IA、TOK、EE寫(xiě)作輔導(dǎo)|課程

 

IB internal Assessment 輔導(dǎo)寫(xiě)作課程

Curriculum Objectives

　　IB各科最終分?jǐn)?shù)由兩種考試決定

　　1.External Assessment:兩學(xué)年結(jié)束后進(jìn)行的最終IB考試(大概是總IB分?jǐn)?shù)的70%)

　　2.Internal Assessment:以班級(jí)為單位進(jìn)行的內(nèi)部考試 (大概是總IB分?jǐn)?shù)的30%)

　　IA旨在均衡地考察學(xué)生的能力，是為了挖掘?qū)W生在IB考試中未能展示的部分。每個(gè)科目中的IA成績(jī)平均占到20%到30%之間,根據(jù)科目的不同最多可占50%。根據(jù)IBO的規(guī)則，首先確定學(xué)生在哪一個(gè)科目中的IA

　　oral work in languages

　　fieldwork in geography

　　laboratory work in the sciences

　　investigations in mathematics

　　artistic performances.

IB課程	占比與要求	評(píng)分標(biāo)準(zhǔn)
數(shù)學(xué)Maths	IA在數(shù)學(xué)科目中的占比是20%，需要學(xué)生在自己感興趣的數(shù)學(xué)領(lǐng)域完成6-12頁(yè)的書(shū)面研究。同學(xué)們也可以利用科技輔助自己去完成研究。	溝通、數(shù)學(xué)學(xué)術(shù)表達(dá)、個(gè)人參與、反思、數(shù)學(xué)運(yùn)用。
物理Physics	IA在物理中的占比是20%，需要同學(xué)們自己設(shè)計(jì)實(shí)驗(yàn)并撰寫(xiě)實(shí)驗(yàn)報(bào)告，闡述研究的問(wèn)題、變量、步驟、評(píng)估實(shí)驗(yàn)的優(yōu)缺點(diǎn)等。	個(gè)人參與、探索、分析、評(píng)估、表達(dá)
經(jīng)濟(jì)Economics	IA在經(jīng)濟(jì)中的占比為20%，學(xué)生需要在兩年的學(xué)習(xí)時(shí)間中逐步完成，文章需要涵蓋Microeconomics、Macroeconomics、International Trade、Development中三個(gè)主題	圖表、學(xué)術(shù)用語(yǔ)、知識(shí)應(yīng)用、分析和評(píng)估。
歷史History	IA在歷史SL中占比25%，在HL中占比20%，同學(xué)們可根據(jù)自己的喜好規(guī)定研究主題，但不超過(guò)2200字。	資料收集、資料評(píng)估、研究調(diào)查、反思
地理Geography	IA在地理中SL中占比25%，在HL中占比20%。地理學(xué)科的IA要求是寫(xiě)一份2500字的實(shí)地研究報(bào)告。同學(xué)們需要提出研究問(wèn)題并實(shí)地考察，收集數(shù)據(jù)和資料。	段落設(shè)置、數(shù)據(jù)處理、分析、結(jié)論、評(píng)估。
心理學(xué)Psychology	IA在心理學(xué)SL中占比25%，HL中占比20%。心理學(xué)IA的要求是一份1800-2200字的實(shí)驗(yàn)報(bào)告。同學(xué)們以小組為單位，復(fù)制一個(gè)心理學(xué)實(shí)驗(yàn)，并獨(dú)立寫(xiě)下實(shí)驗(yàn)過(guò)程和數(shù)據(jù)分析結(jié)果。	開(kāi)頭介紹、實(shí)驗(yàn)結(jié)構(gòu)說(shuō)明、分析、評(píng)估。
語(yǔ)言A	Individual Oral Commentary(IOC)口頭文學(xué)分析占15%，文章內(nèi)容由老師任意挑選。學(xué)生需要在20分鐘內(nèi)熟悉文章并準(zhǔn)備10分鐘的分析內(nèi)容。HL學(xué)生需要額外完成10分鐘關(guān)于另一篇作品的問(wèn)題回答（discussion）。	有對(duì)文章的理解、對(duì)作者文筆的賞析、展示與組織、語(yǔ)言、對(duì)discussion作品的理解（HL）、回答的質(zhì)量（HL）
	Written Assessment（WA）占比25%，是一份1200-1500字的文學(xué)分析和學(xué)生在課堂討論后撰寫(xiě)300-400的反思文章。文章內(nèi)容通常分析作品和其社會(huì)和歷史背景的關(guān)聯(lián)	反思文章質(zhì)量、知識(shí)與理解、作者文筆賞析、結(jié)構(gòu)發(fā)展、語(yǔ)言。
語(yǔ)言B	Individual Oral口語(yǔ)占比20%，同學(xué)們需要根據(jù)兩張以前從未見(jiàn)過(guò)的圖片，選擇一張并在15分鐘的準(zhǔn)備后結(jié)合文化用該語(yǔ)言陳述3-4分鐘。最后由老師提出問(wèn)題，進(jìn)行5-6分鐘的討論。	口語(yǔ)運(yùn)用、理解能力。
	Interactive Oral Activity口語(yǔ)互動(dòng)活動(dòng)占比10%，學(xué)生需在在課堂內(nèi)進(jìn)行口語(yǔ)和聽(tīng)力的考核，例如班級(jí)辯論和小組討論等。	口語(yǔ)運(yùn)用、理解能力。

