📚 IB Middle Years Programme (MYP) Explained | IB中学项目MYP课程详解
The International Baccalaureate (IB) Middle Years Programme (MYP) is a five-year educational framework designed for students aged 11 to 16, bridging the gap between the Primary Years Programme (PYP) and the Diploma Programme (DP). It aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning.
国际文凭中学项目（MYP）是为11至16岁学生设计的五年制课程框架，在小学项目（PYP）与大学预科项目（DP）之间承上启下。它旨在培养积极的学习者和具有国际情怀的年轻人，使他们能够换位思考，并追求有意义、有目的的人生。
1. Introduction to the IB Middle Years Programme | IB中学项目简介
The MYP was first introduced in 1994 and has since been implemented in thousands of schools around the world. It is a flexible programme that can be adopted by national systems, international schools, or independent schools. The MYP builds on knowledge, skills, and attitudes developed in the PYP and prepares students to meet the academic challenges of the DP, the IB Career-related Programme (CP), or other post-16 pathways.
MYP于1994年首次推出，如今已在全球数千所学校实施。它是一个灵活的课程方案，适用于国家体系学校、国际学校或独立学校。MYP在PYP培养的知识、技能和态度基础上继续发展，为学生迎接DP、IB职业相关项目（CP）或其他16岁后的学习路径做好准备。
The programme emphasizes intellectual challenge, encouraging students to make connections between their studies and the real world. It fosters the development of communication, intercultural understanding, and global engagement – essential qualities for young people who will become leaders in an increasingly interconnected world.
该课程强调智力挑战，鼓励学生将学习与现实世界建立联系，促进沟通、跨文化理解和全球参与能力的发展，这些是未来在日益相互联系的世界中成为领导者所必备的素质。
2. The MYP Curriculum Framework | MYP课程框架
The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education. The framework is not a prescriptive syllabus but rather a set of aims, objectives, and criteria that allow schools to develop their own curriculum in line with the IB philosophy.
MYP课程框架包含八个学科组，提供广泛而均衡的教育。该框架并非规定性的教学大纲，而是一套目标、目的和标准，允许学校根据IB理念开发自己的课程。
At the centre of the framework are the IB learner profile attributes, which aim to develop learners who are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes are woven throughout the teaching and learning experiences.
框架的核心是IB学习者培养目标，旨在培养具备探究精神、知识渊博、勤于思考、善于交流、坚持原则、胸襟开阔、懂得关爱、勇于尝试、全面发展和善于反思的学习者。这些特质贯穿于整个教学和学习过程。
3. Subject Groups and Disciplines | 学科组与科目
The eight MYP subject groups are: Language and Literature (usually the student's first language), Language Acquisition (an additional language), Individuals and Societies (humanities and social sciences), Sciences, Mathematics, Arts (visual arts, music, drama, media, etc.), Physical and Health Education, and Design (digital and product design). Schools must offer at least six of these subject groups in each year of the programme.
MYP的八个学科组是：语言与文学（通常为学生的母语）、语言习得（第二语言）、个体与社会（人文学科与社会科学）、科学、数学、艺术（视觉艺术、音乐、戏剧、媒体等）、体育与健康教育、以及设计（数字设计和产品设计）。学校必须在课程的每个年份提供至少六个学科组。
In MYP years 4 and 5 (grades 9–10), students can choose courses from within the subject groups to allow for some specialization, but they must still experience a broad curriculum. Each subject group has its own aims and assessment criteria, contributing to the holistic development of the student.
在MYP第四和第五年（9-10年级），学生可以在学科组内选择课程以实现一定的专业化，但仍须保持课程的广泛性。每个学科组都有各自的目标和评估标准，共同促进学生的全面发展。
Interdisciplinary learning is an important feature of the MYP, requiring students to combine knowledge from different subjects to explore complex issues. In the final year of the programme, students can opt for MYP certificates in specific subjects or a full MYP certificate by meeting specific requirements.
跨学科学习是MYP的一个重要特色，要求学生综合不同学科的知识来探索复杂问题。在课程最后一年，学生可以选择特定学科的MYP证书或通过满足要求获得完整的MYP证书。
4. Key Concepts and Related Concepts | 重大概念和相关概念
The MYP identifies 16 key concepts that represent big ideas relevant across subjects, such as change, communication, communities, connections, creativity, culture, development, form, global interactions, identity, logic, perspective, relationships, systems, and time/place/space. Each subject group uses a selection of these key concepts to frame the units of inquiry.
MYP确定了16个重大概念，代表跨学科的重要思想，例如变化、交流、社区、联系、创造、文化、发展、形式、全球互动、身份认同、逻辑、视角、关系、系统、时间/地点/空间。每个学科组选取其中的一些重大概念来构建探究单元。
Related concepts are more discipline-specific, like genre in literature, justice in individuals and societies, or energy in sciences. These concepts enable students to explore ideas in depth, making learning more connected and transferable.
