ISA Tianhe’s 2026 PYP Exhibition 爱莎天河小学毕业成果展|pyp|成果展|成长|教育|爱莎|立德树人根本任务

来源：市场资讯

（来源：ISA Tianhe 爱莎天河）

This group explored AI in Education, analysing both the opportunities and risks of emerging technologies in learning environments.

本组以人工智能与教育为探究主题，深度剖析前沿数字技术融入教育体系的发展机遇与潜在风险，探究技术赋能教学的边界与价值。

Linda explained, “Through our topic, I have learnt a lot in AI in education - how to use it wisely, the pros and cons, and a lot more.”

Linda 分享道：“通过本次探究，我收获了许多人工智能教育相关知识，学会如何合理使用 AI，也全面了解了它的优势与弊端。”

Taking Action

采取行动

The students developed responsible technology use guidelines for primary learners, contributing to ongoing conversations about digital wellbeing and purposeful AI integration at ISA Tianhe. Linda produced her own website on Wix which promoted her IT skills and the knowledge she had gained from the PYPX.

小组成员为小学阶段制定了规范、合理的科技使用守则，助力校园探讨数字健康议题，推动人工智能在校园教学中的合理应用。学生Linda 利用 Wix 搭建个人网站，不仅锻炼了信息技术能力，也完整展示了自己在 PYPX 探究中习得的知识与收获。

Focusing on biodiversity and conservation, students examined how human decision-making contributes to species decline.

本小组以生物多样性保护为核心议题，深入研究人类决策与社会活动对物种消亡、生物多样性锐减的影响机制。

Isaac reflected thoughtfully, “Some animals may be seen as strong or beautiful, which can lead to problems… animals that look appealing may face threats because people want their skin or other parts.”

Isaac 深刻反思道：“有些动物看似强壮或外形优美，反而招致危机…… 外形极具吸引力的物种，常会因人类觊觎其皮毛或身体部位，而遭遇生存威胁。”

Taking Action

采取行动

Through awareness campaigns and educational displays, the group inspired peers to recognise their role in protecting wildlife and supporting conservation efforts.

小组通过开展环保宣传与科普展示活动，引导爱莎天河社区的成员认识自身在野生动物保护中的责任，号召大家共同参与生态保育行动。

Investigating sustainable urban development, this group explored how thoughtful design can support both people and the environment. Their work included the creation of a vertical garden - a lasting symbol of student action on campus.

高地小组围绕可持续城市发展课题展开研究，探索人性化、科学化的城市景观设计如何实现人居环境与自然生态的协同发展。小组成员亲手打造校园垂直花园，成为学生践行行动、落实环保理念的长效校园成果。

Makar reflected on the journey: “We learned about plants; how vertical gardens work… and how they can improve air quality. I will never forget this whole process.”

学生Makar 回顾本次探究历程说道：“我们学习了各类植物知识，了解垂直花园的运作原理，以及绿植改善空气质量的作用。这段完整的探究经历，让我收获颇丰、记忆深刻。”

Taking Action

采取行动

This group had a field trip to ISA Science City where they spoke to the lady who is responsible for the vertical garden in the school. They then decided which plants to use and purchased them through school. We now have a permanent vertical garden in our playground.

小组前往了爱莎科学城校区开展实地考察，与校园垂直绿化项目负责人交流学习，学习专业的景观搭建与养护体系。结合调研结果确定绿植品种，经由学校统一采购，最终在校园操场打造出一座永久性垂直花园，让探究成果落地校园。

Exploring the power of art to influence communities, this group curated a collaborative art competition that amplified student voice across the school.

艺术启迪小组聚焦艺术的社群赋能价值，通过策划校际联合艺术赛事，搭建多元化学生表达平台，汇聚学生创意思维，传递青少年艺术视角与社群理念。

Angel shared, “I heard about PYPX before and really didn’t want to do it, but now I have done it, it was soooooo fun! Doing PYPX was the best time I’ve had in Year 5.”

学生Angel分享道：“我之前听说过PYPX，原本十分抗拒参与，但亲身完成整个项目后，我发现过程十分有趣！这是我五年级最美好的一段经历。”

Taking Action

采取行动

The Art Sparks group have all been inspired by a trip to Dafen Oil Painting Village in Shenzhen as they interviewed many artists. They are now all keen to pursue Art even more in the next stage of their education.

艺术小组前往了深圳大芬油画村开展研学活动，走访多位艺术创作者，收获满满启发。此次经历让全体组员燃起了对艺术的热爱，立志在后续的学习中继续深耕艺术领域。

A Process of Growth

全方位的学术成长历程

Throughout the Exhibition journey, students demonstrated the Approaches to Learning (ATLs) in authentic and meaningful ways. They strengthened research skills through interviews, surveys, and field trips. They applied critical thinking to analyse information and draw conclusions. Collaboration, communication, and self-management were essential as they navigated the complexity of long-term inquiry.

在本次成果展探究的过程中，学生全方位落地践行IB学习方法（ATL），完成高质量、场景化的学术能力锤炼。学生们通过访谈调研、问卷调查、实地考察等方式夯实探究能力，运用批判性思维分析信息、归纳结论。在应对长期探究项目的各类挑战时，学生充分锻炼了团队协作、沟通表达与自我管理能力。

Cici showcased this:

“I was very proud of myself when I overcame the difficulties… I experienced the joy of progress and constantly improving.”

学生Cici对此分享道：“成功克服重重难题时，我倍感自豪，也真切体会到持续进步、不断成长的乐趣。”

Across all groups, essay writing and public speaking were identified as significant challenges- yet these experiences-built resilience and confidence.

所有探究小组均认为，论文撰写与公开宣讲是本次项目最大的挑战，而这段实践经历，也极大培养了学生的抗压韧性与表达自信。

A Celebration of the PYP Journey

致敬小学探究之旅，收官成长，绽放硕果

Each PYP Exhibition is unique, and the 2026 Exhibition at ISA Tianhe was no exception. It was not simply a presentation of projects, but a reflection of who our students have become inquirers, thinkers, communicators, principled learners, and caring members of our community.

每一届PYP成果展都独具意义，爱莎天河2026年PYP成果展亦是如此。本次展会不止是探究项目的成果展示，更完整呈现了学生的成长蜕变，全方位落地IB十大学习者素养，见证学子成长为积极探究、勤于思辨、善于沟通、恪守原则、心怀关爱的优质学习者与富有温度的校园社群参与者。

As they prepare to transition into Secondary School, our Year 5 students leave the PYP not only with knowledge, but with confidence in their ability to ask meaningful questions, collaborate effectively, and take action on issues that matter.

五年级学子即将迈入中学阶段，在结束小学阶段学习之旅时，他们不仅收获了知识，更练就了核心能力：敢于提出有价值的问题、高效团队协作、针对各类重要议题落地实践，拥有十足的成长底气。

The 2026 PYP Exhibition stands as a testament to their growth, and to the power of student agency in action. Most importantly, the legacy of their learning will continue to shape our community.

2026年小学毕业成果展，是学生成长蜕变的最佳见证，充分彰显了学生自主主导、主动探究的学习力量。最重要的是，学生积淀的学习成果与探究精神，将持续赋能校园社群成长。