📚 IB Primary Years Programme and Middle Years Programme (PYP/MYP) Explained | IB小学项目与中学项目（PYP/MYP）详解
The International Baccalaureate (IB) offers a continuum of four high-quality international education programmes for students aged 3 to 19. Among these, the Primary Years Programme (PYP) and the Middle Years Programme (MYP) form the essential foundation that prepares learners for the Diploma Programme (DP) and career-related studies. Understanding the philosophy, structure, and key features of PYP and MYP helps parents, educators, and students navigate the IB journey with confidence. This article provides a detailed bilingual exploration of both programmes, highlighting their shared principles and distinctive approaches to inquiry-based, holistic learning.
国际文凭组织（IB）为3至19岁的学生提供了一套连贯的四种高质量国际教育项目。其中，小学项目（PYP）和中学项目（MYP）构成了关键的基础，为学习者迎接文凭项目（DP）和职业相关学习做好准备。理解PYP和MYP的理念、结构与核心特色，有助于家长、教育者和学生自信地走好IB之路。本文将对这两个项目进行详细的双语解读，突出其共同原则以及基于探究的整体学习方法的独特之处。
1. What is the IB Primary Years Programme (PYP)? | 什么是IB小学项目（PYP）？
The IB Primary Years Programme (PYP) is designed for students aged 3 to 12, nurturing and developing young learners as caring, active participants in a lifelong journey of learning. The PYP focuses on the development of the whole child – intellectually, socially, emotionally, physically, and culturally – and provides a transdisciplinary curriculum framework that builds conceptual understanding across traditional subject boundaries. Through inquiry-driven learning, students are empowered to ask questions, explore significant ideas, and take meaningful action.
IB小学项目（PYP）为3至12岁的学生设计，旨在培养和发展年轻学习者，使其成为终身学习之旅中富有爱心、积极投入的参与者。PYP注重儿童的全面发展——包括智力、社交、情感、体能和文化层面，并提供一个跨学科的课程框架，在传统学科界限之上构建概念性理解。通过探究驱动型学习，学生得以被赋能去提出问题、探索重要观念并采取有意义的行动。
The PYP was first introduced in 1997 and has since become one of the most respected international curriculum frameworks for primary education. It is not bound by any single national curriculum but instead draws on research and best practices from around the world. Schools authorized to offer the PYP must meet rigorous IB standards and practices, ensuring a consistent, high-quality learning experience wherever a student may be.
PYP于1997年首次推出，现已成为全球最受尊敬的国际小学课程框架之一。它不受任何单一国家课程的约束，而是吸收世界各地的研究成果和最佳实践。获授权开设PYP的学校必须达到严格的IB标准与实践，不论学生身在何处，都能确保获得一致的高质量学习体验。
The programme's philosophy is expressed through the IB Learner Profile, which describes a set of attributes such as being an inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective. These attributes permeate all aspects of teaching and learning in the PYP.
该项目的理念通过IB学习者培养目标得以体现，它描述了一组特质，例如：探究者、知识渊博、思考者、交流者、有原则、胸襟开阔、懂得关爱、敢于冒险、全面发展和善于反思。这些特质渗透在PYP教学与学习的各个方面。
2. PYP Curriculum Framework | PYP课程框架
The PYP curriculum framework centres on a transdisciplinary model, where learning transcends the boundaries of traditional subjects. At its heart lies the belief that education must be relevant, challenging, and engaging for young learners. The framework is organised around three pillars: the written curriculum, the taught curriculum, and the assessed curriculum, which interact dynamically to support student agency.
PYP课程框架以跨学科模型为核心，在此模型中学习超越了传统学科界限。其核心理念是教育必须对年轻学习者具有相关性、挑战性和吸引力。该框架围绕三大支柱组织：书面课程、教学课程与评估课程，它们动态交互以支持学生的自主权。
The written curriculum consists of five essential elements: knowledge, concepts, skills, attitudes, and action. Knowledge is explored through six transdisciplinary themes of global significance: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organise ourselves, and Sharing the planet. These themes provide a framework for integrating subject areas such as languages, mathematics, science, social studies, arts, and personal, social and physical education.
