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IB考试中的TOK...
AP微积分AB课程的主要内容介绍
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  考试信息汇总
IB考试中的TOK...

IB考试中TOK\EE\CAS占有三分的重要分量。
TOK
会在大考前一年拿到十个题目,全球都是统一的题目,每个同学选择其中一题,写一篇Essay,做一个口头报告。TOK很多学生可能在十一年级上过课,但是具体学了什么东西估计大家也都不是很清楚,不过关系不大,老师呢,就是训练你的写作思路以及写作水平,对某个问题有自己独到的见解,然后通过一些论证来证明自己的论点。拿到题目后,大家的感觉都是一样的,那就是根本看不懂!仔细分析,选取一个稍微能看懂点的,然后做提纲,找论据,一步步完成ESSAY. EE相当于你的毕业论文,选择一科你最感兴趣的,或者你学的最好的,中国孩子选中文的EE比较多,难度稍小些,也比较稳妥吧。不过我接触过的学生ECON MATH等也都有选,而且也都拿到A.要做的工作不少,不过对高中生得要求就是你只要把所选择的题目吃透了,基本上问题不大。
CAS
就没有太多可说的了,这个国际学校会把你的课外活动安排的非常好,录视频等也是孩子们比较喜欢的工作,不过相对比较耗时。
成绩的计算:CAS不算分,EETOK 的组合 A+A=3
/A+B=3
/ B+B=2 /B+C=1
如果都拿到C或者C以下就没有分数了。

 

  • Theory of knowledge (TOK)

The interdisciplinary TOK course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of that they encounter. Its core content focuses on questions such as the following:

  • What counts a knowledge?
  • How does it grow?
  • What are its limits?
  • Who owns knowledge?
  • What is the value of knowledge?
  • What are the implications of having, or not having, knowledge?

 

TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen and learn from what others think. In this process students' thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Programme subjects, in CAS experience or in extended essay research; distinctions between different kinds of knowledge may be clarified.

  • Creativity, action, service (CAS)

Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component's three strands, often interwoven with particular activities, are characterized as follows:

  • Creativity - arts and other experiences that involve creative thinking
  • Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
  • Service  - an unpaid and voluntary exchange that has a learning benefit for the student.

 

Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual starting point.

Activities should provide:

  • real, purposeful activities, with significant outcomes
  • personal challenge - tasks must extend the student and be achievable in scope
  • thoughtful consideration, such as planning, reviewing progress and reporting
  • reflection on outcomes and personal learning.

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