Great Latitude Better Future
以IB-PYP课程为核心，充分给予孩子尊重与理解，支持他们自由探究、探索和发现，发展创新思维与创造力，做有国际情怀、能跨文化交际的全球公民。
我们将“国际情怀”的培养视为活动的重中之重，期许孩子们能将自己定义成世界的一份子，尊重及理解文化与文化之间的差异，将地球的永续发展作为人类生存的使命之一。在有限的时间及空间中，给予孩子最大的自由，支持他们在探索未知的过程，体现创新的思维及创造力。
未来的学习，必然是多学科融合的学习。跨学科的项目研究，让孩子学会立体地认识和理解世界，建构自己的多元思维模型，在遇到复杂问题时，能够提出创造性解决方案。
美式林肯班遵循国际IB-PYP课程框架，开展六大超学科主题项目学习，帮助孩子在自我探索的项目中横跨自然科学、人文科学、社会科学，丰富孩子的想象力，并在探究中逐渐获得多种技能，如社交技能、沟通技能、思考技能、研究技能和自我管理技能，以应对千变万化、充满挑战的世界。
孩子是家庭的，更是世界的。世界文化艺术、英文戏剧、世界生活体验、自然拼读、高尔夫、鳄鱼球、跆拳道、创客空间等多元课程的设置，让他们从小体验多元的生活方式，了解世界多元的文化，拥有开阔的视野、优秀的领导力、文化接纳力和包容力。
运动不仅是为了锻炼身体，更是一种文化、一种生活方式。多样化的美式运动项目，用最国际的方式最大程度满足孩子需求，激发和燃烧孩子的学习热情，培养社会交往能力、团队竞争与合作能力，在孩子未来发展的道路上起到不可估量的作用。
成立于1968年，总部设在瑞士日内瓦，是注册在联合国教科文组织下的全球最大的国际教育组织。专门为移动家庭子女及全世界优秀学生统一设计的国际课程。
Suitable for students aged 16 to 19, there is an alternative route to an international education
For high school students aged 16-19 to prepare for college
Suitable for junior high school students aged 12-16
Suitable for junior high school students aged 3-12
Be a life-long learner with an international mindset
One of the most distinctive features of the IB curriculum is transdisciplinary. Children acquire skills in certain contexts, explore the learning content relevant to them, and transcend the boundaries between traditional disciplines, establish connections between disciplines, discover ways to integrate disciplines, and apply what they have learned. One.
Learn the knowledge necessary for life activities, knowledge related to children's health and safety, knowledge of communication issues (behavioral rules, awareness of rules), etc.;
To help young children recognize the knowledge of their own living environment, natural and social environment, and understand the relationship and connection between things;
Knowledge that lays the foundation for future learning of systematic disciplines, such as: number, quantity, shape, time, and space concepts;
Knowledge that lays the foundation for the high-quality resonance of the future society, environmental protection knowledge; helps children acquire the necessary basic knowledge with developmental value.
Explore the interconnectedness of human-created institutions and communities; the structure and function of various organizations; Societal decision-making mechanisms; economic activity and its impact on people and the environment. For example: school, market, emerging digital, community
An inquiry into the nature of the self: beliefs and values; personal, physical, mental, social and spiritual health; relationships of all kinds, including family, friends, community and culture; rights and responsibilities; what it means to be a human being. For example: learning, friendship, role models, healthy lifestyles
Explore rights and responsibilities in trying to share limited resources with others and other living things; groups/communities and relationships within and among them; equality of opportunity; peace and conflict resolution. For example: water, environmental protection, animals, plants, etc.
Explore our place in time and space; personal histories; families and journeys; human discoveries, explorations and migrations; and examine the inextricable links between individuals and civilizations from local and global perspectives.
Explore nature and its laws;(physical and biological) the interaction of nature and human society;how humans use their understanding of scientific principles;The impact of technological progress on society and the environment. For example: materials, natural cycles of the earth, light, seasons
Explore the interconnectedness of human-created institutions and communities; the structure and function of various organizations; Societal decision-making mechanisms; economic activity and its impact on people and the environment. For example: school, market, emerging digital, community
The cultural integration between teachers
Children has established the "hyperlinks" between cultures of different countries and regions
A big world is condensed in the small classroom
The multi-cultural education is integrated into the characteristic activities.
围绕IB教育理念和林肯班培养目标，为孩子创设温馨、丰富、富有创造力、开放的多元文化环境。
班级环境规划紧密围绕课程主题，创设多样化的探索体验游戏情境，激发孩子的探索潜能，去自主选择、自由探索和自我建构。
In accordance with IB education ideal and American Lincoln's objective, children are surrounded by warm, abundant, creative and open multicultural environment. The classroom environment is closely stuck to curriculum themes, and a variety of meaningful experiential games there for children to self-select, self-research and self-construct.
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