书面课程包含五大要素：知识、概念、技能、态度和行动。知识通过六个具有全球意义的跨学科主题来探索：我们是谁、我们身处什么时空、我们如何表达自己、世界如何运作、我们如何组织自己、共享地球。这些主题为整合语言、数学、科学、社会研究、艺术以及个人教育、社交教育与体育等学科领域提供了框架。
The taught curriculum is brought to life through inquiry, where students' questions and prior knowledge drive the learning process. Teachers act as facilitators, designing learning engagements that help students construct meaning. The assessed curriculum monitors and documents student progress, emphasizing formative assessment to inform teaching and celebrate growth.
教学课程通过探究来具体实施，学生的问题和已有知识驱动学习过程。教师充当引导者，设计有助于学生构建意义的学习活动。评估课程则监测并记录学生的进步，强调形成性评估，以指导教学并庆祝成长。
3. Key Concepts in PYP | PYP的重要概念
Concepts are powerful, abstract ideas that have universal relevance and timeless significance. The PYP identifies seven key concepts that drive inquiry and help students develop deeper understanding. These are: form – what is it like?; function – how does it work?; causation – why is it like this?; change – how is it changing?; connection – how is it linked to other things?; perspective – what are the points of view?; and responsibility – what is our responsibility?
概念是具有普遍关联性和永恒意义的强大抽象思想。PYP确定了七个驱动探究并帮助学生发展深层理解的重要概念。它们是：形式——它是什么样的？功能——它是如何运作的？原因——它为什么是这样的？变化——它是如何改变的？连系——它与其他事物有何关联？观点——有哪些观点？责任——我们的责任是什么？
These key concepts are not taught in isolation; rather, they are embedded within each unit of inquiry. For example, when investigating the theme 'Sharing the planet', students might explore the concept of causation by asking why certain species become endangered, or the concept of responsibility by considering how human actions affect ecosystems. This conceptual focus ensures learning goes beyond factual recall, encouraging students to transfer understanding across different contexts.
这些重要概念不是孤立教授的，而是嵌入每个探究单元之中。例如，在探究“共享地球”这一主题时，学生可能会通过提问“为什么某些物种会濒临灭绝”来探讨原因这一概念，或通过思考人类行为如何影响生态系统来探讨责任这一概念。这种概念化方法确保学习超越事实记忆，鼓励学生将理解迁移到不同的情境中。
In addition to key concepts, the PYP also encourages the use of related concepts that stem from the subject areas, providing more specific lenses for exploring the transdisciplinary themes. This dual-layer conceptual structure enriches the curriculum and fosters intellectual depth from an early age.
除了重要概念，PYP还鼓励使用源于学科领域的相关概念，为探究跨学科主题提供更具体的视角。这种双层概念结构丰富了课程，并从早年就开始培养思维的深度。
4. Approaches to Learning (ATL) in PYP | PYP的学习方法（ATL）
Approaches to Learning (ATL) are deliberate strategies, skills, and attitudes that underpin the process of learning in the PYP. Formerly known as transdisciplinary skills, ATL in the PYP are grouped into five categories: thinking skills, research skills, communication skills, social skills, and self-management skills. These skills are explicitly taught and practised so that students become independent, effective learners.
学习方法（ATL）是支撑PYP学习过程的刻意策略、技能和态度。在PYP中，ATL以前被称为跨学科技能，现在分为五大类别：思考技能、研究技能、交流技能、社交技能和自我管理技能。这些技能被显性地教授和练习，以便学生成为独立、高效的学习者。
Thinking skills include critical and creative thinking, such as generating ideas, making decisions, and reflecting on learning. Research skills involve formulating questions, planning, gathering data, and recording information. Communication skills encompass listening, speaking, reading, writing, and non-verbal communication across multiple languages and media. Social skills encourage collaboration, conflict resolution, and respecting others. Self-management skills cover organisation, time management, and emotional well-being.
