近日，南昌力迈(国际)学校卡文特ELA1B班的孩子们个个忙的不亦乐乎——他们有担任摄像师的，有负责服装设计的，有角色扮演的、有乐器制作的......原来这是一次有声有色的PBL活动，同学们各施所长，尽心尽力地制作着一部ELA与Science相结合的微电影!
故事起源于卡文特1B班ELA课堂上：一片遥远、潮湿的森林里，夜晚，正在飞行的蝙蝠妈妈遭到猫头鹰攻击，不幸将怀中的蝙蝠宝宝Stellaluna掉到了树上。经过一番波折，Stellaluna又坠入一个有3只小鸟的鸟巢。鸟妈妈把它也当作自己的孩子，要求它像鸟一样，白天飞行、晚上正着睡觉(而非倒挂着)睡觉、吃虫子而非水果。这些让Stellaluna感到很不适应。终于，在一次远行时它意外找到了妈妈。
那么，在卡文特ELA1B班，Stellaluna绘本故事是如何一步步成为孩子们自导自演的电影作品的呢?不如让我们走进Mr.hood的PBL课堂一探究竟吧!
知识小课堂 Project-Based Learning
项目式学习是一种以学生为中心的教学方式。在项目式学习过程中，学生会解决具有现实意义的问题，解决这个问题需要用到现实生活中会用到的技能，比如批判性思维、团队合作能力、决策能力等等。在项目式学习过程中，不仅仅要求学生能够掌握学科知识，还要懂得如何在现实生活中将这些知识学以致用。积极地收集信息、获取知识、探讨方案，以此来解决具有现实意义的问题。
项目流程
01
Introduction and research
了解和探索
In stage one, students were introduced to the main idea of the project through the question. The ELA question was “ How can we help new ESL student with little to no understanding of English to understand the book Stellaluna? ” Students looked at the question in different ways and came up with several answers for example: an audio tap, simplified book, a play, however at the end students fell on the idea to develop an abridged movie that would express the story in a simplified meaning.
Due to their decision, students began to come up with the ideas what does a movie need. This began the next question they needed to work on “ what do you need to make a good movie? ” Students work on this question together and came up with several answers and provided some interesting content.
在第一阶段，Mr.Hood 通过问题的形式为学生介绍了这个项目的主要内容。他针对ELA课程上课情况对学生们提出了一个问题：”如何帮助英语基础薄弱的学生掌握Stellaluna绘本故事。”学生们想法不一，有的学生提议做一个录像带，有的提议制作一本简化版书本，还有的学生提议表演一个戏剧等等。最终学生们达成一致，决定根据Stellaluna绘本故事拍摄一个微电影。
确定下来之后，学生开始思考拍摄电影需要什么，接着他们又思考拍摄一部好电影需要什么。学生们在一起共同讨论如何制作一部好电影，提出了一些非常有趣的内容。
02
Being able to identify the content of a story
改编剧本
Students were then asked to complete a work sheet to show their understanding of the Stellaluna story focusing on the character, setting and plot. They were also asked to look at the story again this time trying to solve the issue regarding how to explain the story of Stellaluna to a student with little understanding of English. Students were introduced to the understanding of abridging a story due to this students began to abridge the Stellaluna story in the past tense.
During this time，students were taught about the past, present and future tenses so that they could use this content to help them fulfil their objective for this project. In addition it allowed them to identify the key content of their Calvert’s requirements to be able to identify the characters, setting and the plot of a story.
这个阶段，Mr.Hood引导学生理解Stellaluna绘本故事，重点是在角色、场景和情节上的理解。他还带领学生重温了这个故事，在这个过程中学生们需要思考如何向对英语基础薄弱的学生讲解Stellaluna故事。同时Mr. Hood指导学生如何去改编故事，学生开始用过去时态进行故事改编。
在这段时间里，Mr.Hood 教学生学习过去、现在和将来三种英语时态，以便他们在这个项目中用正确的英语时态来完成创作内容。此外，学生还需要根据卡文特课程要求的核心内容来确定这个故事的人物、场景和情节。
03
The assignments in a team
团队分工协作
Once students began to have an idea what they will be doing in their PBL they then needed to work on a new problem, how do they manage the filming of the project? During this period MR.Hood began to introduce students different occupations in the filming industry and focusing on the vocabulary related to need, want and have.
This allowed the students to learn about taking responsibilities. They firstly had to explain what they were responsible for. During this time students began to show a lot of interest in their roles and began to ask questions about what they could learn to be prepared for the filming stage.
学生开始了解在PBL中将要做什么后，迎来了一个新的问题：如何进行Stellaluna show的拍摄?在此期间，Mr. Hood开始向学生介绍电影产业不同的职业，并重点教学生在拍摄过程中需要的词汇。
这个过程培养了学生的责任感。学生必须阐述各自的工作职责是什么，这引起了学生对自己的角色的极大兴趣，开始主动请教老师他们需要学习哪些内容，如何准备电影拍摄。
04
Prior filming
拍摄准备
After students had decided they responsibilities，students were introduced to another problem to find a solution for. Students were told they were not allowed to speak Chinese in the studio. This was a problem as student English abilities could effect the filming, however students came up with several different ideas to resolve this issue and came up with the idea of using instructional sentences to work in the studio and produce posters to remind people.
