从“我”变成“我们”｜尚德融合部小学一年级新生入校课程

从幼儿园的稚嫩到小学的独立，从 “我” 的小世界到 “我们” 的学习者社区，融合部小学一年级新生在为期一个月的入校课程中，围绕超学科主题 “我们是谁”，在探究、合作与实践中完成身份的转变和认同。这不仅是一场 “适应课”，更是一次对自我身份、社区角色、学习责任的深度探索。

From the innocence and immaturity of kindergarten to the independence of primary school, the first-grade students of PYP participated in a one-month on-campus behavior cultivation course.

01、初识 “我” 与 “我们”

社交技能・搭建班级社区的联结桥

从认识自我到融入集体，有趣的探究活动让班级社区具象化：孩子们亲手绘制个人小名片，再站在讲台上，用稚嫩的声音介绍“我是谁”。所有的名片被拼贴成一棵枝繁叶茂的班级大树。在心与心的对话中，“社区中每个人都重要”的种子悄悄发芽。

From understanding oneself to integrating into the group, interesting inquiry activities made the class community tangible: students drew small self-introduction cards by hand, then worked in groups to step onto the podium and introduce 'who I am' in their childlike voices.

小脑袋们凑在一起在讨论什么？“我希望班级像游乐园一样开心，但不能吵架”“上课要认真听, one time one speaker”…… 每条小建议汇总成班级契约，孩子们还在契约上画了专属于自己的小印章 —— 这不是老师制定的规则，而是我们共同约定的承诺。

What are the little heads huddled together talking about? 'I hope our class is as fun as an amusement park, but no quarrels!' 'We need to listen carefully in class, we’ll miss out on interesting knowledge!'…… All these little suggestions were compiled into a class contract, and the children even drew small stamp designs on it.

心灵关爱中心的钱老师带来了关于“我的情绪我做主”的心理讲座，给我们的学习者社区增添上了读懂彼此心情的“秘密武器”。钱老师通过绘本《情绪小怪兽》，结合孩子们熟悉的学习场景，把抽象的情绪变成真实的日常感受。当孩子们学会看见自己的情绪，也学会理解他人的心情，“我”才能真正融入 “我们”。

Teacher Qian delivered a psychology lecture themed 'Master of My Own Emotions'. Through the book The Mood Monster, teacher Qian turned abstract emotions into real daily feelings. Children learn to recognize their own emotions and understand others' feelings, 'I' truly integrates into the 'we'.

02、探秘融小课堂

思考技能・解锁学习的问号力

“上课举手，老师一定会叫我吗？”“如果没听懂，能再问一次吗？”这些真实的疑问被整理成课堂问题清单，小组讨论后得出结论。让学习规则从“老师说”变成“我发现”。通过完成《我的学习小目标》，孩子们用可视化的方式，培养及时反思的思考习惯。

‘Will the teacher definitely call on me if I raise my hand in class?’ ‘Can I ask again if I don't understand?’ These genuine questions are compiled into a classroom question list, and conclusions are drawn after group discussions. This turns the learning rules from ‘what the teacher says’ into ‘what I discover’. By completing My Little Learning Goals, children develop the habit of timely reflection in a visual way.

03、发现校园角色

研究技能・成为尚德学习者社区的小侦探

学校的关系如何有助于形成我们的身份认同？带着这个探究问题，孩子们走进校园。他们以小组为单位，带着共同头脑风暴出的问题：如 “您每天为校园做哪些事？”“您是如何守护校园安全的？”“您是怎么管好这些钱的？”……手持采访记录单，分别与教务处、图书馆、市场部、保安、生活老师、招生办及其他部门的老师展开采访，尝试记录不同岗位的职责。

这个过程中，孩子们不仅实践了采访礼仪、信息记录等研究技能，更在与成人的平等交流中，慢慢懂得：每一位校园工作者都是尚德学习者社区的重要成员，每个人的付出都在让我们的校园更温暖、有序。

With the inquiry question 'How do school relationships help shape our identity?', the children stepped onto the campus. Working in groups, they hold interview record sheets, and conducted interviews with staff members.

During this process, the children not only practiced research skills such as interview etiquette and information recording, but also gradually came to understand through equal communication with adults that every campus staff member is an important part of our learner community.

探究完别人的职责，孩子们开始根据自己的特长来竞选班级职务。“我想当图书管理员，帮大家把书放好”“我想当点心小帮手，给同学发牛奶”……自愿报名后，还要说说我能做什么，最后投票确定分工，制作专属的职务责任卡，从此班级里多了一群负责任的小管家。

After exploring others' responsibilities, the children began to run for class positions based on their own strengths. 'I want to be the snack helper to hand out milk to my classmates'. After signing up voluntarily, they also need to explain what they can do. Finally, roles are determined through voting, and exclusive duty cards are made.

04、变身校园小当家

自我管理技能・养成自律小达人

“自我管理小达人”系列的比赛热闹非凡！仪表整理师比赛中，孩子们对着老师子整理衣领、梳头发，完成后还会互相检查；“物品小管家”比赛，是在四年级哥哥姐姐的指导下完成的，孩子们能又整齐而又快速地把课本、文具放进桌肚；“离班规范员”的比赛里，小组合作完成清桌面、推椅子、清地面、排队，谁的动作又快又有序，谁就是规范小明星；还有“光盘小卫士”“书包小能手”，让自律变成每天的小习惯。

The 'Self-Management Little Experts' series of competitions were in full swing! The 'Item Steward' competition was held under the guidance of fourth-grade students, where children neatly and quickly placed their textbooks and stationery into their desk compartments; there were also competitions like 'Clean Plate Guardian' and 'Schoolbag Organizing Pro'. All these activities turned self-discipline into a daily small habit for the children.

05、遇见新朋友

交流技能・传递友谊的小温暖

当与同学产生小矛盾时怎样沟通更有效？孩子们小组合作梳理校园交友思维导图。“好好说话、彼此尊重”成为孩子们日常交往的黄金守则。在真实的互动反馈中，孩子体会到积极表达能拉近人与人的距离，同时锻炼清晰传递想法、善意回应他人的沟通技能。

How to communicate more effectively when having small conflicts with classmates? The children worked in groups to sort out a mind map about making friends at school, and practiced communication skills such as conveying ideas clearly and responding to others kindly.

这一个月的新生入校课程，不是终点，而是终身学习的起点。融合部一年级的小朋友们，用一个月的探究证明了自己的主动成长。

这场以 “我们是谁” 为主题的入校课程，不仅帮孩子们更快地适应小学生活，更让他们懂得：“我” 是独特的，“我们” 是温暖的。愿每个孩子带着这份探究的勇气和学习者社区的归属感，在融合部继续解锁更多“成长密码”！

This one-month orientation program for new students is not an end, but a starting point for lifelong learning.This orientation program themed 'Who We Are' not only helps children adapt to primary school life more quickly, but also enables them to understand that 'I' am unique and 'we' are warm. May every child carry this courage to explore the sense of belonging to the learner community, and continue to unlock more 'growth codes' in the Integrated Department!