IB MYP个人项目 选题 学习目标 成功标准
IB 的 MYP 个人项目（personal project）是学生在 MYP 最后一年完成的独立探究，IB 官网把它分成三个部分：过程、作品或成果、一份反思报告。它不挂在任何一个学科组的课时里，却要按公布的评估标准打分，成绩先在校内标准化，再由 IB 外部审核。项目通常从开学第一个月启动，报告在次年春季提交，中间隔着大约半年。很多学生以为选题就是把题目定下来，实际上被评的是学习目标、成功标准与计划的完整程度。下面按 IB 官网现行的《Personal project guide》（2021 年 9 月起适用）的三项标准 A、B、C 拆开讲，每一步该写什么、常见错误落在哪里。
MYP students complete the personal project in the final year of the programme, and the IB describes it as a process, a product or outcome, and a reflective report. It sits outside the eight subject groups, yet it is marked against published criteria, standardised inside the school and moderated externally. Marks are usually lost not because the product is weak but because the learning goal, the success criteria and the plan were never written clearly enough to be judged.
1. 现行评估口径：三项标准各 8 分，合计 24 分
IB 官网上现行的《Personal project guide》（2021 年 9 月起适用）把个人项目定为三项等权标准：Criterion A 计划、Criterion B 技能应用、Criterion C 反思，每项最高 8 分，合计 24 分。每项的 8 个成就等级分成四档，1 到 2 分是有限、3 到 4 分是基本、5 到 6 分是充分、7 到 8 分是优秀。指南要求评估三项标准的全部 strand，也就是 A 的三条、B 的两条、C 的两条都要在报告里有对应证据。学生最常把网上流传的四项标准（Investigating、Planning、Taking action、Reflecting，合计 32 分）当成现行要求，那是 2014 版 MYP projects guide 的口径。动笔之前先确认学校发给本届的报告模板用哪一版，再决定报告分几节。24 分不是百分比，18 分除以 24 并不等于某个固定等级，最终还要看当届转换表。
The current guide sets three equally weighted criteria, Planning, Applying skills and Reflecting, each marked out of eight for a total of 24, and every strand of all three must be assessed. The eight achievement levels of each criterion are grouped into four bands described as limited, adequate, substantial and excellent. Material still circulating online shows four criteria and a total of 32 from the 2014 guide, so check which rubric your own cohort has been given before you decide how to structure the report.
2. 从想做的作品倒推学习目标：Criterion A 的三条 strand
Criterion A 的第一条 strand 要求陈述学习目标，并解释个人兴趣如何导向这个目标，请注意目标是你要学会的东西，不是你要做出来的东西。官方分档里最低一档只要求陈述学习目标，最高一档要求定义一个清晰且高度挑战的目标与背景，并且说明它来自个人兴趣。把目标写成做一个播客只到陈述的层级，写成学会向同龄人解释两种有研究支持的压力管理方法并用三期播客讲清楚，才把学与做分开。第二条 strand 要求陈述预期作品并为它制定成功标准，作品必须是可交付的具体产物，一块展板不算。第三条 strand 要求一份清晰详细的计划。三条 strand 缺任何一条，这一项都会被压在较低的档位。写目标时先回答三个问题：我现在不会什么、这件事为什么对我重要、什么证据能证明我学会了。
The first strand of Criterion A asks for a learning goal and an explanation of how a personal interest produced it, and the goal is what you learn rather than what you make. At the top band the wording is a clear and highly challenging goal and context based on personal interests, while the lowest band merely asks you to state a goal. The second strand covers the intended product and its success criteria, the third demands a plan detailed enough for someone else to follow, and missing any strand caps the whole criterion.
