本文作者：呆呆老师，享渔教育核心教研团队成员，荷兰特温特大学教育科学与技术硕士，德国慕尼黑大学教育心理学硕士，曾任上海知名中学物理、计算机教师
Author: Daicen, iMake Education core staff member, Master of Educational Science & Technology from University of Twente, Master of Educational Psychology from University of Munich, and a former Physics and IT teacher from a well-known middle school in Shanghai.
在过去的一段时间里，我们和耀中国际进行了深度合作，和学校老师一起，为小学四年级的Culture & Celebration (文化与节日) 探究单元注入了新的活力：micro:bit编程。
In the last few months, we have been working closely with YCIS (Yew Chung International School) to bring some new life into the Y4 Culture & Celebration Unit, using micro:bit.
以往的课程，学生会跟着老师一起了解各国不同的节日风俗，在了解节日灯光的过程中学习电路的基本知识，在最终演示环节，学生则通常会针对不同的节日及其灯光做一些展示和演讲。
耀中国际的老师们并不满足于此，他们希望学生们能在探究节日和灯光、电路之余，发挥创造力，突破传统模式，制作一场结合智能技术的灯光秀。
The teachers of YCIS Shanghai are not satisfied with this. They would like their students to leverage new technology and their imagination to create a unique light show for their favorite festival.
因我们以往在教师培训时展现的教学理念和创新精神，学校STEAM课程负责教师Jake找到我们，一起重新设计了这个单元：
Jake, YCIS Puxi STEAM coordinator, approached iMake team to redesign this unit together. In the final project, each student group is tasked to:
Use recyclable materials to make a Diorama, that uses sustainable smart lighting to decorate a festive scene."
在短短的五周内，每个班的学生都学习了micro:bit电路板，IPO （input-process-output）的硬件编程思路、了解了老师提供的传感器可以收集哪些信息，灯光都有哪几种，以及如何控制各式LED灯和灯带的开关、颜色、以及亮暗。
各式各样的新工具让孩子们非常兴奋，也给他们带来了更多创作的灵感。大家进一步拿起纸和笔，发挥想象力和创造力，为课程结尾要展演的节日灯光盒子画起了设计图，选择了需要的传感器和灯光，并制定了计划，着手开始制作。
These new digital tools opened their eyes to new possibilities, and greatly inspired them to create. They picked up paper and pens, selected sensors and lights, drew designs for their festival dioramas, and started building.
学生们都对自己的作品充满信心，兴致高涨！每当孩子看到我们的教师出现在教室外，就会非常开心地欢呼：“micro:bit time！”
The students are all confident and excited about their work! Whenever our teachers come into the classroom, they will happily cheer: "micro:bit time!"
在编程的学习中，孩子们也逐渐认识到，没有什么程序是一口气做好的，都要一点点尝试，一点点增加。
In learning to program, students also gradually realized that no program can be done in one go. They need to try adding new things one at a time.
展示的时间，大家都非常开心和自豪，哪怕是盒子有一些问题，大家也能记学习过程中的收获，不会因此而气馁。
During final project display, everyone was very happy and proud of themselves. Even if there were some problems with their diorama, they are not discouraged and always remember what they have learnt in the process.
“本次的教学单元设计是以项目式教学作为理论框架的。第一节课作为引入，来提起学生的兴趣，让学习者熟悉工具，不排斥新内容。紧接着就介绍了所有的传感器，说明了任务，调动大家的积极性，增加了学习的意义。这样在随后的课程中大家才会全情投入，提高内驱力，产生较强的主观能动性，为了自己的项目而努力，不会一味等着老师来帮助。The design of this teaching unit is based on PBL (project-based learning). The first lesson is used as an introduction to arouse students' interest, familiarize learners with the tools, and overcome the fear of new content. Next, various sensors were introduced, and the final task was fully explained to get everyone enthusiastic and understand the reason for the learning. This effectively set them up for success by getting them committed to the result, working hard for their own projects, rather than just waiting for the teacher to help.
最后的展示环节更加是整个单元的高潮，通过这么久的努力，看到自己学习的成果在作品中实现，孩子们比老师更加开心。在制作的过程中，孩子们不免会遇到问题，鼓励大家自己发现问题，解决问题，是潜移默化在整个课程实践的过程中的。有的孩子在完成自己的任务后，还能做老师的小助手，帮助其他小组解决问题。看到孩子们在学习能力上的成长，才是老师最大的欣慰。
The final project display is the climax of the whole unit. After a long time of hard work, the students are more excited than the teacher to see the results of their own learning realized in the works. In the process, they will inevitably encounter problems. Encouraging students to find and solve the problems by themselves is carried out throughout the whole course. Some students even become teachers’ little assistants to help other groups solve problems. Nothing makes us more proud than to see the growth of the students’ learning ability.”