让孩子沉浸其中并收获满满的IB课程，到底是怎样的呢？围绕超学科主题开展的探究活动，如同藏宝图徐徐展开，充满了未知与发现的欣喜。作为IB探究的开端，导入部分（Tuning In)有着独特的作用。它启发孩子们的兴趣与好奇心，激活他们小脑袋里的已有经验，像是海面上的灯塔般明确探究方向，让孩子与中英文老师、同伴、爸爸妈妈等学习者社区人士形成探究共同体，一起开启一场关于兴趣的“大冒险”。

What exactly is the IB curriculum that fully engages children and allows them to gain a wealth of knowledge?Inquiry activities centered around transdisciplinary themes unfold like a treasure map, filled with the excitement of the unknown and new discoveries.As the starting point of IB inquiry, the Tuning In phase serves a unique purpose. It sparks children's interest and curiosity, activates the existing experiences in their little minds, and clarifies the direction of inquiry like a lighthouse on the sea. It enables children to form an inquiry community with Chinese and English teachers, peers, parents, and other members of the learner community, embarking together on a "grand adventure" driven by interest.

班里来了个新朋友——一只毛绒玩具小羊，让我们抱抱它吧！迷糊的小羊遇到了难题，孩子们一起帮助它找眼睛、鼻子和嘴巴，告诉它五官可以看、听、闻，等等，可有用啦！Vicky老师还特意带来了明亮亮的镜子，我们对着镜子找呀找，原来眉毛长在眼睛的上面，两只耳朵对称地分别长在脸蛋的两侧，而嘴巴长在鼻子的下面——初步的方位知觉伴随自我探索得到了轻松发展。

A new friend—a plush lamb—joined the class. Let's give it a hug! The confused lamb was faced with a problem, and the children worked together to help it find its eyes, nose, and mouth, telling it that the five senses are incredibly useful for seeing, hearing, smelling, and more! Teacher Vicky also brought bright mirrors. We looked into the mirrors and searched—turns out, eyebrows grow above the eyes, two ears are symmetrically placed on either side of the face, and the mouth is below the nose. Basic spatial awareness was effortlessly developed alongside self-exploration.

为了进一步启发孩子们的探究兴趣，外教的奇思妙想可谓层出不穷。Teacher Jason做了个有趣的“My face”展板，领到特别任务的孩子将小手穿过“山洞”，通过触觉感知五官的形状，凭借空间知觉为五官找到相应的位置。游戏中的他们十分投入，有的屏住了呼吸，有的着急提醒伙伴“再往上一点儿”，有的对着歪歪扭扭的“Face”哈哈笑个不停。

“I have a nose.”“This is my mouth.”“These are my ears！”K1的孩子们运用英文热情分享，他们都为自己拥有健康有用的五官感到自豪，自我认同的种子，就这样在好玩的过程中生根发芽。

To further ignite the children's interest in inquiry, the foreign teacher came up with countless creative ideas. Teacher Jason made a fun "My Face" display board. Children who received a special task put their little hands through the "cave," used their sense of touch to perceive the shapes of the facial features, and relied on spatial awareness to place each feature in the correct position. They were completely absorbed in the game: some held their breath in concentration, some anxiously reminded their friends, "A little higher!" and others laughed out loud at the lopsided "Face."

"I have a nose." "This is my mouth." "These are my ears!" The K1 children enthusiastically shared in English. They all felt proud of having healthy and useful facial features, and the seeds of self-identity took root and sprouted in the midst of this fun activity.

关于植物的探究，离不开对研究技能和思考技能的巧妙应用。黄老师带来了一群“失落”的叶子宝宝向孩子们求助，“你能帮忙找到叶子的家吗？”懂得关爱的他们兴致勃勃地来到了植物园，对着生长中的植物仔细辨别、比对，分享自己的思考与发现。

Inquiries about plants inevitably involve the skillful application of research and thinking skills. Teacher Huang brought a group of "lost" little leaf babies to ask the children for help: "Can you help the leaves find their home?" Full of compassion, the children excitedly went to the botanical garden, carefully identified and compared the growing plants, and shared their thoughts and discoveries.

