为什么孩子不爱学习？
其实，究其根源是学习的方式出了问题！
著名教育家苏霍姆林斯基说过“在每一个人的心灵深处都有一种根深蒂固的需要，那就是希望自己是一个探究者、发现者。”对于儿童来说，这种需要特别强烈。孩子天生就有旺盛的好奇心，这是他们主动学习的源泉。而探究式学习，这种鼓励孩子从自己的好奇心，求知欲出发进行探索学习的方式，在倡导素质教育的今天备受推崇。
What is inquiry-based learning?
探究式学习就是，孩子根据自己已有的知识和经验进行探究，并在此过程中建构出新的知识的学习方式。
Inquiry-based learning is a learning method in which children explore on the basis of existing knowledge and experience while accumulate new knowledge in the process.
与传统授课方式不同，探究式学习以学生为主导，教师扮演组织者、引导者和合作者的角色，在学生探索的时候提供“脚手架”的支持。
Unlike traditional teaching method, inquiry-based learning is student-centered, with teachers acting as organizers, facilitators and collaborators, providing support as students explore.
简而言之，探究式学习把“要我学”转变成为了“我要学”，真正激发了孩子内在的学习动力。
In short, inquiry-based learning leads to students' idealistic change from“I have to learn' to 'I want to learn', which really stimulates their inner learning motivation.
Inquiry-based learning in IB
探究式教学是IB倡导的主要教学方法。“支撑所有国际文凭项目的各项教学原则之一就是教学要基于探究。”（《大学预科项目中的教学与学习方法》）。它使学生能够积极参与自己的学习，并为自己的学习负责。探究允许每个学生以独特的方式和适合自己的速度来发展对世界的理解。
Inquiry-based teaching is the main teaching method advocated by IB. 'One of the principles of teaching that underlies all IB Curriculum is that teaching should be based on inquiry.' It enables students to actively participate in their own learning and take responsibility for their own learning. Inquiry allows each student to develop an understanding of the world in a unique way and at a pace that suits them.
事实上，“积极探究”是IB培养者目标中最需要发展的品质，它可以让学生为学习生涯作好准备，成为敢于提问的人，从而为他们一生漫长的求知之旅做好准备。学会质疑激励学生在学习过程中拥有自主权，使他们成为积极主动的学习者，而不是单纯地被动接受知识。
In fact, “inquirers” top the list of qualities to develop in the IB learner profile, preparing students for school and for a lifelong journey toward knowledge by becoming the kind of individuals who aren't afraid to ask. Questioning inspires students to take ownership in their learning journeys, and empowers them to be proactive, rather than reactive learners.
探究式学习循环被认为大学预科项目乃至整个IB项目课堂教学实践设计和实施的基础。
The inquiry learning cycle is recommended as the basis for both the design and the implementation of classroom teaching practice in IBDP and in IB programmes more generally.
在IB中学会积极探究的学生将：
培养他们天生的好奇心
Develop their natural curiosity.
获得进行探究和研究的必要技能，并在学习中表现出独立性
Acquire the skills necessary to conduct inquiry and research and show independence in learning.
积极地享受学习，这种对学习的热爱将贯穿他们的一生
Actively enjoy learning and this love of learning will be sustained throughout their lives.
Inquiry-based learning & traditional teaching
在传统教学理念里，老师是整个课堂的核心和权威，而学生在其中更多时候只扮演着被动聆听的角色。老师把知识“灌输”给学生，而学生依据老师的要求来完成对于核心知识的掌握和运用。可以说，传统式教学理念是我们大家谈到“学习”二字所最能接受最能去认同的教育模式。
In the concept of traditional teaching, teacher is the center of the class and represents authority, while the students only play the role of audience. The teacher inculcates knowledge according to textbooks, while the students just memorize them mechanically. It can be said that the traditional teaching method is the first education model comes to our mind we when we talk about 'learning'.
而反观探究式学习，尤其是IB理念下的这种模式，则和传统式有着很大的区别，甚至在很多人眼中这种大胆的教学理念充满着“冒险”性。在探究式教学中，须以学生为主，老师为辅。学生才是课堂的中心，教师是课堂的促进者和组织者。
On the contrary, inquiry-based learning, especially in IB Curriculum, is very different from traditional teaching. Even many people think this teaching concept is full of 'adventure'. In inquiry-based teaching, students should be given priority to and teachers should be seconded. Students are the center of the class, while teachers are promoters and organizers.
在IB课堂，每学习一个新的知识，都要求学生先要从基于事实的、概念性的以及争议性这三个层面提出三个探究式问题，然后再带着这三个问题自己去找相关资料，自己去做研究，最终找到上述三个问题的答案并完全掌握相关知识点。
In IB curriculum, all students are required to propose three inquiry questions when they learn new knowledge from factual, conceptual, and controversial perspectives. Then they need to search relevant information and do research, find answers to these three questions while fully grasp relevant knowledge.
