PBL in Action ｜ 初中部PBL教学方式的初步预演实践：四组跨学科项目展示教育创新力量

Interdisciplinary Exploration of National Security and Military Security  

国家安全与军事安全的跨学科探索  

How can multidisciplinary knowledge such as art, mathematics, psychology, geography, English, and music be used to deeply understand national security and military security?  

如何通过美术、数学、心理、地理、英文、音乐等多学科知识，深入理解国家安全与军事安全？  

- Combining art and mathematics to draw portraits of Chinese, Russian, and American leaders and create tank models;  

美术与数学结合，绘制中俄美领导人肖像并制作坦克模型； 

- Integrating geography and mathematics to analyse tank climbing ability by calculating staircase slopes;  

地理与数学融合，通过计算楼梯坡度分析坦克爬坡能力；  

- Using psychology to analyse leader traits and English writing to discuss "Who is stronger, Trump or Putin?";  

心理学科分析领导人特质，英文写作探讨“特朗普与普京谁更强大”；  

- Learning to sing national anthems in music class to understand their symbolic meaning and strengthen national identity.  

音乐课学唱国歌，理解其象征意义，强化国家认同。  

Tank models, data analysis reports, personality analyses, English essays, and national anthem learning outcomes comprehensively enhanced students’ knowledge integration and patriotic sentiment.

坦克模型、数据分析报告、人格分析、英文论述、国歌学习成果，全面提升了学生的知识整合与爱国情怀。

Campus Waste Recycling Environmental Action  

校园垃圾再生环保行动  

How can Chinese and English promotions, mathematical statistics, and international case studies be used to achieve waste resource utilisation and promote environmental models?  

如何通过中英文宣传、数学统计与国际案例研究，实现垃圾资源化利用并推广环保模式？

- Designing "art recycling bins" and "waste-to-cash bins" to promote waste classification and resource utilisation;  

设计“艺术回收桶”与“废品变现桶”，推动垃圾分类与资源化；  

- Creating bilingual posters and statistical charts and comparing international environmental cases;  

用中英文制作海报、统计表，开展国际环保案例比较；  

- Elevating environmental practice to the level of "educating people," encouraging students to discover self-value and transition from "waste" to "genius."  

将环保实践升华至“育人”层面，倡导学生发掘自我价值，从“废材”走向“天才”。

Dual recycling bin systems, bilingual promotional materials, data analysis reports, and recycled artworks reflected the integration of environmental awareness and life education.

双回收桶系统、双语宣传材料、数据分析报告、再生艺术作品，体现了环保意识与生命教育的结合。

Multidisciplinary Interpretation of Rain—From Science to Culture  

雨的多学科解读——从科学到文化  

How can a multimedia work be created to reveal rain’s dual identity as a natural phenomenon and cultural symbol to the public?  

如何创作一套多媒体作品，向公众揭示雨作为自然现象与文化符号的双重身份？  

- Scientific aspect: Using water cycle hand-copied reports and 3D models to explain the physical changes of rain;  

科学层面：用水循环手抄报、3D模型解释雨的物理变化；  

- Cultural aspect: Analysing the imagery of rain in poetry and producing literary reports and Scratch interactive games;  

文化层面：分析雨在诗词中的意象，制作文学报告与Scratch互动游戏；  

- Artistic aspect: Using instruments to simulate the sound of rain and recording swimming experience videos to achieve cross-sensory expression, "From artistic conception to soundscape."  

艺术层面：用乐器模拟雨声、录制游泳体验视频，实现“从意境到声境”的跨感官表达。  

A "Multidimensional World of Rain", including models, games, videos, and audio, showcased the deep integration of science and humanities.

“雨之多元世界”成果包，涵盖模型、游戏、视频、音频，展现科学与人文的深度融合。

Using English to Tell the World About the History and Science of Kongming Lanterns  

用英语向世界讲述孔明灯的历史与科学  

How can a Kongming lantern model be made, and its historical origins and scientific principles clearly explained in English?  

如何制作孔明灯模型，并用英文清晰讲解其历史起源与科学原理？  

- Historical research: Tracing the cultural uses of Kongming lanterns from the era of Zhuge Liang to the present;  

历史调研：追溯孔明灯从诸葛亮时代至今的文化用途；  

- Physics experiments: Validating flight capability through the principle of hot air buoyancy;  

物理实验：通过热空气浮力原理验证飞行能力；  

- English output: Writing scripts and filming fully English-narrated videos to combine cultural dissemination and language learning.  

英语输出：撰写脚本、拍摄全英文解说视频，实现文化传播与语言学习的结合。  

Physical Kongming lantern models + English videos (including history, science, and demonstration parts) built a bridge between traditional culture and international expression.

孔明灯实物模型 + 英文视频（含历史、科学、展示三部分），搭建起传统文化与国际表达的桥梁。

These projects collectively reflect the typical characteristics of PBL:  

这些项目共同体现了PBL的典型特征： 

1. Real driving questions: Stimulating learning motivation with real-world challenges;  

真实驱动问题：以现实挑战激发学习动机； 

2. Interdisciplinary integration: Breaking down subject barriers and promoting knowledge integration;  

跨学科整合：打破科目壁垒，促进知识融会贯通；  

3. Outcome-oriented: Emphasising practical output and public sharing;  

成果导向：强调实践产出与公开分享； 

4. Literacy cultivation: Not only learning knowledge but also fostering critical thinking, creativity, collaboration, and a sense of responsibility.

素养培育：不仅学知识，更培养批判思维、创造力、协作力和责任感。

PBL is not just a teaching method but a transformation of the educational paradigm. It turns students from "passive recipients" into "active explorers," achieving knowledge deepening and personal growth through solving real-world problems. This rehearsal practice demonstrated possible paths for educational innovation and provided valuable practical samples for future teaching reforms.

PBL不仅仅是一种教学方法，更是一场教育范式的转型。它让学生从“被动接受者”变为“主动探索者”，在解决真实问题的过程中实现知识的深化与人格的成长。这场预演实践为我们展示了教育创新的可能路径，也为未来的教学改革提供了宝贵的实践样本。