組成。注重過程的考評體系可以避免“一考定終生”，有利于對學生進行更全面、客觀的評價。

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Recently, the Learning Achievement Exhibition of Guangzhou Foreign Language School ISA Wenhua IB Diploma Programme officially kicked off at the Global Plaza of GZFLS. This exhibition is composed of students assignments of the past few months. It is rich in content and diverse in form. It is a comprehensive display of the teaching and learning achievements.

Click to watch the video

and review the wonderful moments

of the exhibition

New Ideas on Common Subjects

In this exhibition, many are just taken from the students’ daily assignments in Chinese, English and other common subjects. From these assignments, we could easily see that the IB class encourages independent inquiry and dialectical thinking and pays attention to integrating quality education and holistic education.

Taking the Chinese subject as an example, in addition to text analysis and literary creation, we also see that students in Chinese class use drawing to sort out the lives of famous people in history, design book covers based on the content of novels, and make posters to analyse drama authors and so on. Taking the English subject as another example, in addition to basic writing, students also write speeches in class, make brochures, etc.

△Jason Zuo made a poster to analyse Cao Yu,

the drama author of "Thunderstorm"

△Essay "Burned Ashes" by Mily Li

△Natalie Kang and Simon Deng sort out

the significant experiences of Su Shi

△Brochure designed by Jay Liang

Innovations Beyond the Academic

The IB curriculum advocates holistic education and focuses on students’ balanced development. In addition to the academic courses, the IB arts also play an important role in the IBDP curriculum. In this exhibition, we see how IB students inquire into common phenomena and daily topics through art to understand themselves and explore the world.

Sara Gui conducts self-analysis through art and expresses her true self in the form of Mix-Media Painting.

Susan Liuused "Alice in Wonderland" as a source of inspiration to create costume design.

Besides teaching skills, IB arts provide inquiry-based education, to develop students’ transferable learning ability. In the class, the IB art teachers have the students think and internalize the new knowledge they learn, cultivate their abilities of critical thinking and inquiry, help them better learn and understand other subjects, and solve practical problems.

Promoting New Thinking

from Multiple Dimensions

From the IB exhibition, we see that IB students are good at following diverse issues and thinking about them from multiple perspectives. They not only pay attention to the present, but also make connection with the past and look into the future; they not only focus on themselves, but also care about the community and social issues.

△ A letter written by Matt Zhang

to his future self in English class

△Rachel Li creates a three-dimensional

installation art criticizing the phenomenon of

objectifying women on TikTok

△Julia Peng criticizes artists

for their waste during artistic creation

Choosing students assignments for this exhibition also reflects the emphasis that IB attaches to the learning process of students. In many other curriculum systems, the evaluation of students only comes from the results of a handful of exams. Whereas, in IB assessment, each subject grade comprises internal assessment and external assessment. This assessment system that focuses on the learning process avoids the situation where students are graded only by few exam results and allows a more comprehensive and objective evaluation of students.