課程設(shè)置

Course Description

課程編號(hào)	內(nèi)容	課程目的	輸出結(jié)果	完成主體
IBIA01	Topic selection.	Providing step-by-step guide for  Topic selection, general rules and  Writing standards，與學(xué)員進(jìn)行第1次的選題，介紹所有題目的詳細(xì)背景，了解學(xué)員的情況，介紹IA基本規(guī)則	為下一步課程做前期準(zhǔn)備	學(xué)生與導(dǎo)師共同完成
IBIA02	Conventional discussion	introduce students to the concept of IA writing Skills and explore which aspect shall be considered and what kind of background information shall be collected. 介紹IA寫(xiě)作章法， 并與學(xué)生共同制定寫(xiě)作方向以及內(nèi)容， 介紹該方向的背景資料。	形成初步稿件	學(xué)生與導(dǎo)師 共同完成
IBIA03	Mind Map	explore the concept of mind Map. begin to understand and draw the mind map for the IA 了解思維導(dǎo)圖并為所選擇的題目進(jìn)行思維導(dǎo)圖的構(gòu)建，為IA 做寫(xiě)作大綱的制定	寫(xiě)作大綱制定	學(xué)生與導(dǎo)師 共同完成
IBIA04	Investigation	Begin to investigating the problem in Math and help student to answer the question through the IA writing, 解決數(shù)學(xué)問(wèn)題并進(jìn)行答疑解難	寫(xiě)作部分 Writing	學(xué)生與導(dǎo)師 共同完成
	Experiments.	Began to form the experiments for the scientific subjects and analyze the results output.  幫助學(xué)員進(jìn)行實(shí)驗(yàn)，準(zhǔn)備并記錄實(shí)驗(yàn)結(jié)果，	寫(xiě)作部分 Writing	學(xué)生與導(dǎo)師 共同完成
	Logical forming of articles	Help student to form the logical of the IA articles. And subject like history, geology or. Economic 針對(duì)歷史經(jīng)濟(jì)以及地理等科目進(jìn)行IA邏輯寫(xiě)作的指導(dǎo)	綜合練習(xí) problem Solving	學(xué)生與導(dǎo)師 共同完成
IBIA05	Finalizing	Finalizing the last version of IA with grammatical correction 考綱要求規(guī)范文體，語(yǔ)法糾錯(cuò)	最終定稿	導(dǎo)師完成

附加代寫(xiě)課程(IBIAEN01)

Additional Courses

　　針對(duì)某些學(xué)生自己能力無(wú)法完成IA寫(xiě)作， 可以由課程老師主要代筆，提供基礎(chǔ)定稿，精修定稿和最終定稿的輔助書(shū)寫(xiě)。 這部分費(fèi)用將按照不同的專(zhuān)業(yè)方向由專(zhuān)業(yè)老師進(jìn)行輔助書(shū)寫(xiě)，另行收費(fèi)。

