The questions above are certainly difficult and probing, perhaps you think these are only answerable by experts, but they are precisely the questions our middle school students have been working on during this epidemic. In the past days, some of our students have gotten together into groups to think further about these topics, what is the relationship between this epidemic, themselves, others, and the world?

　　As an integrated learning project of the IB MYP, discussions on the theme of ‘Coronavirus and Us’ have been organised around three sub-themes, based on the BWYA Schoolwide Learner Outcomes (SLOs), the IB learner profile, and the MYP global contexts. Students in Grades 6 to 10 then chose one of these sub-themes as a basis for their research and discussions.

　　This is all a part of the concept-driven holistic learning advocated by the MYP. To help students see learning as a part of their life, helping them to question, brainstorm, collaborate, discuss, research and work together with others to find creative and well-informed answers to the problems of life.

　　“To begin with, I was scared and worried about the new virus, but since the outbreak, I’ve seen more of the selflessness and care people can have for each other. Doctors and nurses working sacrificially, netizens all lending their support, and the many medical and financial donations being made. In the face of danger, nobody gave ground, rather everyone worked together, doing whatever they can.” This is taken from Grade 10 Kelly Li, Selena Liu, and Cecilia Chen’s thinking, relating to the SLOs of ‘Caring’, as well as ‘Fairness’, and ‘Adaptability’.

　　Two groups of sixth graders who have just started their journey through the MYP were using these topics to guide their discussions. After discussing each of the 10 IB learner profiles items, one group’s conclusion was, “In the future, we can link all of these learning objectives to our daily lives, to improve our living, and giving worth to every moment.” The other group also studied historical epidemics such as SARS, the Black Death in Europe, the  Spanish flu, and compared these with the present coronavirus epidemic  as they investigated the control and prevention of diseases.

　　Commenting  on their work, MYP Coordinator Ms. Jane Xia shared, “The first group of  sixth-graders really showed their sunny self-confidence and positive thinking, attitudes we are working hard to cultivate! Other groups displayed great independent  research skills and teamworking abilities, something we try to focus on  in these inter-disciplinary modules. I am fully confident that as they  progress through the middle school, and into further education, these  are attitudes and skills that will serve them throughout their studies.”

　　We  firmly believe that when learning and real life come together, this is  when truly great things happen. As the ancient Greek scientist  Archimedes said, “Give  me a lever long enough, and a fulcrum on which to place it, and I shall  move the world.” We hope that learnings such as these will become that  fulcrum, for every young scholar to move their world. May they always have the hunger and desire to explore the world around them, as they grow up into lifelong learners.

　　上面這些問題，或許你會覺得有點高深莫測，認為是專家們才要思考的問題。不過，這的確是北京世青中學生在疫情期間正在思索的課題。他們幾人成組，一起探討，這次疫情與他們自己，與其他人，與這個世界，到底發(fā)生著怎樣的關系？

　　作為國際文憑中學項目（MYP）的整體化學習項目，以“我們與新型冠狀病毒”為主題的討論與探究，圍繞三個不同的子主題展開。6至10年級的學生們可以幾個人一組，在基于世青學習者培養(yǎng)目標（SLOs）, IB學習者培養(yǎng)目標，和MYP全球化情景三個子主題中選其一，并在他們感興趣的這個子主題下，來共同探討發(fā)生在當下的疫情和生活經(jīng)歷。

　　而這，也是國際文憑中學項目所倡導的“概念驅動的整體化學習”，讓學習更加真實地來源于生活。當孩子們對生活中的事件能夠產(chǎn)生疑問、頭腦風暴、并與他人合作、討論研究、努力尋求答案時，主動的探究學習、多角度的思維碰撞與創(chuàng)意靈感的迸發(fā)，就產(chǎn)生了。

　　“最初我對新型冠狀病毒的爆發(fā)感到十分害怕和恐慌。但是這次的疫情讓我見證了人與人之間的無私和團結，讓我看到了一個個希望的身影：醫(yī)生和護士為了治療病員冒著犧牲的風險熬夜加班，網(wǎng)友們在網(wǎng)上發(fā)出一條條‘加油武漢’的信息，人們紛紛在網(wǎng)上捐款并且資助醫(yī)療用品給各大醫(yī)院和藥房。大家在危險面前沒有退卻，反而每個人都在盡自己最大的努力去面對這次困難?！边@是10年級的李雨菲、劉思佳、陳熙雅三位同學，針對世青學習者培養(yǎng)目標中“關愛”這一項所進行的思考，此外，他們還針對“公平”、“適應能力強”幾項素質目標進行了反思。

　　今年剛進入國際文憑中學項目學習的兩組6年級學生，則根據(jù)IB學習者培養(yǎng)目標和全球化情景中的“時空定位-控制與預防”展開了討論。其中一組，經(jīng)過對十項IB學習者培養(yǎng)目標逐一探討后，學生們總結：“在未來，我們還可以將這些學習者的培養(yǎng)目標與我們的日常生活聯(lián)系起來，這樣我們就能生活得更好，讓我們的每一秒都有價值。”而另一組學生，對SARS、歐洲的黑死病和西班牙流感等歷史上的重大流行病事件進行了研究學習，并通過與這次新型冠狀病毒疫情相比較，調(diào)查疾病的控制和預防，博古論今，觸類旁通。

　　“第一組6年級的孩子們展現(xiàn)了她們的陽光自信，與正面的積極態(tài)度，這也是我們希望培養(yǎng)的學生素養(yǎng)之一！另一組6年級學生則展示了他們的獨立研究能力和小組配合精神，這是我們注重從多學科多角度培養(yǎng)的，相信到了高中甚至大學，孩子們都會將這種技能和精神傳承下去?！眹H文憑中學項目協(xié)調(diào)員夏老師這樣評價道。

　　我們堅信，當學習與現(xiàn)實生活相遇，學習不再是束之高閣的知識，而是主動認知探索世界的利器。古希臘科學家阿基米德說，“給我一個支點，我就能撬起地球?！倍覀兿Ｍ?，“學習”可以成為每個世青學子探究世界的支點。愿他們對待這個世界永遠抱有一探究竟的渴求，成為質疑博學的終身學習者。