思考技能包括批判性和创造性思维，例如产生想法、做出决定和反思学习。研究技能涉及提出问题、规划、收集数据和记录信息。交流技能涵盖听、说、读、写以及跨多种语言和媒介的非语言交流。社交技能鼓励合作、解决冲突和尊重他人。自我管理技能则涵盖组织、时间管理和情感健康。
ATL are not taught as separate lessons but are woven into the inquiry process. A science investigation might explicitly target research and thinking skills, while a group presentation could build communication and social skills. This integrated approach ensures skills are developed meaningfully and in context, ready to be applied across the curriculum and beyond.
ATL不是作为独立课程来教授，而是融入探究过程。一项科学调查可能明确针对研究和思考技能，而一次小组展示则可以培养交流与社交技能。这种整合式的学习方法确保技能在有意义的情境中得到发展，并能在课程内外随时应用。
5. Assessment in PYP | PYP的评估方式
Assessment in the PYP is ongoing, authentic, and integral to the teaching and learning process. It is designed to inform instruction, provide feedback to students, and document growth over time. The IB distinguishes between assessment of learning (summative), assessment for learning (formative), and assessment as learning, where students actively reflect on and self-assess their own progress.
PYP的评估持续进行，注重真实性，是教学与学习过程中不可分割的一部分。其目的在于指导教学、向学生提供反馈，并记录其成长轨迹。IB区分了“对学习的评估”（终结性）、“促进学习的评估”（形成性）以及“作为学习的评估”（学生积极反思并自我评估进步）。
Teachers use a variety of strategies and tools to gather evidence of student understanding: observations, performances, rubrics, anecdotal records, checklists, and portfolios. The student portfolio is a key assessment artefact that showcases learning achievements, reflections, and goal-setting across subjects and transdisciplinary themes. It travels with the student, creating a rich narrative of their learning journey.
教师使用多种策略和工具收集学生理解的证据：观察、展示、评分标准、轶事记录、检查表和档案袋。学生档案袋是关键的评估载体，展示跨学科主题和学科学习成就、反思及目标设定。它跟随学生一起升入高年级，为他们的学习旅程创造了丰富的叙事。
At the end of the PYP, students in their final year (usually aged 10–12) engage in the PYP Exhibition, a culminating, collaborative inquiry into a real-world issue of personal and global significance. This major project requires students to apply their ATL skills, key concepts, and learner profile attributes, and to demonstrate independent learning and agency. The Exhibition is a significant benchmark that celebrates the transition from primary to secondary education.
在PYP的最后一年（通常为10至12岁），学生将参与PYP学习成果展，这是一项对具有个人和全球意义的现实问题进行的综合性、协作式探究。这一重大项目要求学生运用ATL技能、重要概念和学习者培养目标特质，展示独立学习能力和自主权。学习成果展是庆祝从小学过渡到中学阶段的重要里程碑。
6. What is the IB Middle Years Programme (MYP)? | 什么是IB中学项目（MYP）？
The IB Middle Years Programme (MYP) is a five-year educational framework for students aged 11 to 16, building on the inquiry-based foundation laid in the PYP. The MYP aims to develop active learners and internationally minded young people who can make connections between their studies and the real world. It prepares students for the rigorous Diploma Programme (DP) and provides a broad, balanced curriculum that encourages critical thinking and intercultural understanding.
IB中学项目（MYP）是一个为11至16岁学生设计的五年制教育框架，建立在PYP奠定的探究基础之上。MYP旨在培养主动学习者和具有国际情怀的年轻人，使他们能够将学习与现实世界联系起来。它为严格的文凭项目（DP）做好准备，并提供广泛且平衡的课程，鼓励批判性思考和跨文化理解。
The MYP was first introduced in 1994 and has grown to become a globally recognised qualification for middle years education. Like the PYP, it is not tied to a single national curriculum but is designed to be flexible enough to accommodate national requirements while maintaining the IB’s high standards. Schools can choose to offer the MYP as a five-year programme or as shorter two-, three-, or four-year versions, though the full five-year experience is recommended.
MYP于1994年首次推出，已成为全球认可的中学教育资格。与PYP一样，它不受限于单一国家课程，旨在保持IB高标准的同时，具有足够的灵活性以适应各国要求。学校可选择开设完整的五年制MYP，也可选择两年、三年或四年的较短版本，但建议提供完整的五年学习体验。
7. MYP Curriculum Model | MYP课程模型
The MYP curriculum model is built around eight subject groups: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design. Students are required to study a broad range of subjects each year, ensuring they maintain a holistic education and do not specialise too early. This structure contrasts with some national systems that allow students to drop subjects at age 14.