課程費(fèi)用

Fees

課程編號(hào)	課程內(nèi)容	用時(shí)
IBIA01	Topic selection	1小時(shí)（1節(jié)課）
IBIA02	Conventional discussion	1小時(shí) （1節(jié)課）
IBIA03	Mind Map	2小時(shí) （1節(jié)課）
IBIA04	Investigating /  experiment / forming	2小時(shí) （1節(jié)課）
IBIA05	Finalizing	2小時(shí) （1節(jié)課）
課程編號(hào)	課程內(nèi)容	用時(shí)
IBIAEN01	附加代寫(xiě)課程
	3-7日加急

　　* 其中如果學(xué)生已經(jīng)定題目，則可以從02-05開(kāi)始輔導(dǎo)， 如果學(xué)院已經(jīng)完成初稿則可以從05 finalizing 開(kāi)始輔導(dǎo)。

　　* 如需代寫(xiě)服務(wù)則需要學(xué)員提供所有學(xué)校IA要求。

TOK輔導(dǎo)寫(xiě)作課程目標(biāo)

Curriculum Objectives

　　The TOK course is assessed through an oral presentation and a 1,600 word essay.

　　The presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the essay takes a more conceptual starting point.

等級(jí)	評(píng)分標(biāo)準(zhǔn)
Grade A	Knowledge questions are thoroughly explored and clearly related to examples/real-life situations. Effective links are made to areas of knowledge and/or ways of knowing. Analysis is coherent, and well developed. The discussion includes consideration of implications, assumptions, counterclaims and different perspectives.
Grade B	Knowledge questions are explored and related to examples/real-life situations. Links are made to areas of knowledge and/or ways of knowing. Analysis is developed. The discussion identifies some implications and/  or assumptions, and includes some consideration of counterclaims and/or different perspectives.
Grade C	Knowledge questions are considered and related to examples/real-life situations, although these may not always be appropriate. Some links are made to areas of knowledge and/or ways of knowing. Analysis is developed to a limited extent. The discussion is more descriptive than analytical, and counterclaims and different perspectives are identified but not explored
Grade D	There is little consideration of knowledge questions related to examples/real-life situations. Superficial links are made to areas of knowledge and/or ways of knowing. Analysis is not offered, or lacks coherence.  The discussion is simplistic and mainly descriptive. There is minimal reference to counterclaims or different perspectives.
Grade E	There is no consideration of knowledge questions. Few, if any,  references are made to areas of knowledge    or ways of knowing. The discussion is simplistic and descriptive. Counterclaims or different perspectives are not identified

課程設(shè)置

Course Description

課程編號(hào)	內(nèi)容	課程目的	輸出結(jié)果	完成主體
IBTOK01	Topic selection.	Providing step-by-step guide for  Topic selection, general rules and  Writing standards，與學(xué)員進(jìn)行第1次的選題，介紹所有題目的詳細(xì)背景，了解學(xué)員的情況，介紹tok基本規(guī)則	為下一步課程做前期準(zhǔn)備	學(xué)生與導(dǎo)師共同完成
IBTOK02	Conventional discussion	introduce students to the concept of TOK essay Skills and explore which aspect shall be considered and what kind of background information shall be collected. 介紹TOK寫(xiě)作章法， 并與學(xué)生共同制定寫(xiě)作方向以及內(nèi)容， 介紹該方向的背景資料。掌握AOK以及WOK方法	形成初步稿件	學(xué)生與導(dǎo)師 共同完成
IBTOK03	Mind Map	explore the concept of mind Map. begin to understand and draw the mind map for the TOK 了解思維導(dǎo)圖并為所選擇的題目進(jìn)行思維導(dǎo)圖的構(gòu)建，為T(mén)OK 做寫(xiě)作大綱的制定	寫(xiě)作大綱制定	學(xué)生與導(dǎo)師 共同完成
IBTOK04	Essay guide	Help student to form the TOK essay with logical diversity into following parts : introduction, knowledge claim, Argument (AOK 1), Counter Argument (AOK2), counter-counter Argument (AOK3), repeat AOK 1-3, Assumption and implicatio, conclusion 從上述10個(gè)方向來(lái)定稿并進(jìn)行寫(xiě)作指導(dǎo)	寫(xiě)作部分 Writing	學(xué)生與導(dǎo)師 共同完成
IBTOK05	PPT guide.	Began to form the PPT output.  幫助學(xué)員完成PPT的規(guī)劃	寫(xiě)作部分 Writing	學(xué)生與導(dǎo)師 共同完成
IBTOK06	Proof Read	Finalizing the last version of TOK with grammatical correction 考綱要求規(guī)范文體，語(yǔ)法糾錯(cuò)	最終定稿	導(dǎo)師完成