学生们确定了自己的职责之后，又开始着手解决下一个问题。在演播室里学生是不允许讲中文的，但是有的学生的英语能力可能会影响拍摄。于是学生提出了几种不同的方案来解决这个问题，在演播室写下教学句子、制作海报来进行提醒。
Mr Hood向学校申请使用演播室(Studio)，并带来了自己的单反相机和录音设备，利用午休时间指导学生的拍摄及剪辑工作。
05
Reflection
思考探索
Students sat down and began to reflect on the project and decided what they needed to work on in the rest of their project. They also began to look and the next stage of the filming and how to integrate light and sound from their science class.
拍摄告一段落后，学生们坐在一起思考这个项目，并探讨在接下来的项目中需要做什么以及做什么。目前，学生们已经开始着眼于电影拍摄的下一阶段，思考如何将科学课中学到的灯光和声音融合到这个项目中。
学生邀请美术老师Ms. Zhang和科学老师Mr.Qu加入到项目中。Ms. Zhang指导学生，协助完成拍摄所需的道具，例如：猫头鹰、蝙蝠等头饰;Mr.Qu则带领学生们在科学课上完成拍摄所需乐器的制作。
项目意义
英国籍·ELA教师
Paul
萨里大学教育管理学硕士，持有TEFL国际英语教师资格证书，超过14年的教学经验，曾担任英国政府教育部门讲师，现力迈中方教师团队培训讲师，在中国已有8年的教学经验。
This project had three main goals for student individual development. Firstly being to have students work on their communication abilities, by having students focus on content related to need, want and have, students would practice how to express their desires in an English environment. Our second focus was on the ability to express the past, present and future tenses, this would allow the students to express the action that took place in the project and what they would need to work on. Our final aim was to integrate content they have learnt in English and Science into their daily life to show that content in the classroom can be used in the real world.
从学生个体角度来讲，这个项目主要可以锻炼学生三方面的能力。首先通过让学生们关注他们需要的，想要的，已有的内容，这激发了学生在英语环境中主动表达自己的强烈意愿，从而锻炼了他们的沟通能力。其次，学生通过在这个项目中表达发生的事情以及他们需要做的事情，在实际中正确掌握了运用过去、现在、将来时态的能力。最终目标是让学生在英语和科学方面学到的内容整合到日常生活中，将在课程学习到的内容真正的运用到现实世界中。
Students were asked to work as a class to develop a class project. This was to have students work on several key skills and traits they would need in future projects such as: team work、schedule planning、setting goals、cooperation 、researching.
这是一个学生们以班级为集体展开的团队项目，这种形式让学生掌握了他们将来的项目中需要的几个关键技能和特质，如：团队合作、制定计划、设定目标、团队合作、调研研究等。
科学/化学老师
瞿涛勇/Tiger
澳大利亚南澳大学科学教育硕士毕业，留学期间获得SAAB STEM课程设计证书。6年教学经验，擅长策划和实施基于自然环境的项目式学习、科技课程和STEM课程。荣获 2019 年全国中学生水科技发明比赛一等奖，协助武汉市近50所中小学开展科学教育课程。因国际化的教育理念、接地气的教学方式，深受学生喜爱和家长好评。
该项目是以Stellaluna故事展开的英语语言文学、科学和艺术等跨学科整合学习。这样的整合意味着学生们会对各个学科更感兴趣，学习过程更具挑战性，学习成果将是1+1>2的效应。
在科学课上学生已经初步完成了3种以上乐器的制作。每个孩子都做出了心爱的小乐器：沙槌(Maracus)、管形卡祖笛(Tube Kazoo)、梳子口琴(Comb kazoo)、吸管笛子(Straw flute)和纸盒吉他(Shoebox guitar)。这种学习模式激发学生对于科学的兴趣，每个学生都非常兴奋。接下来，还要学习光的基本知识和光效的制作，学生们可以更好地理解声音和光的基本原理，灵活运用声音和光制作多种效果，期待学生们制作出一部声光并用的Stellaluna show。
Stellaluna show跨学科学习形式
教育不断变革的今天，PBL课程就像高速列车，搭载着科学、艺术、数学等传统科目，驶入新时代的高速轨道。知识不再有泾渭分明的界限，学科的边界越来越模糊，构建出一个全新的学习场景。
PBL是力迈特色创新教学模式，旨在激发学生的自主学习的能力，让学生成为学习的主导者，学习路径更多元化。这种可以从不同层面激发他们创造力和求知欲的学习方式，将比“填鸭式”的课堂讲授更实际。更有利于学生在全新的学习模式中唤醒自己，突破自己，让学生去尝试、去试错、去体验、去历练的过程中找到属于自己未来的方向。
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