Article/Feika  Alina

Everyone likes to go out and feel the beauty of the world. This year, our Year 4 students became route designers of GOS outdoor travel Company - "Parent-Child Tour" project. The project team will create a route for customers to experience Shenzhen.   

In the process of this project, we complete the formulation of personal scenic spots by group cooperation, division of labor and discussion. And through task-driven, so as to develop students' core literacy.

The saying goes that paper will sleep shallow, never know the matter want to practice. Year 4 students conduct on-site inspections to find more suitable attractions for parent-child tour, and complete a personal handdrawn map of the distribution of attractions.

Project-based learning should balance subject knowledge and comprehensive practice. Experience derived from life is the logical starting point of project-based learning, and cultivating students' core competencies is the key to implementing project-based learning. The project-based design for the Year 4 group is based on the students' life scenes, with a student-centered approach, emphasizing students' abilities in cooperation, exploration, communication, and diversified expression after the activity.

A good team together is multiplication, not only supporting each other, but also inspiring each other. The students completed the regional route display board through group cooperation and enthusiastically "recommend" to their peers.

Reflection is to better summarize the past, and then clarify the future goal.

Through interesting and colorful project activities, children can feel the generation of knowledge in the process of practice, feel the collision of thinking in the communication, and experience the happiness of success in the display.