MYP课程模型围绕八个学科组构建：语言与文学、语言习得、个体与社会、科学、数学、艺术、体育与健康教育、设计。学生每年需要学习广泛的学科，确保他们保持全面的教育而不会过早专业化。这一结构与某些允许学生在14岁就放弃部分学科的国家体系形成对比。
At the core of the model lies the IB Learner Profile, which remains central, and the five Contexts for Teaching and Learning, previously called Areas of Interaction. These contexts – Identities and Relationships, Personal and Cultural Expression, Orientation in Space and Time, Scientific and Technical Innovation, Fairness and Development, and Globalization and Sustainability – are lenses through which students connect disciplinary knowledge to the real world. They replace the transdisciplinary themes of the PYP with a more discipline-based integration.
该模型的核心仍然是IB学习者培养目标，以及五个教学与学习语境（以前称为互动领域）。这些语境——身份认同与关系、个人表达与文化表达、时空定位、科技创新、公平与发展、全球化与可持续发展——是学生将学科知识与现实世界相联系的透镜。它们用更具学科基础的整合方式替代了PYP的跨学科主题。
MYP teachers design units that explore key concepts, related concepts, and global contexts together, ensuring that learning is both deep and connected. The subject group objectives and criterion-related assessment align with the conceptual and contextual framework, promoting rigour and relevance simultaneously.
MYP教师设计的单元同时探讨重要概念、相关概念和全球背景，确保学习既有深度又具联系性。学科组目标以及与标准相关的评估均与该概念性、语境性框架相一致，同时促进严谨性和相关性。
8. Global Contexts and Key Concepts in MYP | MYP的全球背景与重要概念
The MYP identifies six global contexts that provide a framework for developing international-mindedness: Identities and Relationships; Orientation in Space and Time; Personal and Cultural Expression; Scientific and Technical Innovation; Fairness and Development; and Globalization and Sustainability. These contexts encourage students to explore the human commonality, local and global connections, and the complexity of the world they live in. Every MYP unit is grounded in one of these global contexts, giving learning purpose and direction.
MYP确定了六个全球背景，为培养国际情怀提供了框架：身份认同与关系、时空定位、个人表达与文化表达、科技创新、公平与发展、全球化与可持续发展。这些背景鼓励学生探索人类共性、本地与全球的联系以及他们所生活世界的复杂性。每个MYP单元都基于其中一个全球背景，赋予学习目的和方向。
Similarly, MYP uses a set of key concepts that transcend disciplinary boundaries: aesthetics, change, communication, communities, connections, creativity, culture, development, form, global interactions, identity, logic, perspective, relationships, systems, and time, place and space. Each subject group contributes specific related concepts as well. For instance, in Sciences, related concepts might include energy, environment, and patterns; in Individuals and Societies, they might include ideology, power, and globalisation.
类似地，MYP使用一套超越学科界限的重要概念：美学、变化、交流、社区、连系、创造、文化、发展、形式、全球互动、身份、逻辑、观点、关系、系统以及时间、地点与空间。每个学科组也贡献特定的相关概念。例如，在科学学科中，相关概念可能包括能量、环境和模式；在个体与社会学科中，可能包括意识形态、权力和全球化。
This interplay between global contexts and concepts ensures that students engage with big ideas while remaining rooted in real issues. A unit on migration in Individuals and Societies might use the key concept of 'change' and the global context 'Orientation in Space and Time' to investigate how human movement shapes societies. Such structuring deepens inquiry and makes learning transferable.
全球背景和概念之间的这种相互作用确保学生在探究重要观念的同时，牢牢扎根于现实问题。例如，个体与社会学科中关于移民的单元，可能会运用“变化”这一重要概念和“时空定位”这一全球背景，来探究人类流动如何塑造社会。这样的建构深化了探究并使学习成果可迁移。
9. Approaches to Learning (ATL) in MYP | MYP的学习方法（ATL）
Like the PYP, the MYP places a strong emphasis on Approaches to Learning (ATL) skills, which are explicitly taught and assessed. The MYP organises ATL skills into ten clusters across the same five categories: communication, social, self-management, research, and thinking. The ten clusters are: communication skills; collaboration skills; organization skills; affective skills; reflection skills; information literacy skills; media literacy skills; critical thinking skills; creative thinking skills; and transfer skills.