3. 高度挑战怎么落到纸面：时间、知识、技能三个约束
高度挑战不是形容词，报告要能指出挑战具体来自哪里。指南给的两组例子可以直接对照：记录自己自学摄影的过程算挑战性目标，把社区的观察做成一场摄影展并公开展出才算高度挑战，差别在公开交付、受众和完成度要求。可用的约束有三个：项目周期通常 6 到 8 个月，学习内容要超出你现在的课程范围，作品要动用到此前没系统练过的技能。常见的错误是把挑战写成工作量大，比如做 30 页幻灯片，页数本身不构成挑战，能说明第 3 周还不知道什么、第 12 周已经会了什么才算。也有学生写学会用一款软件，这不够，要写清软件背后的方法与概念，例如光比与测光判断。把三个约束各写一句，挑战就有了可核查的形状。
Highly challenging is not a mood word; the report has to show where the difficulty sits, and the guide contrasts documenting a self-taught skill with exhibiting a finished body of work to a public audience. Three constraints do most of the work, since the project runs across six to eight months, the learning must reach beyond your current subjects, and the product should require a skill you have not yet practised systematically. Volume is not difficulty, and a written account of what you could not do in week three but could do by week twelve carries far more weight than thirty slides.
4. 六个全球背景只选一个，并让它贯穿全篇
MYP 的六个全球背景是身份与关系、时空定位、个人与文化表达、科学与技术创新、全球化与可持续性、公平与发展，一个项目只选其中一个。评估看的是这个背景有没有真正影响你的判断，而不是报告首页有没有出现它的名字。选公平与发展的项目，研究问题里应该能看到资源分配或机会不均的影子；选科学与技术创新，就应该讨论技术带来的取舍。常见的错误是选题之后再硬套一个背景，结果背景只出现在引言和结论里，中间的分析完全用不上它。检查方法很直接：把写明背景的那句删掉，如果报告的逻辑完全没变，说明它没有被真正用上。项目报告的每一节都该能追到同一个背景，这条线索断了，Criterion A 的第一条 strand 就只剩一句标签。
The MYP offers six global contexts, identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability, and fairness and development, and a project uses exactly one. What gets assessed is whether that context shaped your decisions rather than whether its name appears near the title. Delete the sentence that names your context, and if nothing else in the report changes, it was decoration.
5. 成功标准：三到四条可测标准，写不出数字就写不出评价
成功标准是你自己写的、用来判断作品成败的尺子，官方要求它们可检验、可测量、可观察。写作品要好看等于没有标准，写三段各 90 秒的音频、背景噪声不掩盖人声、10 位听众里至少 8 位能复述主要结论，才是可测的。标准数量控制在三到四条，条数一多，Criterion C 的评价就会变成逐条打勾，报告里也容易漏掉其中一条。每一条都要对应一个证据来源，例如听众问卷、测试记录、导师反馈或作品本身的截图。标准要在动工之前定下来，事后补写的标准往往和作品结果高度吻合，这种吻合本身会让评价失去意义。还有一个细节：标准要写清判断者是谁，由你自己判断、由听众判断还是由测试结果判断，三种口径下的证据完全不同。
Success criteria are the measures you write yourself, and the guide expects them to be testable, measurable and observable. Three or four criteria are workable, while a longer list turns the evaluation into a checklist and usually leaves one criterion unevidenced. Each criterion needs a named source of evidence, whether that is an audience questionnaire, a test record, supervisor feedback or a photograph of the finished work, and the criteria have to exist before the making starts.
6. 计划：里程碑、资源与风险，改动本身也是证据
Criterion A 的第三条 strand 要一份清晰详细的计划，落到纸面就是里程碑、资源与风险三块。里程碑写清每个阶段交付什么，资源写清你依赖的人、软件、场地与资料来源，风险写清哪些环节可能卡住以及备用方案。计划中途改动不是失分项，合理的调整在分档里被看作自我管理能力的证据，前提是报告写清了改动的原因和影响。常见的错误是只交一张甘特图，图里只有时间条，没有交付物，也没有判断依据。另一个高频问题是计划比实际进度乐观，第 8 周才发现材料没到货，报告里于是只剩一句时间不够。计划写细一点还有一个好处：期末写报告时，改动记录可以直接变成 Criterion B 的材料。
A clear and detailed plan is normally delivered as milestones, resources and risks, covering what each phase produces, which people, tools and venues you depend on, and what you will do if a phase stalls. Changing the plan does not lose marks, because the rubric treats a justified adjustment as evidence of self-management as long as the report explains the cause and the effect. A Gantt chart with time bars and no deliverables remains the most common weak submission.
