Biology 教学有法，教无定法，贵在得法 | I-EP MYP生物学习

I-EP的生物学习教材主要采用教育部人教版初中生物，同时补充IB MYP生物学科国际课程教材里相应的英文词汇、概念，全面覆盖国家课程内容和涵盖IB MYP的基础知识。

我们将国家教学课程和IB国际课程框架进行融合创新，每个学年学习5-6个相关主题的大单元。以概念驱动的形式，确立单元探究的中心思想、核心概念和相关概念，同时融入主要学科内容和ATL技能（研究技能、思考技能、沟通技能、自我管理技能和社交技能）的培养。此外，我们还提前设置好与教学目标和评估标准相一致的总结性评估任务和要求。

I-EP's Biology learning materials mainly adopt the Renjiao version of the Junior High School Biology edited by the Ministry of Education, while supplementing the English vocabulary and concepts from the IB MYP Biology textbook, completely covering the content of the National Curriculum and the fundamentals of IB MYP. 

We integrate the National Curriculum and the IB International Curriculum Framework, with 5-6 large units per academic year on related topics. We use a concept-driven format to establish the central idea, core concepts and related concepts of the unit of inquiry, while incorporating the primary subject content and ATL skills. In addition, we set summative assessment tasks and requirements in advance that are aligned with instructional objectives and assessment criteria.

科学课是学生发展探究能力、动手能力和实践能力很重要的场所。因此，我们将科创探究项目和学生社团项目与科学课程内容紧密结合在一起。

例如，在上学期，华外创新融合部（I-EP）初中科学组利用学生探究课和社团课进行选拔，组建了两支学生竞赛队伍，参加了2023年广州市中学生生物科技教育创新项目案例评选活动。其中，由我校九年级学生Lily, Patrick, Sunny, Gavin完成的“硝化-反硝化菌群在养殖水体中的神奇功效”项目获得了生物创新实验组一等奖。

Science class is a very important place for students to develop their inquiry, hands-on and practical skills. Therefore, we closely integrate the science inquiry program and student club projects with the content of the science curriculum.

Last semester, I-EP MYP formed two student science competition teams through student inquiry courses and clubs, and the team members joined in the Guangzhou Secondary School Biological Science & Technology Innovation Education Program Selection in 2023. In the competition, our project The "magic" effect of nitrifying and denitrifying bacteria in aquaculture water done by Lily, Patrick, Sunny and Gavin, the G9 students, won the first prize of Biological Innovative Experiment Group.

这个项目针对水产品养殖过程中，过量排放富含氨氮的养殖废水导致接受水体富营养化，破坏生态环境的问题展开探究。因为水体中氨氮的转化和去除主要由微生物驱动，因此，学生们独辟蹊径，建立了静水型的罗非鱼养殖体系，并利用每周探究课程的时间，系统地探究了硝化菌群的添加对养殖体系水质的影响。

在这次科创项目中，学生们从实验方案设计到实施，再到结果分析、绘图、讨论、汇报演讲，最后提交材料参加初审和终评答辩，全程参与。最终，他们主导的科研课题从158个项目中脱颖而出，获得了荣誉。

This project addresses the problem of excessive discharge of ammonia-nitrogen-rich farm waste water resulting in eutrophication of the receiving water body and ecological damage during aquaculture. Since the transformation and removal of ammonia nitrogen in the water is mainly driven by microorganisms, the students took an unique approach to establish a hydrostatic tilapia aquaculture system. They investigate the effects of the addition of nitrifying flora on the water quality of the culture system.

In this project, the students participated in the whole process from the design to the implementation, result analysis, reporting, presentation, and finally submitted materials to participate in the final evaluation and defense. In the end, the project they led stood out from 158 projects and won the highest honor.

在I-EP，科创探究项目旨在为学生们搭建一个深入研究、自主学习的平台，培养孩子们的探究精神，让他们在独立思考，亲自动手的过程中真正成为学习的主人，并逐渐具备IB学习者的素养。

在本学年的科创主题探究项目中，更有学生选择了“光与光合色素”、“酵母菌和酒”等生物相关的主题作为探究对象。学生们在探究的过程中，了解当今科技的发展趋势，并学会运用实验方法解决科学问题，从而更深入地理解科学的本质。最后，他们以全英文的形式进行汇报，向观众们展示了连日来的科研成果。

学生们主动探索、勇于实践，在实践中不断学习、提升。通过这样的项目实践，他们不仅拓宽了科学视野，更培养了独立思考、动手实践的能力，而这些正是IB教育所倡导的。

In I-EP, the scientific inquiry project aims to build a platform for students to conduct in-depth research and learn independently, cultivating their spirit of inquiry, so that they can truly become the masters of learning and gradually acquire the literacy of IB learners.

