IB EE 选题 研究问题 反思表 评分标准 2027
IB 的拓展论文（Extended Essay，EE）是 DP 核心里的独立研究任务，学生要在一位督导老师指导下，围绕自己提出的研究问题写一篇不超过 4000 词的学术论文。IBO 把学生投入的时间估计在 40 小时左右，学校层面的督导时长建议为三到五个小时。选题这一步决定后面几个月的走向，问题定歪了，文献读得再多也救不回来。这篇文章按官方指南的口径，把两条研究路径、研究问题的写法、字数规则与 2027 年的评分变化依次说清。
The extended essay is the independent research component of the DP core: one student, one supervisor, one research question, and a formal academic essay of no more than 4,000 words. IBO estimates around 40 hours of student work and recommends three to five hours of supervision. The topic chosen in the first months shapes everything that follows, and a poorly framed question cannot be rescued by more reading. What follows sets out the two research pathways, the way a question is built, the word-count rules and the assessment changes arriving in 2027, using the official guide as the reference point.
两条研究路径：学科内与跨学科
IBO 在 2025 年 2 月发布的《Extended essay guide》把 EE 分成两条路径，一条只用一个 DP 学科的方法，另一条把两个学科的方法叠在一起使用。原来的 world studies EE 已经并入跨学科路径，不再单独存在，这一点在 IBO 官网的课程更新页上写得明确。学科内路径适合题目本身就落在一门课方法论里的情况，比如用经济学的供需模型解释某个市场的价格波动。跨学科路径不是把两门课的内容各写一半，它要求两门学科的方法共同构成回答研究问题的必要条件。环境系统与社会（ESS）和文学与表演这两门本身已经是跨学科科目，只能走学科内路径。很多学生以为跨学科更容易出彩，实际上多一门学科就多一套评分预期，写作难度更高。
The guide published by IBO in February 2025 sets out two routes: one works inside a single DP subject, the other combines the methods of two. The former world studies essay no longer exists as a separate option and now sits inside the interdisciplinary route. Choosing the interdisciplinary route is not a matter of splitting the word count between two subjects; examiners look for a question that could not be answered without both. Environmental systems and societies and literature and performance are already cross-disciplinary, so they may only be used in the subject-focused route. Students often assume the two-subject route carries more credit, but it also carries two sets of subject conventions to satisfy.
三到五小时督导与三次必做面谈
IBO 的指南给督导过程留的推荐时长是三到五个小时，三次必做的反思面谈包含在这段时长里。第三次面谈就是 viva voce，是论文完成之后的一次总结性面谈，指南建议每次谈 20 到 30 分钟。学生自己的总投入约为 40 小时，这个数字出现在 IBO 对 EE 的概述里。面谈不是走过场，学校要把出席情况填进反思与进度表，随论文一起提交。面谈前把最近两周做了什么、卡在哪里写成三五句带过去，面谈的效率完全不同。面谈当天补写反思段落，记忆最完整，隔一周再写就只剩流程描述。选督导老师时先看对方是否熟悉你要用的方法，名气不是首要条件。
IBO recommends three to five hours of supervision in total, and three reflection sessions have to sit inside that time. The third session is the viva voce, a concluding interview once the essay is finished, and the guide suggests 20 to 30 minutes for each meeting. Around 40 hours of student work is the figure given for the whole task. Attendance is recorded on the reflection and progress form and submitted with the essay, so the sessions belong to the assessment file rather than to an informal conversation. Arriving with three lines on what you did and where you are stuck changes what a meeting can produce, and writing the reflection the same day keeps the detail that a later attempt loses.
