SIPFLS IB DIVISION High School Programme
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core curriculum

Year 10 Students try out Extended Project

十年级学生小试牛刀之“课题研究项目”


Pre-IB students had an ‘Extended Project’ week last week in which they tried their hands on producing a piece of research essay on a subject of their choice. The week was intended to give them an opportunity to simulate research skills for their Extended Essay- a core component of the IBDP next year. Thus, all normal lessons were put on hold and they had to use their own time-management skills to finish everything they had to do for their projects. At the beginning, some of the students were not used to choosing their own topics or coming up with a time line for themselves, but they quickly learned to think and plan following the prompts from their teachers.

IB十年级预备班的同学们上周进行了既定的“课题研究项目”,即就自己选定的学科,独立完成一篇学术论文。这一项目旨在借此机会培养学生开展学术研究的技能,以期为明年IBDP的核心课程“专题研究论文”做充分准备。因此,正常的教学进度暂被搁置,学生们需要运用其良好的时间管理技能来完成各项既定的计划和任务。项目初期,有些学生对于自主选题感到困惑或者无法制定一个论文写作的时间计划表,但是他们发挥了善于学习和积极思考的品质,在指导教师的帮助下,迅速找到切入点,并列出了周密的论文写作计划。

The subject selection this time saw takers across the subjects on offer in the IB programme, with the majority of students choosing Economics and Chinese language and literature. After filling in their Enquiry Forms with their initial ideas, the students approached their teachers to have initial consultations. Some of them needed more time to rework their research questions or consider other subjects they enjoyed, but the majority were happy to start doing secondary reading.

本次的论文选题涵盖了IB项目中所提供的所有学科,有相当多的学生选择了经济学和中国语言与文学课程作为论文选题的学科。在完成了初步的“问询表格”,理清了最初步的论文思路以后,学生们也分别找到指导教师做进一步的咨询和寻求专业指导。有些学生需要进一步完善自己的研究问题或者考虑其感兴趣的其他学科,但是学生们大多非常乐于坚持初选,并做进一步的调查研究。

 

The suggested plan given to the students was to spend the first day finishing their literature review, during which they jotted down summaries of the information gathered as well as the details of the sources, then they could begin data-collection, whether it involved doing experiments in the science laboratories, conducting surveys or analysing texts. During their data-collection, the students were reminded about basic research ethics and the Daily Meeting Sheets which they had to complete when they met their supervising teachers in the mornings and afternoons. Every consultation and change was documented as it was emphasised to the students that it was the process that mattered this time, not the results.

按照既定计划,学生们应于第一天搜集尽可能详尽的资料并完成相关文献综述,期间学生要对所获信息和参考资料的详细信息进行总结概括,然后他们以各种方式开始收集具体数据,或通过完成相关科学实验,或通过开展问卷调查或通过深入文本分析。在数据的收集过程中,学生被要求遵守基本的学术诚实的道德规范,并及时完成与指导老师每日两次的会面记录。每一次的咨询和修正都会被详细纪录和归档,因为本次的“课题研究项目”更注重过程,而非结果。

Around mid-week, students started writing up their essays according to the sections laid out in their Extended Project Booklets. The librarian was called in to help with citation enquiries. After they were satisfied with their drafts, students handed in their final essays and a viva voce followed where they answered questions about their whole process asked by their supervising teachers. Points from their reflections were noted down and all essays submitted to Turnitin to check for plagiarism. Students were visibly relieved at the end of the week and many remarked that the week had been even more stressful and tiring than usual since the research experience was a first for them and they were hard pressed for time. Nonetheless, they were proud of all they managed to learn in this short week and would be preparing to display their process to their parents come the Student-led Conference in May.

在“课题研究项目”的中期,学生们要按照《课题论文写作指导手册》中所列的要求进行写作。与此同时,图书管理员也就“如何正确引用文献资料的问题”给学生们提供了及时帮助。学生们对初稿进行了反复修改,直至满意后上交了论文的终稿,最终,学生参加了论文答辩,他们需就自己的整个论文写作过程回答指导老师的提问,进行口头陈述。学生在口头反思陈述中的要点都被一一记录下来,随后所有的论文被上传至“Turn it in ”系统审查是否有抄袭。学生们在论文完成之后如释负重,由于这是首次接触论文写作和时间有限,学生表明“课题研究周”比正常上课更有压力和更具疲惫感。尽管如此,他们还是对能在短短一周内快速学习并顺利完成论文而感到骄傲,也为五月初即将进行的“学生主导式”家长会做好了充分准备。


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