TWIS & Shout｜跨学科与融合：AR互动技术下的TWIS“卢浮宫”

生命在于运动。本学期，TWIS向PYP小学部和MYP中学部推行了一项全新的健康生活计划。这一运动计划举行于每天上午第一节课前的半小时，每周四天，旨在提高学生的自驱力，让他们学会更为积极主动地自发参与体育运动，并在共同锻炼的过程中，增进与其他年级学生的互动。运动计划围绕着入门者的需求而设计，同时也为高年级的学生提供参与的空间和机会。运动项目的难度随着学生的掌握程度而相应调整，共同参与的教师亦会为学生提供额外的支持和指导。

除了参与体育锻炼外，此项运动计划还为MYP中学生提供了一个实施“服务即行动”项目的机会。比如，在运动的过程中，中学生可以为在场的小学生提供必要的帮助，从而获取“服务即行动”的分数。TWIS体育部门还提供了许多趣味性的运动，如障碍赛、团队接力、歌舞表演等。学院运动会也是运动计划的一部分，身着不同颜色学院服的学生可以在运动的过程中竭力为自己所在的学院争取积分。

An active lifestyle is a good place where our MYP students can provide Service in Action and help our PYP students, which will help them work towards achieving their upper grades goals. PYP students who participate in more guided activities such as obstacle courses, team relays, songs, and dance routines are supported by the staff. Different color teams would achieve points for their house by performing well or achieving specific goals. 

MYP中学生则遵循一套更有指导性的包含跑步和力量训练的运动计划，如深蹲、俯卧撑、弓箭步等。考虑到每位学生的体能差异，这项运动计划中几乎所有的力量训练都会根据个人的舒适程度进行相应的调整。

Our MYP students follow a more guided program consisting of running and bodyweight movements such as squats, push-ups and lunges. Each individual's readiness is taken into account. Almost all bodyweight movements can be scaled accordingly to the person's comfort level.

中国是瓷器的故乡，在英文中“瓷器（china）”一词也有“中国”的意思。作为一项传统古老文化与现代艺术相结合的艺术形式，陶艺与绘画、雕塑、设计以及其他工艺美术有着千丝万缕的联系。在TWIS艺术教师的带领下，陶艺CASE课外课程的学生系统性地学习着这门与泥土亲密接触的课程。从认识陶艺制作工具开始，学生练土、制泥，掌握泥土塑型方法如泥条盘筑成型法、手捏（雕塑）成型法和泥板成型法，装饰陶艺、釉上彩绘。

China is the home of porcelain, and the word 'china' also means 'porcelain' in English. As an artistic form that combines ancient culture with modern art, pottery is inextricably linked to painting, sculpture, design, and other arts and crafts. Under the guidance of our art teachers, students who participated in the pottery CASE classes systematically learn how to work with the clay. Beginning with an introduction to the tools of pottery making, students are able to learn how to produce the original clay, master the clay-shaping methods such as coil method,  pinch, and slab-building technique, and then decorate and glaze the pottery.

在创作的过程中，学生通过观察、思考、操作、欣赏、再操作、再欣赏的反复过程，用手之触觉完善他们对不同事物特征的认识，提高学生的艺术审美能力。捏、搓、磨等陶艺工序，让学生的手部、眼部、脑部相协调、相互动，这培养的不仅仅是完成一件陶艺作品的动手能力，更重要的是培养了学生的专注力、感知力和创造力。

During the process of getting their hands 'dirty', students perfect their understanding of different features with the touch of their hands and improve their artistic and aesthetic abilities through a repeated procedure of observation, reflection, manipulation, appreciation, re-operation and re-appreciation. Kneading, rolling and grinding - these practices allow students' hands, eyes and brain to coordinate and interact with one another, which develops not only the hands-on ability to complete a piece of pottery, but more importantly, the students' concentration, perception and creativity.

根据IB课程大纲的要求，MYP中学项目的学生每年至少参加一次IDU。何为IDU？为何IDU如此重要？在IB体系里，IDU指的是跨学科单元，学生必须运用两个或以上学科的知识储备、见解和技能来完成一项任务或解决一个实际问题。

All MYP students engaged every year in at least one IDU as part of the IB requirements. So what is IDU and why does it matter? IDU stands for interdisciplinary unit wherein students have to use their knowledge, understanding and skills from two or more subjects in order to accomplish a task or solve a real problem. 