选题要落到一句研究问题
选题这一步真正要定下来的是一句研究问题，话题只是一片区域。先想自己要在哪个科目里工作，再从这门课的具体内容里找一个可以测量或分析的切口，最后把它压成一句问句。常见的错误是先立一个宏大话题，比如想写人工智能，然后花两周找不到能被回答的问题。判断标准很直接：这句话能不能在 4000 词里用可得的数据与文献回答完，如果不能，范围还要再收。收窄通常靠加限定词，限定对象、时期、地点或某一个理论。IBO 的指南要求研究问题在引言里明确提出，并在全文保持一致，中途换问题会让前后章节对不上。把这句话写在纸上贴在屏幕边，每写完一节回头读一遍。
What has to be settled at the planning stage is a single research question, because a topic is only a territory. Start from the subject you want to work in, pick a slice of its content that can be measured or analysed, then compress it into one interrogative sentence. A common failure is to announce a large theme such as artificial intelligence and then spend two weeks without finding anything answerable. The practical test is whether the question can be closed within 4,000 words using sources you can actually obtain. Narrowing usually means adding a qualifier about the population, the period, the place or one theoretical lens. IBO expects the question to be stated in the introduction and held stable throughout, and a mid-essay change of direction leaves the sections contradicting each other.
研究问题怎么写成一个可答句
一句能用的研究问题通常含三个成分：要看的关系、关系发生的对象、判断用的标准。写成 to what extent 或 how does 这样的句式，比写成某件事好不好更容易展开论证，因为前者要求给出程度与条件。判断题容易写成立场表态，论证会退化成挑例子支持自己。变量要能落地，能量出数据、能查到档案、能在文本里找到证据，三者至少有一个。常见的错误是把两个问题塞进一句话，读起来像双重任务，写作时顾此失彼。句子长度控制在二十个词以内，长了就拆成主问题加一个子问题。写完之后请一个不学这门课的人读一遍，对方能否复述你要做什么，是很快的检验。
A workable question usually names three things: the relationship under study, the population or text where it occurs, and the standard by which the answer will be judged. Phrasing it as to what extent or how does something affect something else tends to produce argument, whereas a yes or no framing slides into stating a position and then collecting examples that support it. Whatever the question asks about has to be reachable through data, archives or textual evidence, and at least one of the three must be genuinely available at your school. Pushing two questions into one sentence is a familiar mistake; the writing then serves neither. Keeping the sentence under about twenty words forces the main question and any sub-question into different places.
4000 词上限与哪些内容计入
上限是 4000 词，这是 IBO 对所有 EE 的统一规定，学科之间没有例外。计入词数的是引言、正文、结论与文中的引文；不计的是目录、带注解的图表、表格、公式与计算过程、参考文献与书目、反思与进度表以及页眉。用中文写 EE 时按 1 词约等于 1.2 个汉字换算，上限落在 4800 字符左右，标点不计。阅卷员被要求不读超出部分，电子上传系统会自动识别截断点，把结论写在 4100 词的位置等于没有写。压缩时先动方法描述里的重复段落，再合并相邻的相似案例，最后才删文献综述里已经在前文出现过的观点。写作阶段按章节设字数配额，比最后整篇删改省力得多。
Every extended essay is capped at 4,000 words, and the limit is the same across all subjects. The introduction, the body, the conclusion and any quotations inside the text all count, while the contents page, annotated illustrations, tables, formulae and calculations, references and bibliography, the reflection form and headers do not. An essay written in Chinese converts at roughly 1.2 characters per word, which puts the ceiling near 4,800 characters excluding punctuation. Examiners are instructed not to read beyond the limit and the upload system marks the cut-off point. Trimming is easier if repeated method description goes first, near-identical case studies are merged next, and only then is the literature review cut back.