与PYP一样，MYP高度重视学习方法（ATL）技能，这些技能被显性地教授和评估。MYP将ATL技能分为五大类别下的十个集群：交流、社交、自我管理、研究和思考。十个技能集群为：交流技能；合作技能；组织技能；情感技能；反思技能；信息素养技能；媒体素养技能；批判性思考技能；创造性思考技能；迁移技能。
In the MYP, ATL skills are not only embedded in subject-group teaching but are also often documented through skill progression maps. Teachers plan how specific ATL skills will be introduced, practised, and assessed within each unit. Students are encouraged to monitor their own ATL development and set goals, fostering agency and metacognition. For example, a student might work on 'information literacy' by evaluating sources in history class, and then apply 'transfer skills' by using similar evaluation criteria in a science investigation.
在MYP中，ATL技能不仅融入学科组教学，还通常通过技能进阶地图进行记录。教师规划如何在每个单元中引入、练习和评估特定的ATL技能。鼓励学生监控自己的ATL发展并设定目标，培养自主权和元认知能力。例如，学生可以在历史课上通过评估信息来源来训练“信息素养”，然后在科学调查中运用“迁移技能”，使用类似的评价标准。
The development of ATL skills is horizontally and vertically articulated across the MYP years, culminating in a Personal Project in the final year, where students independently demonstrate their ATL capability by researching and creating a significant product or outcome.
ATL技能的发展在MYP各个年级进行横向和纵向衔接，最终在最后一年通过个人项目达到顶峰，学生通过独立研究并创造一项重要成果或作品，来展示其ATL能力。
10. Assessment in MYP | MYP的评估方式
Assessment in the MYP is criterion-related, meaning that students are assessed against pre-defined, published criteria for each subject group rather than against other students. There are four criteria for each subject group, each with a maximum score of 8, adding to a total raw score per subject of 32. These criteria align with the subject objectives and cover dimensions such as knowledge and understanding, investigating, communicating, and thinking critically.
MYP的评估采取标准相关模式，这意味着学生根据每个学科组预先制定并公布的评估标准来进行评定，而非与其他学生比较。每个学科组有四个标准，每个标准最高得分为8分，每门学科的原始总分最高为32分。这些标准与学科目标一致，涵盖知识与理解、探究、交流以及批判性思考等维度。
Teachers design varied assessment tasks, including oral presentations, essays, experiments, creative productions, and real-world problem-solving activities. Formative assessments support learning along the way, while summative assessments at the end of units provide a snapshot of achievement. Internal moderation and IB validation processes ensure consistency and fairness within and across schools.
教师设计多样化的评估任务，包括口头展示、论文、实验、创意作品以及现实世界问题的解决活动。形成性评估在学习过程中提供支持，而单元结束时的终结性评估则提供成就快照。校内协调与IB的验证流程确保学校内部和学校之间的一致性与公平性。
In the final year of the MYP (Year 5, usually age 15–16), students complete the Personal Project, a self-directed, independent piece of work that demonstrates the ATL skills they have developed. If a school opts for the MYP certificate, students also sit for on-screen examinations in selected subjects, which are externally marked by the IB. The MYP certificate provides a robust, internationally benchmarked qualification that is highly regarded by schools and universities worldwide.
在MYP最后一年（五年级，通常为15–16岁），学生需要完成个人项目，这是一项自主、独立的工作，展示他们所发展的ATL技能。如果学校选择MYP证书，学生还需参加选定科目的在线考试，由IB进行外部评分。MYP证书提供了一项强有力的、国际基准的资格，受到全球学校和大学的高度认可。
11. Transition from PYP to MYP | 从PYP到MYP的过渡
A smooth transition from the PYP to the MYP is essential for maintaining student engagement and building upon prior learning. While the PYP is transdisciplinary, the MYP adopts a more disciplinary approach, yet retains strong interdisciplinary links through the global contexts and conceptual framework. Schools that offer the full IB continuum design coherent vertical articulation pathways in curriculum and ATL skills to ensure continuity.
