Fun Carnival 在“闖關(guān)游戲”中收獲知識(shí) | 華外小學(xué)期末趣味游園

　　6月27日下午，CEP小學(xué)籃球場(chǎng)一片歡聲笑語(yǔ)，一年級(jí)和二年級(jí)的同學(xué)們正沉浸在一場(chǎng)以“游戲+知識(shí)”為核心的游園闖關(guān)大冒險(xiǎn)中。他們完成了一場(chǎng)別開(kāi)生面的“期末挑戰(zhàn)”——既考知識(shí)，也練能力，既有趣味，更有成長(zhǎng)。On the afternoon of June 27th, CEP Primary's basketball court buzzed with excitement. First and second graders immersed themselves in a "game + knowledge" carnival adventure. They completed a unique "end-term challenge" – testing knowledge, practicing skills, filled with fun and growth.

　　這場(chǎng)游園活動(dòng)，是對(duì)學(xué)科知識(shí)的靈活運(yùn)用，更是一次充滿童趣的課程整合實(shí)踐。一、二年級(jí)各設(shè)計(jì)了12個(gè)學(xué)科融合的游戲攤位，語(yǔ)文、數(shù)學(xué)、英語(yǔ)與綜合素養(yǎng)的內(nèi)容巧妙融入每一道關(guān)卡，孩子們?cè)?ldquo;闖關(guān)”中復(fù)習(xí)知識(shí)，在“游戲”中綻放潛能。This carnival applied subject knowledge flexibly, integrating curriculum playfully. Each grade designed 12 game stations blending Chinese, Math, English, and general skills. Children reviewed knowledge through "levels" and unlocked potential through play.

　　一年級(jí)的小朋友穿梭在“詩(shī)文探秘島”“七巧板對(duì)對(duì)碰”“快速口算站”與“詞語(yǔ)探險(xiǎn)島”之間，或背誦古詩(shī)聲情并茂，或一眼認(rèn)出圖形還原七巧板拼圖。還有人勇敢挑戰(zhàn)“口語(yǔ)飛行島”，對(duì)著老師說(shuō)出完整的一句話，小臉上寫滿了認(rèn)真與自豪。First graders moved between "Poetry Island," "Tangram Match," "Mental Math Stop," and "Word Adventure." They recited poems expressively or quickly solved tangram puzzles. Others braved "Speaking Flight," proudly speaking full sentences to teachers.

　　英語(yǔ)關(guān)卡尤其熱鬧：有的在唱英語(yǔ)兒歌，有的在chant中律動(dòng)搖擺，有的對(duì)著詞卡飛快認(rèn)讀單詞。“我們?cè)瓉?lái)學(xué)的那些歌，今天用上啦!”一位同學(xué)邊跳邊笑。English stations were lively: singing songs, chanting rhymes, or fast word recognition. "We used the songs we learned!" exclaimed one dancing student.

　　二年級(jí)亮點(diǎn)突出G2

　　童話式體驗(yàn)與能力挑戰(zhàn)

　　而二年級(jí)的闖關(guān)更具“沉浸感”。孩子們化身“馬里奧”，一路探秘“瀑布陣”“料理國(guó)”“落失島”與“桃花公主城堡”。每個(gè)攤位都有故事引導(dǎo)，每項(xiàng)任務(wù)都連接課程目標(biāo)。Second grade offered deeper immersion. Children transformed into "Mario," exploring "Waterfall Pass," "Cook Land," "Lost Island," and "Peach's Castle." Each station had story-driven tasks linked to learning goals.

　　比如在“探索森之園”，孩子們完成了一系列計(jì)算題，只為尋找“能量月亮”;在“桃花公主城堡”，他們要猜歌名、唱音名，擊敗“音樂(lè)傀儡”才算真正通關(guān)。學(xué)習(xí)的邏輯在情節(jié)中流動(dòng)，知識(shí)的考驗(yàn)悄然完成。For example, in "Forest Garden," children solved math problems to find "Power Moons." At "Peach's Castle," they guessed songs and sang notes to defeat "Music Puppets." Knowledge assessment flowed naturally within the narrative.

　　幕后更少不了一線老師的默默付出：從道具設(shè)計(jì)到情境布置，從規(guī)則制定到現(xiàn)場(chǎng)維持秩序，每一個(gè)攤位的用心，都是一次教育的延伸。各科組精心策劃，生活老師悉心陪伴，照片記錄、獎(jiǎng)品準(zhǔn)備、音樂(lè)布場(chǎng)……大家共同完成了這場(chǎng)有趣有愛(ài)有溫度的學(xué)習(xí)盛會(huì)。Behind the scenes, teachers worked diligently: designing props, setting scenes, managing rules and order. Each station reflected educational intent. Subject groups planned meticulously, dorm teachers supported, photos were taken, prizes prepared, music played – creating a warm, engaging learning event.

　　這一場(chǎng)“帽趣橫生”的游園活動(dòng)，不只是一次期末的趣味測(cè)評(píng)，更是一次教與學(xué)方式的創(chuàng)新探索。在玩中學(xué)，在做中悟，孩子們的知識(shí)、能力與情感在歡樂(lè)中悄然生長(zhǎng)。This "cap-tivating" carnival was more than a fun assessment; it explored innovative teaching and learning. Learning through play and discovery, children's knowledge, skills, and confidence grew joyfully.

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