附加代寫(xiě)課程(IBTOKEN01)

Additional Courses

　　針對(duì)某些學(xué)生自己能力無(wú)法完成TOK寫(xiě)作， 可以由課程老師主要代筆，提供基礎(chǔ)定稿，精修定稿和最終定稿的輔助書(shū)寫(xiě)。 這部分費(fèi)用將按照不同的專(zhuān)業(yè)方向由專(zhuān)業(yè)老師進(jìn)行輔助書(shū)寫(xiě)，另行收費(fèi)。

課程費(fèi)用

Fees

課程編號(hào)	課程內(nèi)容	用時(shí)
IBTOK01	Topic selection.	1小時(shí)（1節(jié)課）
IBTOK02	Conventional discussion	1小時(shí) （1節(jié)課）
IBTOK03	Mind Map	2小時(shí) （1節(jié)課）
IBTOK04	Essay guide	2小時(shí) （1節(jié)課）
IBTOK05	PPT guide.	2小時(shí) （1節(jié)課）
IBTOK06	Proof Read	2小時(shí) （1節(jié)課）
課程編號(hào)	課程內(nèi)容	用時(shí)
IBTOKEN01	附加代寫(xiě)課程
	3-7日加急

　　* 其中如果學(xué)生已經(jīng)定題目，則可以從02-06開(kāi)始輔導(dǎo)， 如果學(xué)院已經(jīng)完成初稿則可以從06 Proof Read 開(kāi)始輔導(dǎo)。

　　* 如需代寫(xiě)服務(wù)則需要學(xué)員提供所有學(xué)校TOK要求。

EE輔導(dǎo)寫(xiě)作課程目標(biāo)

Curriculum Objectives

　　It is an independent piece of research, culminating with a 4,000-word paper.

等級(jí)	評(píng)分標(biāo)準(zhǔn)
Grade A	Demonstrates: effective research skills resulting in a well-focused and appropriate research question that can be explored within the scope of the chosen topic; effective engagement with relevant research areas, methods and sources; excellent knowledge and understanding of  the topic in  the wider context   of the relevant discipline; the effective application of source material and correct use of subject-specific terminology and/or concepts further supporting this; consistent and relevant conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and consistency further support the reading of the essay; present and correctly applied structural and layout elements. Engagement with the process is conceptual and personal, key decision-making during the research process    is documented, and personal reflections are evidenced, including those that are forward-thinking.
Grade B	Demonstrates: appropriate research skills resulting in a research question that can be explored within the scope of the chosen topic; reasonably effective engagement with relevant research areas, methods and sources; good knowledge and understanding of the topic in the wider context of the relevant discipline; a reasonably effective application of source material and use of subject-specific terminology and/or concepts; consistent conclusions that are accurately analysed; reasoned argumentation often supported by evidence; research that at times evidences critical evaluation; a clear presentation of all structural and layout elements, which further supports the reading of the essay. Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented.
Grade C	Demonstrates: evidence of research undertaken, which has led to a research question that is not necessarily expressed in a way that can be explored within the scope of the chosen topic; partially effective engagement with mostly appropriate research areas, methods and sources—however, there are some discrepancies in those processes, although these do not interfere with the planning and approach; some knowledge and understanding of the topic in the wider context of the discipline, which is mostly relevant; the attempted application of source material and appropriate terminology and/or concepts; an attempted synthesis of research results with partially relevant analysis; conclusions partly supported by the evidence; discussion  that is descriptive rather than analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the reading of the essay; some structural and layout elements that are missing or are incorrectly applied. Engagement with the process is evidenced but shows mostly factual information, with personal reflection mostly limited to procedural issues.
Grade D	Demonstrates: a lack of research, resulting in unsatisfactory focus and a research question that is not answerable within the scope of the chosen topic; “at times engagement with appropriate research, methods and sources, but discrepancies in those processes that occasionally interfere with the planning and approach; some relevant knowledge and understanding of the topic in the wider context of the discipline, which are at times irrelevant; an attempted application of source material, but with inaccuracies in the use  of, or underuse of, terminology and/or concepts; irrelevant analysis and inconsistent conclusions as a result  of a descriptive discussion; a lack of evaluation; presentation of the essay that at times is illogical and hinders the reading; structural and layout elements that are missing. Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural elements
Grade E	Demonstrates: an unclear nature of the essay; a generally unsystematic approach and resulting unfocused research question; limited engagement with limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the relevant discipline; ineffective connections in the application of source material and inaccuracies in the terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature; a layout that generally lacks or incorrectly applies several layout and structural elements. Engagement with the process is limited, with limited factual or decision-making information and no personal reflection on the process.