2027 年 5 月起的 30 分标准
IBO 官网的课程更新页写明，新版 EE 从 2027 年 5 月首次评估，评分改成五项 30 分。框架 6 分、知识与理解 6 分、分析与论证线索 6 分、讨论与评估 8 分、反思 4 分。原来的呈现（Presentation）一项被取消，格式与规范的要求并入框架项一起看。权重最大的是讨论与评估，8 分接近三成，这一项问的是有没有讨论发现的意义、有没有评估自己的方法与局限。反思从 6 分降到 4 分，写作形式也从三次短反思改为一份 500 词的反思陈述。备考 2027 年 5 月这一场的学生，练的重点应该从格式细节挪到评估段落的写法上。讨论与评估要铺在全文，最后补一段评估是拿不到高分的写法。
The curriculum update page on ibo.org states that the revised essay is first assessed in May 2027 and is marked out of 30 across five criteria. Framework for the essay carries 6 marks, knowledge and understanding 6, analysis and line of argument 6, discussion and evaluation 8, and reflection 4. The separate presentation criterion has gone, with conventions absorbed into the framework criterion. Discussion and evaluation is now the heaviest single element at roughly 27 per cent, and it asks how well findings are discussed and how honestly methods and limitations are assessed. Reflection drops to 4 marks and moves from three short entries to one 500-word statement at the end, which leaves evaluative paragraphs, rather than formatting, as the better use of practice time.
2026 年 11 月之前的 34 分标准
2026 年 11 月及之前参加考试的考生仍然用旧的一套标准，总分 34 分。关注与方法 6 分、知识与理解 6 分、批判性思维 12 分、呈现 4 分、投入与反思 6 分。批判性思维分量最大，评估与推理都压在这一项里，很多学校因此把训练集中在论证链条上。旧版单独给呈现 4 分，图表标注与参考文献的规范都在这里扣分。旧版反思写三次，三次合计不超过 500 词，记在反思与进度表上，缺表或用非论文语言写，这一项记零分。两套标准不要混用，先确认自己的考试场次，再决定练哪一版。
Candidates sitting up to November 2026 are still marked on the older framework, out of 34. Focus and method takes 6 marks, knowledge and understanding 6, critical thinking 12, presentation 4, and engagement 6. Critical thinking dominates, because both evaluation and reasoning are assessed inside that single criterion, which is why many schools drill the chain of argument above everything else. Presentation is scored separately at 4 marks, so labelling and referencing failures cost points there. Under the old rules reflection is written three times for a combined maximum of 500 words on the planning and progress form, and a missing form or one written in another language scores zero.
反思陈述 500 词写什么
反思陈述的读者是阅卷员，不是督导老师，所以不要把它写成流程日志。写清三件事：原来的设想是什么、研究过程中哪一步让你改了想法、这段经历给了你哪些能带到别处的技能。具体例子比形容词有效，写你换过哪个数据源、为什么换、换完结论有什么变化。旧版三次反思合计 500 词，新版是在 viva voce 之后写一份 500 词的陈述，两版都要求具体。很多学生以为反思要写感谢与感想，实际评分看的是你对过程的判断力。写完请督导读一遍，对方能否指出你在哪一步做了独立决定，是判断这份陈述够不够的一条线。
The reflective statement is read by an examiner rather than by your supervisor, so it should not read like a diary of the timetable. Three things earn credit: what you originally assumed, which step in the research changed your mind, and which transferable skills the process left you with. Concrete examples carry more weight than adjectives, so name the data source you replaced, explain why, and describe how the conclusion shifted afterwards. Students often treat reflection as a place for thanks and impressions, yet the marks follow evidence of judgement about your own process. Asking your supervisor to point at the moment you made an independent decision is a quick test of whether the statement is strong enough.
文献与数据的可用性
来源质量决定分析与评估两项能拿到多少分，这一点在两套标准下都一样。学校订阅的学科数据库、学科核心期刊、官方统计机构的数据优先，开放网页只能补背景。用二手数据时要写清原始出处与采集年份，不要引用转述了三四手的版本。自己做实验或发问卷的部分涉及伦理，IBO 指南里有专门的伦理研究者一节，涉及人类被试需要知情同意与匿名处理。参考文献格式全篇统一，选一种就不要再换，APA 与 MLA 都可以，学科惯例优先。每一张图表都要在正文里被解释一次，只放图不解读等于浪费版面。
The quality of sources decides how many marks come from analysis and evaluation, under either framework. School-subscribed subject databases, core journals and official statistical agencies come first, with open web pages used for background only. When secondary data is used, the original publisher and the year of collection belong in the text, not a version already paraphrased three times. Primary work such as experiments or questionnaires raises ethics questions, and the ethical researcher section of the IBO guide expects informed consent and anonymity where human participants are involved. One referencing style applied consistently is enough, and subject convention should decide between APA and MLA.