7. 过程证据：日志可以不叫日志，但证据不能缺
现行指南不再把过程日志作为单独评分的作品，但要求保留过程证据，形式可以是文字、图片、音频或混合。这条变化常被误读成不用记录，结果是报告写到 Criterion B 时找不到可以引用的材料。可用的证据包括带日期的草稿、原型照片、测试数据、导师与受众的反馈记录，以及你改动决定的说明。判断一条记录有没有用，看它能不能同时说清你用了什么技能、遇到什么问题、因此改了什么。只写今天做了什么的记录属于活动清单，报告里引用它只能证明你很忙。每两到三周整理一次，比项目结束前翻聊天记录省事得多，也更容易发现哪条成功标准还缺证据。
The process journal is no longer assessed as a separate piece, but evidence of the process is still required and may be written, visual, audio or mixed. That change is often misread as permission to stop recording, which leaves nothing to cite when the report reaches Criterion B. Useful evidence pairs a date with a decision, such as an early draft, a prototype photograph, test results or feedback from a supervisor or an audience, plus one line explaining what changed as a result.
8. 三次督导会议与学术诚信表
每位学生配一名督导，督导的角色是提问和核对进度，不替你定目标、改计划或润色报告。至少三次督导会议要记录在学术诚信表上，通常由学生、督导与家长签署，写明会议日期和讨论要点。开会前准备三样东西：这一阶段完成的内容、卡住的地方、下一步打算，会议时间有限，空手开会最浪费时间。督导还要确认提交的作品由学生本人完成，所以保留过程记录同时是学术诚信的要求。常见的错误是把会议当成审批，把目标改成督导建议的版本，审核时看到的就成了成人的思路而不是学生的。报告里引用的每一处外部资料都要注明来源，图片、问卷与方法同样要标注来源。
Every student works with a supervisor whose role is to question and check progress rather than to set the goal, rewrite the plan or polish the report. At least three meetings must be recorded on the academic honesty form, normally signed by the student, the supervisor and a parent, with dates and the points discussed. Arriving with evidence of what is finished, what is stuck and what comes next is what makes those meetings useful, and a goal that reads like adult advice is a moderation risk.
9. Criterion B：技能应用要说清做了什么、结果变了什么
Criterion B 有两条 strand，分别对应学习目标与作品，要求解释 ATL 技能如何帮助你达成这两件事。ATL 技能分五类：研究、沟通、社交、思考、自我管理，报告不需要五类都写，但写到的几项必须落到具体动作。写我用了研究技能不给分，写我比较了两个来源的样本量与发布时间、因此只采用其中一个的数据，才把技能、动作与结果串起来。评估看的是技能的使用过程，所以改稿、试错和受众反馈这些看起来不完美的部分反而是好材料。常见的错误是把技能清单抄一遍，每一类配一句形容词，读起来完整，实际上没有一处能被验证。选技能时优先写那些真正改变过决定的，通常两到三项就够撑起这一项标准。
Criterion B has two strands, one for the learning goal and one for the product, and both ask how approaches to learning skills helped you get there. Naming a skill earns nothing on its own, because the credit comes from describing the strategy, the place it was applied and what changed afterwards, for example comparing the sample size and publication date of two sources and then relying on only one of them. Drafts, failed attempts and audience feedback are stronger material than a tidy list of skill labels with an adjective attached to each.
10. Criterion C：评价作品，而不是叙述过程
Criterion C 要的是评价，不是时间线复述，两条 strand 分别对应项目对你的影响和你对作品的判断。每一条成功标准都要给出结论，达成、部分达成或未达成，并说明依据，未达成的标准同样要写，回避它的报告在分档里拿不到高分。写我学会了时间管理是空话，写我把测试从第 14 周提前到第 11 周、因为第二轮反馈显示界面存在歧义，才把学习与证据连起来。评价之后还要写影响：这个项目改变了你对哪个问题的看法，哪一项能力比开始时更强。多数报告在这一项丢分，是因为整段只有描述没有判断，读完看不出学生的立场。把每一条标准的结论和证据写成一对，这一项就很难失分。
Criterion C asks for evaluation rather than a chronological account, with one strand on the impact of the project and one on your judgement of the product. Every success criterion should be judged as met, partly met or not met, with evidence given in each case, including the criteria you missed, since a report that quietly drops the awkward one cannot reach the top band. Reflection also has to say what changed in your thinking, and that is the part most drafts leave out.