課程設(shè)置

Course Description

課程編號(hào)	內(nèi)容	課程目的	輸出結(jié)果	完成主體
IBEE01	Topic selection.	Providing step-by-step guide for  Topic selection, general rules and  Writing standards，與學(xué)員進(jìn)行第1次的選題，介紹所有題目的詳細(xì)背景，了解學(xué)員的情況，介紹EE基本規(guī)則	為下一步課程做前期準(zhǔn)備	學(xué)生與導(dǎo)師共同完成
IBEE02	Conventional discussion	introduce students to the concept of TOK essay Skills and explore which aspect shall be considered and what kind of background information shall be collected. 介紹EE寫(xiě)作章法， 并與學(xué)生共同制定寫(xiě)作方向以及內(nèi)容， 介紹該方向的背景資料。	形成初步稿件	學(xué)生與導(dǎo)師 共同完成
IBEE03	Mind Map	explore the concept of mind Map. begin to understand and draw the mind map for the EE了解思維導(dǎo)圖并為所選擇的題目進(jìn)行思維導(dǎo)圖的構(gòu)建，為EE做寫(xiě)作大綱的制定	寫(xiě)作大綱制定	學(xué)生與導(dǎo)師 共同完成
IBEE04	Essay guide	Help student to form the EE essay with logical diversity  幫助學(xué)生進(jìn)行改稿與邏輯寫(xiě)作的輔導(dǎo)	寫(xiě)作部分 Writing	學(xué)生與導(dǎo)師 共同完成
IBEE05	Proof Read	Finalizing the last version of EE with grammatical correction 考綱要求規(guī)范文體，語(yǔ)法糾錯(cuò)	最終定稿	導(dǎo)師完成

附加代寫(xiě)課程(IBEEEN01)

Additional Courses

　　針對(duì)某些學(xué)生自己能力無(wú)法完成EE寫(xiě)作， 可以由課程老師主要代筆，提供基礎(chǔ)定稿，精修定稿和最終定稿的輔助書(shū)寫(xiě)。 這部分費(fèi)用將按照不同的專(zhuān)業(yè)方向由專(zhuān)業(yè)老師進(jìn)行輔助書(shū)寫(xiě)，另行收費(fèi)。

課程費(fèi)用

Fees

課程編號(hào)	課程內(nèi)容	用時(shí)
IBEE01	Topic selection.	1小時(shí)（1節(jié)課）
IBEE02	Conventional discussion	1小時(shí) （1節(jié)課）
IBEE03	Mind Map	2小時(shí) （1節(jié)課）
IBEE04	Essay guide	2小時(shí) （1節(jié)課）
IBEE05	Proof Read	3小時(shí) （2節(jié)課）
課程編號(hào)	課程內(nèi)容	用時(shí)
IBEEEN01	附加代寫(xiě)課程
	3-7日加急