跨学科路径的两门课怎么配
跨学科路径要求两门 DP 学科的方法共同回答问题，不必各占一半篇幅。指南建议至少要学其中一门，否则对另一门学科的概念与方法缺少基本判断，写出来的整合往往停在并列陈述。选科时看问题本身需要哪两套工具，而不是看哪两门课分数高。环境系统与社会和文学与表演已经被定义为跨学科科目，不能再用在跨学科路径里，只能走学科内路径。整合的标准是读者能看出你如何把两门学科的概念、理论、视角或方法拼起来，并因此得到一个单科拿不到的结论。开题时用一段话写清两门学科各自提供了什么，写不出来说明整合还没发生。
The interdisciplinary route asks two DP subjects to work on one question together, and an even split of pages is not what examiners look for. IBO advises studying at least one of the two subjects, because without a working grasp of the second subject methodology the integration tends to remain parallel description. Choose the pair by asking which two sets of tools the question actually needs, not by which two subjects give you the best grades. Environmental systems and societies and literature and performance are already cross-disciplinary by design and may only be used in the subject-focused route. Integration becomes visible when a reader can see how concepts, theories, perspectives or methods from both subjects were combined to reach a conclusion neither could reach alone.
40 小时的阶段分配
40 小时是一个参考值，真正有用的是把它拆成阶段。选题与读文献留 8 小时，方法与收集数据 12 小时，写作 14 小时，修改与格式 6 小时，这是我的建议而不是官方规定，比例按学科可以调整。实验类文章的收集数据阶段往往超支，提前向老师确认设备可用的时段。写作不必等资料读完，先写方法与结果两节，能早一点暴露数据缺口。每周固定两个时段写 EE，比攒到假期连续写更稳，间隔让判断变清楚。留出一周缓冲，学校内部截止日期通常早于 IB 的提交日期。
Forty hours is a reference figure, and what makes it usable is breaking it into stages. A workable split is eight hours for the question and the reading, twelve for method and data collection, fourteen for writing, and six for revision and formatting, though the proportions should move with the subject. Experimental work usually overruns in the data stage, so book equipment time with your teacher early. Writing can start before the reading is finished, and drafting the method and results first tends to expose the gaps in the data. Two fixed slots each week sustain the essay better than a single long stretch in the holidays, because the gaps let you judge your own argument.
阅卷视角的六类失分
阅卷时最常见的失分不是知识不够，而是文章写成了百科条目。介绍某场战争、某个反应的段落通常可以删掉一半，换成对证据的权衡与对方法的检查。研究问题与结论不对应也很常见，开头问程度，结尾给出对错。图表放了却不在正文里引用，读的人不知道要看哪里。超字数被截断，最关键的评估段落在截断点之后。参考文献里出现正文没有引用过的条目，或者正文引用在文末找不到出处。定稿前用一张检查表逐条过：问题是否一致、每张图是否被解读、评估是否贯穿全文、格式是否统一。
What examiners see most often is not thin knowledge but an essay that reads like an encyclopedia entry. Paragraphs that introduce a war or describe a reaction can usually lose half their length, with the space given to weighing evidence and interrogating method, and a question about extent answered with a verdict of right or wrong is another familiar mismatch. Charts are included but never referred to in the text, leaving the reader unsure where to look, while over-length essays are cut just where the evaluation sits. References that never appear in the text, or in-text citations missing from the list, cost marks quietly. A final checklist on consistency of question, interpretation of figures, evaluation throughout and uniform formatting catches most of this before submission.
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