近日的AIC人文課堂上Andy老師組織了一場有趣的活動把人類在狩獵采集者時期的歷史變得鮮活有趣讓同學們積極地研究、討論和分享

　　In AIC's Humanities class，our teacher Andy used an interesting activity to bring to live our hunter-gathering past for students to research, discuss and share.

　　為使這段以磨制石器為標志的人類社會發(fā)展史在PDP2年級同學眼中變得更有趣、更直觀。Andy組織大家動手做工藝品。

　　For making this human history stage marked by the grinding stone tool become more appealing and intuitive to PDP2 students, Andy organized a hand-crafted workshop.

　　他鼓勵同學們發(fā)問，在討論的過程中把這個單元必學的知識傳遞給學生。

　　He encouraged the students to come up with questions, and in their discussion, he shared the knowledge they needed to know as per the unit objectives.

　　這項任務(wù)具有很強的實踐性，需要發(fā)揮創(chuàng)造力。老師把上課地點從教學樓課室轉(zhuǎn)移到了學校食堂，請同學們以小組為單位合作完成。

　　The task assigned was practical and creative in nature. He moved the lesson to the school canteen and divided the students into groups to work in teams.

　　說到動手實踐，AIC同學們各懷才藝，實力不容小覷。他們用面粉、鹽和食物染料，復刻出狩獵采集者時代人類的各種重要生活物品，如用石頭和動物骨頭制成的工具和首飾。

　　When it came to hands-on practice, AIC students showed their talents with different skills. They used flour, salt, water, and then food coloring to reproduce various types of stone and bone tools and jewelry, which were so important to the hunter-gatherer way of life.

　　完成手工后，Andy請同學們?yōu)樽约旱淖髌诽砑游淖终f明，以展示他們由此所理解到的重要史實信息。

　　After the workshop, Andy invited students to add captions to their work and to present their understanding of the important factual information about these artifacts.

　　老師還把同學們完成的精美手工藝品展示在教學樓四樓公共區(qū)域，大家一起來欣賞吧!

　　He also displayed the exquisite works made by students in teaching building 4F, in a public area. Let's have a look!

　　Alexander, David, Frank和Usher同學的作品介紹里提到，石手斧是人類使用歷史較長的工具，目前發(fā)現(xiàn)的較古老的斧頭出現(xiàn)在160多萬年前。

　　Alexander, David, Frank and Usher introduced the stone axe as the longest used tool in human history. The oldest axes found are about 1.6 million years old.

　　Amy, Agatha, Betty, Alex和Margreat合力制作了那時期的刀片，項鏈和斧頭。他們還特別分享了研究發(fā)現(xiàn)，當時各部落的狩獵采集者們熱衷佩戴項鏈，不僅是作為一種計數(shù)和跟蹤事件的方式，也是同伴間比拼、看誰能得到更多獵物的競爭方式。

　　Amy, Agatha, Betty, Alex and Margreat worked together to bring us an ancient blade, necklaces and an axe.In particular, they shared their findings, that hunter-gatherer tribes wore necklaces not only as a way of counting and keeping track of events, but also for competing with their companions to hunt more animals.

　　同學們還指出，早在那個時期，不同部落的人們就佩戴著雕刻有圖案的動物牙齒作為裝飾，這說明人類很早就有了對美的追求。

　　The students also pointed out that during this period different tribes wore animal teeth, carved with pattens as decorations, which shows that human beings began to pursue beauty a very early time.

　　以上這些研究結(jié)論，都是同學們在對“人類史上四次社會革命”這個單元的學習內(nèi)容所展開的探索。目前，他們正在研究第一次重大革命——農(nóng)業(yè)革命前的初始階段，了解狩獵采集者的生活。

　　All of the above research is the result of students’ inquiry for the unit on 'the four social revolutions' in human history. This was the beginning stage (hunter-gatherer), before the first big revolution - the agricultural revolution.

　　之后，同學們還會就蒸汽動力和微芯片對世界帶來的改變展開研究。

　　Later they will examine steam power and the microchip which have changed our world so much.

　　在整個單元學習完成后，同學們還需就這些變革在人類發(fā)展史上的重要性做較終的項目調(diào)研。

　　It will all culminate with a final inquiry project about the importance of these revolutions to human kind.

　　鼓勵學生們實踐出真知，培養(yǎng)他們發(fā)展自己天生的好奇心，鍛煉他們探索研究所需具備的技能，是AIC踐行IB教育理念的一種方式。

　　Encouraging students to learn knowledge by doing, developing their natural curiosity, and honing skills necessary to conduct inquiry and research is a way that AIC lives the IB ideal.

　　在AIC，我們的目標是為學生創(chuàng)造理想環(huán)境，讓他們積極主動地熱愛學習，這種好學的品質(zhì)將持續(xù)伴隨他們一生。

　　At AIC, we aim to create an ideal environment for students to actively enjoy learning so that this love of learning is sustained throughout their lives.