季节现象是自然界中四季变换规律的具体表现，它影响着人类的生活和动植物的生长。虽然季节现象是复杂的自然现象，但它就发生在幼儿身边，与幼儿的生活紧密相关。幼儿了解季节现象，对于认识环境并主动适应环境以及保护身体健康都有着重要意义。
Season is the specific expression of the changing of the four seasons in nature, which affects human life and the growth of animals and plants. Although the seasonal phenomenon is a complex natural phenomenon, It happens around children and is closely related to their lives. Children’s understanding of seasonal phenomena is of great significance for understanding the environment, adapting to the environment and protecting their health.
?《幼儿园教育指导纲要（试行）》中指出，“引导幼儿对身边常见事物和现象的特点、变化规律产生兴趣和探究的欲望”，“在幼儿生活经验的基础上，帮助幼儿了解自然、环境与人类生活的关系”。
?《3-6岁儿童学习与发展指南》更是对不同年龄段幼儿有明确的要求：3—4岁“能感知和体验天气对自己生活和活动的影响”，4—5岁“能感知和发现不同季节的特点，体验季节对动植物和人的影响，5—6岁“感知并了解季节变化的周期性，知道变化的顺序”。
? 在IB-PYP六大超学科主题“世界如何运作”的探究中，引导我们探究自然世界的规律，自然世界之间的相互作用（物理和生物）和人类社会。
How the world works
本学期我们PYP的第一个超学科主题是“世界如何运作”，探究单元是季节。伴随着四季的变化，幼儿发现自然界与人类社会生活都会产生在相应的变化。幼儿深入在季节变化规律相关的探究活动中，获得了有关季节与习俗、季节与饮食、季节与服装、季节与运动、季节与自我保护等方面的知识和技能。当幼儿学会了如何根据环境的变化来调节自己的身心时，便逐渐成为了环境适应的主人。因此，季节教育是孩子适应生活的重要途径和手段。
The first interdisciplinary theme of our PYP this semester is “How the world works”. The unit is Season. In the exploration activities, children gain knowledge and skills related to season customs, season diet, seasons clothing, season sports, season self-protection. When children learn how to adjust their body and mind according to changes in the environment, they gradually become masters of environmental adaptation. Therefore, seasonal education is an important way and means for children to adapt to life.
How the world works
Trans disciplinary Theme:
超学科主题：世界如何运作
? Unit of Inquiry Title:
探究单元：季节
? Central Idea
中心思想：
季节的变化规律对地球生 物产生重要的影响。
? Lines of Inquiry
探究线索：
?季节变化的规律 （变化）
?季节变化对生物的影响（连系）
?尊重季节变化我们采取的行动 （责任）
?Targeted Profile培养目标：
积极探究 知识渊博 勤于思考 及时反思
?Targeted Skills 技能：
思考技能（习得知识、领悟、应用、分析、综合）
研究技能（形成问题、观察、制定计划、收集数据、记录数据资料、整理数据资料、展示研究成果）
自我管理技能（大运动技能、组织安排、安全、时间管理）
? Key subjects 核心学科：
语言/科学 /艺术
PYP超学科主题探究活动下我们需要关注：
We need to pay attention to:
1.教师开展季节教育活动时必须抓住季节的核心概念
Teachers must grasp the key concept of season when carrying out seasonal activities.
核心概念是教师在组织探究活动时应该关注的一个比较重要的问题。目前对核心概念的把握也是教师所面临的一个挑战，它要求教师在组织一个有关的主题活动之前，就必须积累或者了解与该主题有关的科学知识。像季节这样科学探究主题往往包含多个知识点或者概念，它们之间具有一定的逻辑关系，只有了解这些关系，才能把握活动中所要探究的问题。
The key concept is an important issue that teachers should pay attention to when organizing inquiry activities. At present, mastering the key concepts is also a challenge for teachers. It requires teachers to accumulate or understand scientific knowledge related to the theme before the theme activity. Scientific inquiry topics such as seasons often contain multiple knowledge points or concepts, which have certain logical relationships. Only by understanding these relationships can we grasp the problems to be explored in activities.
教师必须抓住季节最主要的特征和核心概念，秋季很多典型的自然现象和人类生活特点都是由于气温下降这一因素导致的，变化就是秋季的核心概念。
Teachers must grasp the most important characteristics and key concepts of seasons. Many typical natural phenomena and human life characteristics in autumn are caused by the factor of temperature drop. The key concept of autumn is Change.