In the science themed inquiry projects of this academic year, some students have chosen biological topics such as "Light and Photosynthetic Pigments" and "Yeast and Wine" as their inquiry objects. In the process of investigation, the students learned about the development trend of today's science and technology, and learned to use experimental methods to solve scientific problems, thus gaining a deeper understanding of the nature of science. At the end, they presented their findings in English to the audiences.

Through such project, students not only broaden their horizons of science, but also develop their independent thinking and practical skills, which are exactly what IB education advocates.

我们坚持理化生学科优势，结合国际教育的思维培养模式，重视动手实践和实验教学，将学习应用于解决实际问题。同时，融合多元评价体系，关注学习结果，重视学习过程，多角度评估学生的学习情况。

全体学生不仅需要参加黄埔区期末统测，初二年级学生还需参加广州市生物会考，以此来检验学习成果。对生物学感兴趣的同学还可选修生物竞赛课程，并通过参加各种各样的生物类竞赛来提高学科素养。

以2024年英国生物测评竞赛为例，MYP学子在这项比赛中总共斩获了1枚全球金奖、4枚全球银奖、2枚全球铜奖、9枚全球优秀奖以及7枚全球入围奖的优异成绩，充分展现了他们扎实的生物学基础和出色的实践能力。

We adhere to the strengths of the science, and combine the mindset cultivation model of international education, emphasize hands-on practice and experimental teaching, and advocate applying learning to solving reality problems. At the same time, we integrate multiple evaluation systems, focusing on learning outcomes and process, and assessing their learning from multiple perspectives.

All students are required to take the final test of Huangpu District per semester, and the G8 students are also required to take the Guangzhou Biology Examination. Students who are interested in Biology can also take the Biology competition course and participate in a variety of Biology competitions.

Taking the 2024 UK Biology Assessment as an example, MYP students achieved a total of 1 Global Gold Medal, 4 Global Silver Medals, 2 Global Bronze Medals, 9 Global Merit Medals, and 7 Global Finalist Medals in this competition, which fully demonstrated their solid foundation in biology and excellent practical ability.

除此以外，在日常学习中，每个大单元结束前，根据IB课程评估要求，学生们还需要完成以下四个方面的总结性评估：

A：认识与理解

是否掌握生物学科的基础知识，形成基本的生命观念，如结构与功能相一致，进化与适应等。

B：探究与设计

是否能综合运用生物学科知识、方法和实验操作技能，通过设计，制作，改进，形成物化成果，将探究、解决问题的想法付诸实践。

C：处理与评价

是否能够从生物学实验过程中收集和分析证据、得出结论并反思回顾实验方案

D：反思科学的影响

是否能够运用科学思维，探讨真实情境中的生物学问题。是否关注生物科学与技术的新进展及其对个人和社会发展的促进作用。

这种全面、立体的评价体系，有助于老师更好地了解学生的知识掌握情况、技能发展水平和学习态度，为后续的教学改进提供依据。

In addition to this, students are required to complete the following four summative assessments at the end of each major unit in their daily studies, in accordance with the IB curriculum assessment requirements:

A: Knowing and understanding

Students are expected to have acquired a basic knowledge of biology and to have developed basic concepts of life, such as evolution and adaptation.

B: Inquiring and designing 

Students are expected to be able to apply the knowledge, methods, and experimental skills of biology to create achievements through independent thinking and practical action.

C: Processing and evaluating

Students are expected to collect and analyze evidence, draw conclusions, and reflectively review experimental procedures from biological experiments.

D: Reflecting on the impacts of science

Students are expected to apply scientific thinking to biological problems in real-world situations, and to be aware of new advances and the significant of biological sciences and technology.

This comprehensive evaluation system helps teachers better know the learning situation of the students, and provides a basis for subsequent teaching improvement.