十年级的学生最近融合了“设计”和“个人与社会”两个学科完成了一项IDU跨学科单元的展示。作为一个合作性的单元，这意味着不同学科的教师需要在规划形成性学习活动、创建总结性任务和确定评估标准等方面进行密切的合作。对于学生而言，这是一次让他们受益匪浅的学习机会。IDU不仅可以帮助学生丰富学习的层次，还允许学生发挥天马行空的创想，灵活运用不同学科领域的知识来创建新的内容和见解。

For Grade 10, their IDU involves Design and Individual and Societies. The process of the IDU is collaborative which means that teachers work together in planning the formative learning engagements, creating the summative task and determining the different achievement levels. The benefits for our students are multiple starting with the fact that it makes better learning as it allows them to use different knowledge domains creatively in order to create new understanding and content.

在这一IDU跨学科单元中，学生使用GRASPS（目标、角色、观众、情境、产品、性能和目的）模型，为世界著名的“卢浮宫博物馆”创建了一个TWIS的临时性展厅，展览主题为历史上的帝国。这一主题内容与“个人与社会”学科的知识密切相关，因为学生设计的展览涵盖了历史、经济和地理等领域。然而，最大的不同是，为了增强展览的互动性，学生必须运用他们在设计课上所学到的技术知识——在展览中加入两个AR（增强现实）装置呈现互动效果，包括三维物体和展示视频。

Using the GRASPS model in the I&S class, students had to create a temporary exhibit for the world-famous museum 'Le Louvre' on the topic of empires throughout history. The connection to the I&S class is quite obvious as the topic of empires clearly connects with history, economics and geography. However, the big difference was that students had to apply their technological knowledge from their Design class. Students have to include in their exhibit two AR (augmented reality) elements with a 3D object as well as a video.

由于展览涉及到研究能力和思考能力的运用，学生在“个人与社会”学科的准备工作变得相当繁重。以小组合作、组员分工的形式，每位学生均需负责研究特定的部分——帝国的建立、帝国的体系和帝国的衰落，以及附加的亚洲和欧洲的帝国。富有挑战性的是，每位学生所负责的单个主题内容已足够连贯，可独立存在，但在整个展览中，他们需要整理出一条逻辑线，让每一位学生的主题内容都串联起来。

The preparatory work for I&S was heavy as it involved both research and thinking skills. Each student was in charge of investigating one specific part: Creations of Empire, Empire systems and Fall of empires, as well as two extended Asian and European empires. The challenge was that each of their parts was coherent enough to stand on its own but they also needed to collaborate so that the audience could look at the entire exhibit as a whole. 

打开AR软件，用手机镜头对照平面展品，

手机屏幕会呈现动态的画面或视频。

Open the AR software; 

Focus the phone lens on the 2D exhibit.

The phone screen will present a dynamic video.

在另一端的设计课上，十年级学生进行了虚拟与现实场景的整合和互动的技术研究，他们深入讨论了VR（虚拟现实）和AR（增强现实）的区别。延展知识后，学生利用Unity网站的AR引擎增进了AR的设计技能，该AR引擎常被用于创建游戏、应用程序和工业程序。得益于长时间的钻研，十年级学生成功在安卓手机上安装了自行设计的AR应用程序，并在TWIS“卢浮宫展厅”中进行测试和演示。通过这一实践，学生明白了跨学科协作和团队合作的好处和重要性，这在二十一世纪是一项至关重要的能力。

While during design class, students initially conducted research on the technologies that integrate and interact with real-world scenarios. They have discussed in depth the differences between VR (Virtual Reality) and AR (Augmented reality). Further, learners improved their augmented reality design skills with Unity's AR engine, which is also for creating games, apps and industrial programs. Eventually, 10th graders installed designed AR apps on Android phones to test and demonstrate during the TWIS Louvre exhibit. By doing this students also understood the benefit and the importance of collaboration and teamwork across disciplines which is a major life skill in the 21st century. 

经过几周的努力，在对电子设备进行编程并确保其内容准确无误后，十年级学生将他们的展品布置起来，并准备了一系列广告海报，以便在整个学校社区中宣传此次展览。学生还为其他班级的参观者担任了展览导游的角色，在一个个展品面前，详尽地介绍了它的历史和地理位置。观众们都充满了好奇，通过不停发问的形式来获得更多有关帝国的知识。当他们把电子设备对准照片上的帝国时，平面图片变得栩栩如生，观众们都被这跨学科融合深深地吸引住了。

After a couple of weeks of hard work both in programming the devices and making sure their content was accurate, the MYP 5 class put up their exhibit and prepared a set of advertising posters to promote the exhibit throughout the school community. They rehearsed their roles as exhibit tour guides for the visitors from other classes. The G10 provided a general introduction and orientation, and then presented the div of the museum that they had prepared. They had a curious audience wanting to find out more about the empires. They were also fascinated when the empires came alive by pointing their e-device in the photos.