我们探究活动就从孩子们一些关于季节变化的问题开始了。
一年为什么有不同的季节
四季为什么大树的树叶有不同颜色
不同的季节我们穿的衣服都不一样
一年为什么有不同的季节
秋天为什么早晚温差变化这么大
We need to pay attention to:
2.教师引导幼儿对季节的探究应注重季节变化与周围事物的连系
Teachers should guide children to explore the seasons and pay attention to the connection between seasonal changes and surrounding things
幼儿对于景物变化的认知显著优于对人类活动的认知。受年龄和认知所限，幼儿对秋季的认识与描述会集中在秋天的落叶、天气、果实等自然事物上，幼儿还需要针对季节与人类生产生活影响的角度去观察、感知季节。教师对幼儿开展的季节教育应在现有基础上注重人与其他事物关系的了解。在我国，与季节相关的时令、节气都包含着丰富的社会生活价值。不同季节的人们会有不同的生活、生产方式。时令和节气相关的众多社会生活和生产经验，帮助幼儿理解季节对人类的影响。
Children’s cognition of landscape changes is significantly better than that of human activities. Limited by age and cognition, children’s understanding and description of autumn will focus on the leaves, weather, fruits and other natural things in autumn. Children also need to observe and perceive seasons from the perspective of seasons and the impact of human production and life. Teachers should pay attention to the understanding of the relationship between people and other things on the basis of existing seasonal education for children. In China, seasons and solar terms related to seasons contain rich values of social life. People in different seasons will have different ways of life and production. Many social life and production experiences related to seasons and solar terms help children understand the impact of seasons on human beings.
秋分这一天是时间的平衡，是白天和夜晚的平衡，蛋站立的稳定性最好。竖蛋活动寄寓了人们对生命、生育的敬畏和崇敬之情。所以火星班的小朋友们通过竖蛋的活动庆祝秋天的来临。
制作寒露茶
寒露喝寒露茶的活动—首先火星班孩子们学习了汉字“茶”，了解了 “茶”字拆开的意思是人在草木间，茶是大自然的馈赠，对我们的身体有很多益处。小朋友们也表示自己喝过水果茶，菊花茶，爷爷爱喝绿茶，大家展开进一步的探究：我们喝的“茶”都是植物的哪个部分？菊花茶喝的是“花”，山楂茶喝的是“果实”，龙井茶喝的是“叶”，大麦茶喝的是“种子”。
寒
露
We need to pay attention to:
3.教师开展季节探究应基于幼儿的原有经验
Teachers should carry out seasonal inquiry based on children’s original experience
建构主义认为，教学不是知识的传递，而是对幼儿原有经验的激活、分享、拓展、提升的过程。教师的探究内容基础幼儿的已有知识经验和生活经历，教师在开展关于季节的教育活动时应基于幼儿原有经验，找到新的探究生长点。幼儿关于秋季的原有经验是围绕“天气变凉了”“衣服穿多了” “树叶变颜色” “秋天丰收了”。教师可以在其原有基础上，设计不同的探究线索带领幼儿展开对秋天的深入探究和学习：
? 秋季的气候
? 秋季的植物、动物
? 秋季的服饰
? 秋季节气和习俗
Constructivism believes that teaching is not the transfer of knowledge, but the process of activating, sharing, expanding and upgrading children’s original experience. Teachers’ inquiry content is based on children’s existing knowledge and experience and life experience. When carrying out educational activities about seasons, teachers should find new growth points of inquiry based on children’s original experience. The children’s original experience about autumn is centered on “the weather gets cooler”, “more clothes are worn”, “the leaves change color” and “the autumn harvest”. Teachers can design different inquiry clues to lead children to carry out in-depth exploration and learning in autumn based on their original foundation:
? Climate in autumn
? Plants and animals in autumn
? Clothing in autumn
? Solar terms and customs in autumn
天王星班的幼儿通过歌曲《候鸟迁徙》知道候鸟每年随着季节变换而不断改变栖息地，但是候鸟为什么要迁徙幼儿并不清楚，天王星班针对候鸟迁徙展开了深入的探究，在探究中幼儿也了解更多的候鸟的种类和习性。
地球班的孩子们在家里的厨房探秘发现：香菇、木耳、大料、桂皮、大枣等都是晾干后保存的，还有酸黄瓜、萝卜是腌制的。通过探究幼儿发现储藏食物的方法有：?冷藏法?腌制法?晒干等。在幼儿园孩子们一起晾晒蔬菜、腌制萝卜，感受秋天是收获的季节同时也增强了动手能力，培养幼儿热爱生活一切都在自然中发生。
通过季节探究的活动，幼儿了解了一年四季中不同的季节特征，从而培养了幼儿的审美感受，而且季节变化中的时令和节气，可以让幼儿懂得一些社会生活和生产经验，更能让幼儿感受到中华传统季节文化的丰富内涵.通季节教育，不仅可以培养幼儿亲近自然，爱护自然的情感和态度，通过不断的探究学习，幼儿也可以提高自身对环境的适应和自护能力。
Through the activity of season exploration, children learned about the different seasonal characteristics of the year. These have fostered children’s aesthetic feelings, and the seasonal changes in the seasons and solar terms can enable children to understand some social life and production experience, and let children feel the rich connotation of traditional Chinese seasonal culture Through seasonal education, children can not only cultivate their feelings and attitudes of being close to and caring for nature, but also improve their ability to adapt to the environment and protect themselves through continuous inquiry learning.
文章转载自微信公众号：新蕊教育SunriseEducation