从PYP顺利过渡到MYP对于保持学生的学习投入并在先前学习基础上发展至关重要。PYP是跨学科的，而MYP采用更分科的方法，但通过全球背景和概念框架保留了强大的跨学科联系。提供完整IB连续教育项目的学校会在课程和ATL技能方面设计连贯的纵向衔接路径，以确保连续性。
Key strategies for successful transition include: aligning the learner profile across programmes, ensuring consistent ATL language and skill progression, and introducing MYP-style assessment rubrics gradually in the final year of PYP. Joint teacher collaboration between PYP and MYP teams also supports students as they adjust to a new timetable, specialist teachers, and more formal assessments. The PYP Exhibition often serves as a bridge, showcasing the independent inquiry skills that will be further refined in the MYP.
成功过渡的关键策略包括：在不同项目间对齐学习者培养目标，确保ATL语言和技能的渐进式发展，在PYP最后一年逐步引入MYP风格的评估量规。PYP和MYP教师团队之间的协作也有助于学生适应新的课程表、专科教师以及更正式的评估。PYP学习成果展通常起到桥梁作用，展示将在MYP中进一步完善的那些独立探究技能。
Students coming from non-PYP backgrounds into the MYP are supported through induction programmes and a strong focus on building ATL fundamentals. The IB’s inclusive philosophy ensures that all students, regardless of prior schooling, can thrive in the MYP environment with appropriate guidance and differentiation.
从非PYP背景进入MYP的学生则通过入学指导课程和对ATL基础建设的高度重视获得支持。IB的包容性理念确保在适当的指导和差异化教学下，所有学生，无论其先前教育背景如何，都能在MYP环境中茁壮成长。
12. Shared Philosophy and Distinctions Between PYP and MYP | PYP与MYP的共同理念与差异
Both the PYP and the MYP share the fundamental IB belief in constructivist, inquiry-based education that fosters the holistic development of the child. They both revolve around the IB Learner Profile, promote international-mindedness, and emphasise the importance of action as a response to learning. ATL skills and conceptual understanding are pillars in both programmes, creating a consistent thread from early childhood through adolescence.
PYP和MYP都秉持IB的基本信念，即通过建构主义、探究式的教育促进儿童的整体发展。二者都围绕IB学习者培养目标、倡导国际情怀，并强调行动作为学习回应的重要性。ATL技能和概念性理解都是这两个项目的支柱，为从幼儿期到青春期创造了一致的线索。
However, there are key distinctions. The PYP uses a transdisciplinary framework with six themes and no fixed subject boundaries, making it highly integrated. The MYP, while interdisciplinary, organises learning into eight distinct subject groups with clearly defined assessment criteria per subject. The MYP introduces formal, externally assessed exams (if the school pursues certification) and the Personal Project, whereas the PYP culminates in the Exhibition, which is school-based and collaborative. Additionally, the MYP’s global contexts provide a more discipline-connected lens compared to the PYP’s transdisciplinary themes.
然而，也存在一些关键差异。PYP采用跨学科框架，以六个主题为核心，没有固定的学科界限，高度整合。MYP虽然具有跨学科特色，但将学习组织为八个不同的学科组，每个学科都有明确的评估标准。MYP引入正式的外部评估考试（如果学校追求证书）和个人项目，而PYP则以校本的、协作式的学习成果展作为终曲。此外，MYP的全球背景相比PYP的跨学科主题，提供了更具学科连接的透镜。
This evolution from a fully transdisciplinary approach to a more structured disciplinary framework aligns with the developmental stages of students, gradually building the academic rigour and specialist knowledge needed for the DP and higher education, while never losing the inquiry-driven heart of the IB philosophy.
这种从完全跨学科方法向更结构化的分科框架的演进，符合学生的发展阶段，逐步培养文凭项目和高等教育所需的学术严谨性和专业知识，同时永不丢失IB理念中探究驱动的核心。
Published by TutorHao | IB Continuum Education Series | aleveler.com
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