11. 报告篇幅、版式与参考资料
现行框架按页数与录音时长限制报告篇幅，纯书面报告最多 15 页，加入录音时每 1 分钟录音减少 1 页额度，也就是 5 分钟录音对应 10 页书面内容。旧的 1,500 到 3,500 词区间属于 2014 版指南的口径，如果学校手册仍写词数要求，按学校手册执行。页数上限是限制而不是目标，15 页不会自动比 11 页得分高，证据不足的长报告反而更难判断。参考文献表通常单独上传，不计入页数，附录里的过程日志摘录要标出对应的正文位置。版式方面，多数学校手册要求正文不小于 11 号字、页边距 2 厘米，封面页是否计入页数要问协调员。报告按 Criterion A、B、C 的顺序分节最省事，评审找证据时不需要翻着找。
The current framework limits the report by pages and recording time rather than by words, so a written-only report runs to a maximum of 15 pages, and each minute of recording reduces that allowance by one, leaving ten pages of writing beside five minutes of audio. The 1,500 to 3,500 word range belongs to the 2014 guide, and a school handbook that still states a word count takes precedence for its own cohort. Fifteen pages is a ceiling rather than a target, because a long report with thin evidence is harder to judge than a short one with clear evidence.
12. 校内评定、标准化与 IB 外部审核
个人项目的成绩先由督导按标准打分，再由学校做校内标准化，最后把分数和一份样本提交给 IBO 做外部审核。审核看的是学校整体打分是否落在国际标准范围内，偏松或偏严都可能被上调或下调，对含 MYP 第五年的学校来说这一步是必须完成的流程。成绩只在报告与允许的支持性证据范围内判定，作品本身不单独给分，作品的好坏要通过报告里的分析与评价体现。对参加 MYP 证书的学生，个人项目是证书的组成部分之一，证书成绩由八项构成、每项最高 7 分，总分至少 28 分且各项不低于 3 分。这是少数会被 IB 正式核验的校内成果，报告里每一句话都要经得起追问。作品在提交时可以只交照片或短视频，因此报告里对作品的描述要足够具体。
Supervisors mark the report against the criteria, the school standardises those judgements internally, and the IB then moderates a sample to check whether the marking sits at the international standard. Moderation can move marks up or down when a school is systematically generous or severe, and for schools with students in MYP year five it is a required process rather than an option. The product is not marked on its own, so its quality has to be argued through analysis and evaluation inside the report.
13. 六个月排期与四个高频失分点
可以照着改的排期是：开学第一个月定学习目标、全球背景与成功标准，第二个月把研究做扎实并写出计划，第三到第五个月做作品并持续记录，第六个月写完报告并交督导反馈。把报告留到最后三周是最高频的失分原因，因为 Criterion B 与 C 需要引用几个月里积累的证据。四个高频失分点分别是：目标写成作品、成功标准无法测量、ATL 技能只报名字、评价段只有描述。每一处都能用一句话修掉，比如把目标里的产物名换成你要掌握的能力。留出一次完整的修改轮次，读一遍结构和证据链，比反复润色句子有用。排期不要写满，至少留出两周机动时间给材料延期和导师反馈。
A workable sequence runs from the learning goal, global context and success criteria in the first month, through research and planning, into making and recording, and finishes with drafting and supervisor feedback in the final month. Leaving the report to the last three weeks is the most common reason marks are lost, because two of the three criteria depend on evidence gathered months earlier. The four recurring faults are a goal written as a product, success criteria that cannot be measured, ATL skills named but never described, and an evaluation section that narrates instead of judging.
牛津高阶英汉双解词典 第10版 商务印书馆¥168📱 去京东购买京东精选需要一对一辅导？Need One-on-One Tutoring?
A-Level / GCSE / IB / KS2-KS3 全科辅导
16621398022 同微信
Visit aleveler.com
或截图后用「扫一扫 → 相册」选择本图