　　* 其中如果學(xué)生已經(jīng)定題目，則可以從02-05開(kāi)始輔導(dǎo)， 如果學(xué)院已經(jīng)完成初稿則可以從05 Proof Read 開(kāi)始輔導(dǎo)。

　　* 如需代寫(xiě)服務(wù)則需要學(xué)員提供所有學(xué)校EE要求。

課程要求

Process of Courses

　　學(xué)生需要具備一定的語(yǔ)言溝通能力

　　學(xué)生能夠清晰的明確IA/TOK/EE的課程方向， 告知輔導(dǎo)老師學(xué)校寫(xiě)作要求

　　能夠配合老師完成課上的學(xué)習(xí)

報(bào)名材料

Necessary document

文件編號(hào)	名稱(chēng)	要求
IBDOC03	通訊方式	需要學(xué)員提供郵件地址，便于通訊

課程老師與顧問(wèn)團(tuán)隊(duì)

Teachers Profile

課程編號(hào)	老師	教學(xué)和輔導(dǎo)任務(wù)
	顧問(wèn)老師	前期顧問(wèn)老師負(fù)責(zé)與學(xué)生溝通， 顧問(wèn)老師將由我們顧問(wèn)團(tuán)隊(duì)中輔導(dǎo)TOK EE或IA的超四年工作經(jīng)驗(yàn)的顧問(wèn)老師擔(dān)任。
IBTOK01-06 IBEE01-05 IBIA01-05	課程導(dǎo)師	輔導(dǎo)老師全部有IB輔導(dǎo)背景，并在該輔導(dǎo)中不低于4年工作經(jīng)驗(yàn)的教師擔(dān)任。 負(fù)責(zé)學(xué)生整體的課程培訓(xùn)，進(jìn)行講解和專(zhuān)項(xiàng)練習(xí)的提高。

　　A加未來(lái)輔導(dǎo)IB TOK / EE/ IA在學(xué)校中達(dá)到較高的水平， 其中TOK/EE AA組合率打到了40%。A加未來(lái)顧問(wèn)團(tuán)隊(duì)成員與課程導(dǎo)師對(duì)近期IBO對(duì)于上述課程論文的考綱，測(cè)評(píng)重點(diǎn)與課程進(jìn)行分享，并對(duì)總報(bào)告進(jìn)行指導(dǎo)：

　　Luis Halmer， IBO 課程指導(dǎo)教練

　　Shouhua Li， IB 學(xué)校項(xiàng)目組組長(zhǎng)

報(bào)名

Registration

　　報(bào)名請(qǐng)咨詢(xún)A加未來(lái)的輔導(dǎo)老師或加微信13167310057

注意事項(xiàng)：

notice

　　1. 本課程不能選擇同一時(shí)間段的兩門(mén)或以上課程，否則會(huì)導(dǎo)致上課時(shí)間沖突而選課失敗。

　　2. 本課程設(shè)有參與人數(shù)的下限、上限。課程選修人數(shù)達(dá)到上限后，該門(mén)課程選則無(wú)法選擇，參與人數(shù)未達(dá)到人數(shù)下限，則不能開(kāi)課。A加未來(lái)享有對(duì)此類(lèi)課程開(kāi)設(shè)與否的最終解釋權(quán)。

　　3. 課程設(shè)置、教務(wù)管理、成績(jī)?cè)u(píng)定、成績(jī)單等由A加教務(wù)會(huì)進(jìn)行監(jiān)督。教學(xué)質(zhì)量評(píng)估委員會(huì)由執(zhí)行校長(zhǎng)、教學(xué)總監(jiān)、授課講師組成，保障教學(xué)環(huán)節(jié)的科學(xué)性及嚴(yán)謹(jǐn)性。

　　4. 學(xué)生必須簽署A加未來(lái)培訓(xùn)合同，并遵守培訓(xùn)合同中所列事項(xiàng)