黄老师一边倾听孩子们的观点，一边与他们展开讨论，同时提出了“给叶子照相”的想法，一下子引发了大家的兴趣。于是，孩子们做了有趣的蓝晒实验，对叶片形状进行了更加细致入微的观察。

Teacher Huang listened to the children's ideas, discussed with them, and also suggested "taking photos of the leaves," which immediately sparked everyone's interest. So the children did a fun cyanotype experiment, observing the shapes of the leaves in even greater detail.

如果留心观察生活，你一定会发现身边植物种类之丰富程度让人惊讶。金生幼儿园成了孩子们的“植物研究场”，他们游走于每个角落，观察植物的高低、叶片的多少、枝蔓生长的特点。外教Graeme耐心引导孩子们辨别特征，认识植物的属类，比如Tree, Bush, Climber, Herbs and Grass等等。孩子们发现，大多数植物呈现在外的都是绿色，于是探究之旅又有了新的研究方向。植物的构成，植物的栽培，源自植物的产品、功效，神秘的植物世界之门就此被孩子们叩响，在探究的导入阶段徐徐开启。

If you observe life carefully, you will surely be surprised by the rich variety of plants around you. King‘s Kindergarten became the children's "plant research field." They wandered through every corner, observing the height of the plants, the number of leaves, and the growth characteristics of the vines. Foreign Teacher Graeme patiently guided the children to identify features and learn about plant categories, such as Trees, Bushes, Climbers, Herbs, and Grass. The children noticed that most plants appear green, which opened up a new direction for their inquiry journey. The structure of plants, plant cultivation, products derived from plants and their functions—the door to the mysterious plant world was thus opened by the children, unfolding slowly during the Tuning In phase of the inquiry.

What is a living thing?What is a non-living thing?当Teacher Jade把这个问题抛给孩子们时，他们迫不及待地表达自己的观点：

What is a living thing? What is a non-living thing? When Teacher Jade posed these questions to the children, they couldn't wait to share their ideas:

Teacher Jade帮助孩子们整理出生物/非生物最核心的几项特征，然后邀请孩子们玩分类游戏，在班里寻找living things和non-living things，游戏时间只有30秒哦，快快快！

Teacher Jade helped the children sort out the core characteristics of living/non-living things, then invited them to play a classification game: find living things and non-living things in the classroom. The game only lasted 30 seconds—hurry up!

孩子们“唰”地一下奔向各个角落，积极观察、思考、分析，探讨概念与具体案例的关系。最后，他们自信地运用流利的英文口语分享判断的理由，实在是太棒了！

经过导入阶段的探究，他们接下来又会绘画出什么样的生物探究地图呢？或许是生物的分类、生态系统、食物链，甚至是与人类生存相关的话题，探究的路上充满了未知，正吸引他们展开一场又一场的“大冒险”。

The children "swished" and rushed to every corner, actively observing, thinking, analyzing, and discussing the relationship between concepts and specific examples. In the end, they confidently shared the reasons for their judgments in fluent spoken English—truly amazing!

After the Tuning In phase of the inquiry, what kind of biological inquiry maps will they draw next? Perhaps it will be about the classification of organisms, ecosystems, food chains, or even topics related to human survival. The inquiry journey is full of the unknown, which is exactly what attracts them to embark on one "grand adventure" after another.

导入阶段就像磁铁石，紧紧地抓住了孩子们探索的兴趣与欲望。作为IB探究的主体和驱动者，金生宝贝们像科学家一样，在导入阶段发现问题、提出问题，勇于主动作出分享，涵养了多项学习品质，为将来成长为“终身学习者”奠定了良好的基础。双语世界，学无边界，让我们共同期待他们接下来的兴趣“大冒险”吧～