虽然学生是探究式教学的课堂中心，但教师依然发挥着非常重要的作用。那么在探究式课堂的各个环节中教师是怎样组织和促进学习的呢？
Although students is the center of the class in inquiry-based teaching, teacher also plays an extremely important role. So how do teachers organize and promote learning in various stages of inquiry-based learning?
The role of teacher in inquiry-based learning
首先在探究环节，对于上面三个探究式问题的撰写，教师就需要对学生加以指导，不断的激发学生天生的好奇，培养本能的求知欲，鼓励学生热情。一般低年级阶段都是老师直接给出这些问题，然后过渡到老师和学生一起撰写，最终才会要求学生去完全独立完成撰写，这是一个循序渐进的过程。
In the inquiry section, teachers need to guide students to write three inquiry questions and cultivate their instinctive thirst for knowledge. Under normal circumstances, teachers in the lower grades will present questions directly, then come to a stage at which teachers and students cooperate to write them. Later, students are required to complete the writing independently. This is a gradual process.
在行动环节，老师在探究式课堂上会尽力弱化自己的权威以及对于学生的影响，更多时候会通过引入包括小组讨论的一些互动模式来让学生切身体会到他们自己是实实在在参与到了整个的学习过程之中的，而非期待着老师去唱“独角戏”。
In action link, teacher in inquiry-based learning class will try to weaken their own authority, more time will be spent to introduce interactive models to make students feel that they are involved in the whole learning process, rather than just be the audience.
在过程中，遇到有困难的学生，老师是一个帮助者，不断地进行scaffolding，协助学生解决过程中遇到的问题。
Teacher will help students who meet troubles and assist students in solving them timely in the whole inquiry-based learning process.
最后结束时的反思环节老师需引导学生进行自我学习的评价，运用自评、互评、师评相结合。对容易掌握的知识老师要加深，难点再修正。
In the reflection link, teachers should guide students to conduct self-evaluation on their learning, combining self-evaluation, mutual evaluation and teacher evaluation. Besides, teachers should help students seek deeper understanding and tackle difficult problems.
对于阶段性学习的评估方式上，教师检测学生学习成果的方式也不仅仅局限于考试卷，其他方式还包括做个人报告，写论文等等，甚至还会引入更有创意性的任务比如制作海报和小册子等方式。
As for assessment of students' learning outcomes, the method adopted by teachers is not only limited to the examination papers, it also includes making personal presentations, writing essay papers, and even more creative tasks such as posters or pamphlets making.
在完成这些任务之后，教师还会要求学生针对整个学习过程写出一个反馈，来全面反思自己的整个学习过程。做这些的最终目的都是尽量让学生多参与到整个学习过程中，培养自主学习能力并意识到做一个终身学习者的重要性。
After completing these tasks, students will be asked to write a feedback to reflect on their whole learning process. The ultimate purpose of this is to make students participate in the whole learning process positively, cultivating their independent learning ability and realizing the importance of being a lifelong learner.
探究式学习强调真实的学习环境和有实际意义的探究行动。因为只有这样，学生掌握的知识和技能才能更加牢固，才能让他们“知其然，更知其所以然“。无论是老师还是学生，都无比享受这个汲取知识的过程。每一次探究的过程都是重新发现自己潜能的过程，这不仅让学生更加勤于思考，也使得教师成长。
Inquiry-based learning emphasizes real learning environments and meaningful inquiry actions. Only in this way, students can have a firm grasp of the knowledge and master the skills for learning. Both teachers and students can enjoy the process of absorbing knowledge in inquiry-based learning. Inquiry is an opportunity to discover one's own potential, which not only makes students more diligent in thinking, but also enables teachers to step forward.
IB协作会议：基于探究式学习的讨论
IB Collaboration Meeting: Discussion on Inquiry-based Learning
在12月27号的IB协作会议上，会议主持者LynnWong介绍了IB的探究式学习理念，对比了传统教学和探究式教学的差异。参会成员们进行小组合作，尝试创建一个IBDP课程单元计划并填写单元计划中的探究问题部分。
In Collaboration Meeting on December 27th, Lynn Wong introduced inquiry-based learning in IB and compared traditional teaching with inquiry-based teaching. Groups in attendance were invited to attempt to create an IB DP unit planner, specifically, to fill in the inquiry questions section of the unit planner.
在合作讨论后，参会者们掌握了设置探究性问题的良好策略，即检查这些问题是否能激发学生的讨论或辩论，以及这些问题是否需要进一步探究、提问或解决。
After collaboration and discussion, groups in attendance master a good strategy for developing inquiry questions, that is, to check if the questions inspire student discussion or debate, and whether they are questions that require further probing, questioning or solving.
Albert Einstein himself claimed:
'I have no special talents, I am just passionately curious.'
没有一项伟大的发现不是出于好奇心，爱因斯坦说：“我没有特别的天赋，我只有强烈的好奇心。”正是有了好奇心，我们才开始不断的探究。也正是由于探究，我们才会意识到问题的深刻，知识的奇妙。培养孩子主动探索的能力远比灌输知识更重要。探究，是最高形式的学习方法！
部分信息引用来源：IBO官网
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