为引导7年级学生对刚结束的岭南非遗探究项目展进行深度总结,提升元认知能力与协作反思技能,EABA MYP于6月20日组织了主题为“G7探究项目展反思”的工作坊。本次活动严格遵循IB学习者培养目标,特别是“反思者”和“胸襟开阔”的要求,通过精心设计的结构化活动,助力学生审视项目历程中的个人成长与团队协作。
To guide Grade 7 students in deeply reflecting on the recently concluded Lingnan Intangible Cultural Heritage Inquiry Project Exhibition, enhancing metacognitive skills and collaborative reflection abilities, EABA MYP successfully held a workshop themed “G7 Inquiry Project Exhibition Reflection” on June 20th.
01/ 小组反思
Activity 1: Group Reflection
“BLOB Tree” (情绪管理树)——原是用于表达当下的感觉或情绪,现在被引用为自我评估工具。学生们借助这张充满隐喻的图画,通过选择树上代表不同情绪和状态的角色,直观表达项目结束后的内心感受。
“BLOB Tree” (Emotion Management Tree) – Originally used to express current feelings or emotions, now repurposed as a self-assessment tool. Students used this metaphorical picture, selecting characters on the tree representing different emotions and states, to intuitively express their inner feelings after the project ended.
讨论引导(导师参与):
Discussion Facilitation (Mentor Participation):
初步感知:哪个角色最开心?最悲伤?最有趣?最酷?最孤独?(识别基本情绪)
深入探讨:哪个角色积极?消极?关心他人?发挥领导作用?哪个角色面临困境(会死)?哪个可能犯错(会犯罪)?(探讨行为与价值判断)
深度联结:哪个角色代表现在的你?你渴望成为哪个角色?哪个代表“上帝”(最高力量/理想状态)?哪个最令你恐惧?你最喜欢哪个?最不愿与哪个相处?(深度自我投射与目标反思)
表达与记录:学生在A3纸上用喜爱的颜色标记自己所选的位置,并分享原因。小组代表认真聆听并做好关键记录。
02/ 个人反思
Activity 2: Individual Reflection
“画出你的极限!”在小组分享的启发下,学生进行独立静思,运用绘画或图表的形式,个性化地描绘自己在项目过程中感知到的能力边界、遇到的挑战(“极限”),以及可能的突破点或未来的目标。此环节强调内省与个人意义的构建。
“Draw Your Limit!” Inspired by the group sharing, students engaged in independent quiet reflection. Using drawing or diagrams, they personalized depictions of the perceived boundaries of their abilities, the challenges (“limits”) encountered during the project process, and potential breakthroughs or future goals. This segment emphasized introspection and the construction of personal meaning.
学生通过绘画“极限图”,静心反思项目中的挑战与个人成长边界
最终,小组代表需要把每个人的“极限图:合并在一张纸上,更直观感受小组成员在本次探究项目中的成长。
In the end, the group representatives need to combine everyone’s “Limit Map” on a single sheet of paper to visualize the growth of the group members during the inquiry project.
03/ 小组代表总结
Activity 3: Group Representative Summary
各小组代表依次上台,综合呈现本组在“BLOB树”讨论中的核心发现、共性感受以及对“极限”的理解。发言需精炼,聚焦最具价值的反思洞见。
Group representatives took turns presenting on stage, synthesizing their group’s core findings from the “BLOB Tree” discussion, shared feelings, and understanding of “limits.” Presentations needed to be concise, focusing on the most valuable reflective insights.
全体师生认真聆听,从不同小组的总结中获取多元视角,深化对整个项目体验的理解。
Collective Listening and Learning: All teachers and students listened attentively, gaining diverse perspectives from the summaries of different groups to deepen their understanding of the overall project experience.
本次反思工作坊的设计核心在于:
The core design of this reflection workshop lies in:
深化自我认知 (Self-Awareness):“情绪管理树”活动直接回应了“评估我是谁?(Evaluate Who You Are?)”的核心问题,通过具象化的角色选择与讨论,促使学生清晰识别并表达项目后的复杂情绪状态、自我定位、价值观及理想。
Deepening Self-Awareness: The “Emotion Management Tree” activity directly addresses the core question “Evaluate Who You Are?” Through concrete character selection and discussion, it prompts students to clearly identify and express complex emotional states, self-positioning, values, and ideals post-project.
审视挑战与成长 (Evaluating Challenges & Growth):“画出你的极限!”活动呼应“评估我在哪里?(Evaluate Where You Are?)”的问题,鼓励学生诚实面对项目中的困难、自身能力的边界,并思考未来发展方向,体现了IB反思循环中的重要环节——从过程中学习。
Examining Challenges and Growth: The “Draw Your Limit!” activity responds to the question “Evaluate Where You Are?” It encourages students to honestly confront difficulties in the project, the boundaries of their own abilities, and contemplate future directions, embodying a crucial part of the IB reflection cycle – learning from the process.
发展协作与交流技能 (Collaboration & Communication):小组讨论与代表总结环节有效锻炼了学生的积极倾听、观点整合与公开表达能力。
结构化反思框架 (Structured Reflection):活动提供了清晰、有层次的反思路径(小组->个人->集体汇总),符合IB对反思应“深入、有结构”的要求,确保反思质量。
Developing Collaboration and Communication Skills: The group discussion and representative summary segments effectively honed students’ skills in active listening, integrating viewpoints, and public speaking.
Structured Reflection Framework: The activities provided a clear, layered reflection path (Group -> Individual -> Collective Synthesis), meeting the IB requirement for reflection to be “deep and structured,” ensuring reflection quality.
小组代表自信上台,精炼总结本组的核心反思成果,展现协作与沟通能力
随着小组代表们精彩而凝练的总结发言结束,本次富有成效的反思工作坊圆满落幕。它不仅为G7学生的探究项目展画上了深刻的句号,更在每位参与者心中种下了持续反思、认识自我、突破极限的种子,为下一阶段的探究与成长奠定了坚实的基础。
This reflection workshop not only provided a profound conclusion to the G7 students’ Inquiry Project Exhibition but also planted the seeds of continuous reflection, self-understanding, and pushing limits in the hearts of every participant. This lays a solid foundation for the next stage of inquiry and growth.