相关概念则更具学科针对性，如文学中的体裁、个体与社会中的公正、科学中的能量。这些概念使学生能够深入探索思想，使学习更具关联性和迁移性。
5. Global Contexts for Learning | 学习的全球背景
All MYP units must be grounded in one of six global contexts, which steer learning towards real-world issues and international-mindedness. The global contexts are: Identities and relationships (exploring self, health, beliefs, etc.), Orientation in space and time (personal histories, migrations, discoveries), Personal and cultural expression (art, language, beliefs), Scientific and technical innovation (impact of science and technology on society), Fairness and development (rights, access to resources, peace), and Globalization and sustainability (interconnectedness, environment, development).
所有MYP单元都必须以六种全球背景之一为基础，引导学生关注现实问题和国际情怀。六种全球背景分别是：身份与关系（探索自我、健康、信仰等）、时空定位（个人历史、迁徙、发现）、个人表达与文化表达（艺术、语言、信仰）、科学与技术创新（科技对社会的影响）、公平与发展（权利、资源获取、和平）以及全球化与可持续性（相互联系、环境、发展）。
Teaching through these contexts ensures that students see the relevance of their studies and develop a sense of global responsibility.
通过这些背景进行教学，可以确保学生看到学习的相关性，并培养全球责任感。
6. Approaches to Learning (ATL) Skills | 学习方法技能
The ATL skills are a set of transferable skills that students develop across all subject groups. They are organized into five skill clusters: communication (e.g., reading, writing, listening, speaking), social (collaboration, respecting others), self-management (organization, affective skills, reflection), research (information literacy, media literacy), and thinking (critical thinking, creative thinking, transfer).
ATL技能是一套学生在所有学科组中培养的可迁移技能，分为五个技能类别：交流（如阅读、写作、听、说）、社交（合作、尊重他人）、自我管理（组织、情感技能、反思）、研究（信息素养、媒体素养）和思考（批判性思考、创造性思考、知识迁移）。
These skills are explicitly taught and practiced, helping students learn how to learn. The ATL skills are also essential for the personal project and community project, where students demonstrate self-directed inquiry. By embedding ATL across the curriculum, the MYP prepares students for the rigor of the DP and beyond.
这些技能被明确地教授和练习，帮助学生学会如何学习。ATL技能对于个人设计和社区项目也至关重要，学生在其中展示自主探究。通过在课程中融入ATL技能，MYP为学生应对DP及以后的挑战做好准备。
7. Service as Action: Community and Personal Projects | 服务行动：社区项目与个人设计
A core component of the MYP is service as action, where students apply their learning to serve the community. In MYP years 1-3, schools provide opportunities for service activities. In year 3 (grade 8) or year 4 (grade 9), students complete a community project, which involves investigating a community need, planning action, and reflecting on the outcome.
MYP的核心组成部分之一是服务行动，学生将所学应用于服务社区。在MYP第1至第3年，学校提供各种服务活动机会。在第三年（八年级）或第四年（九年级），学生要完成社区项目，内容涉及调查社区需求、策划行动并反思结果。
In the final year of the programme (MYP year 5 / grade 10), all students must complete the personal project – a significant, self-directed inquiry that demonstrates the skills they have developed. The personal project is focused on a topic of the student's own interest, resulting in a product or outcome, along with a detailed report. It is internally assessed and externally moderated, and successful completion is a requirement for the MYP certificate.
在课程的最后一年（MYP第五年/十年级），所有学生都必须完成个人设计——一项重大且自主的探究，展示其发展出的各项技能。个人设计围绕学生自己感兴趣的主题，最终产出一个产品或成果，并附上一份详细报告。它由校内评估、外部评审，成功完成个人设计是获得MYP证书的必要条件。
8. Assessment in the MYP | MYP评估体系
MYP assessment is criterion-related, meaning students are assessed against predefined criteria rather than compared to other students. Each subject group has four assessment criteria, each with a maximum score of 8. For example, in sciences the criteria are: Knowing and understanding, Inquiring and designing, Processing and evaluating, and Reflecting on the impacts of science.
MYP评估采用标准参照方式，即根据既定标准对学生进行评估，而非与其他学生比较。每个学科组有四项评估标准，每项最高8分。例如，科学学科的标准是：知识与理解、探究与设计、处理与评价、反思科学的影响。
Students' final grades in each subject are determined by adding the criterion scores together, yielding a total out of 32, which is then converted to an IB grade (1-7) using grade boundaries. Internal assessment by teachers is a key feature, moderated by the IB to ensure consistency. The MYP also offers optional eAssessment for students seeking external validation; this includes on-screen examinations and coursework.
学生每门学科的最终成绩由各项标准得分相加得出，总分32分，然后根据等级界限转换为IB等级（1-7分）。教师进行校内评估是主要特色，并由IB进行评审以确保一致性。MYP还为寻求外部认证的学生提供可选的电子评估，包括上机考试和课程作业。
9. MYP eAssessment and Certification | MYP电子评估与认证
The IB introduced MYP eAssessment in 2016 to provide a globally recognized, externally assessed qualification at the end of the programme. To earn the full MYP certificate, students must meet several requirements: complete on-screen examinations in at least five subject groups, submit an ePortfolio of coursework for language acquisition, and complete the personal project ePortfolio.
国际文凭组织于2016年
Published by TutorHao | Study Abroad Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图