課外課程——汽車建造

　　Cart Construction ECA

　　常州威雅校內(nèi)地下車庫迎來了汽車建造項目開展的第二個年頭。上學(xué)期，六位學(xué)生對停放在車庫里的沙漠越野車 “大做文章”——運用基于問題的解決方法，完成組建一輛功能性汽車的任務(wù)。要知道在剛開學(xué)的時候，呈現(xiàn)在學(xué)生面前的只有一個光禿禿的金屬底盤和部分零件，學(xué)生要使用歸納演繹法完成組裝任務(wù)。

　　The Wycombe Abbey Garage located at Wycombe Abbey’s Changzhou branch, in its 2nd year of operation welcomed 6 new students to work on it’s “Dune buggy” style car this term. A problem-based approach was used and students were tasked with assembling and building a fully functional car successfully. A bare-body chassis and the different parts of the vehicle were presented and the students had to use Inductive and Deductive Approaches to complete this task.

【點擊咨詢常州威雅學(xué)?！?/span>

　　汽車建造這門課外活動課需要學(xué)生到車庫親身體驗車輛建造的過程，了解汽車不同部位的組件構(gòu)造以及用途，并學(xué)習(xí)使用專用工具組裝或拆卸汽車零部件。學(xué)生們學(xué)習(xí)了汽車內(nèi)燃機(jī)的工作原理，了解了動能是如何從汽車引擎輸送到輪胎上的。學(xué)生們可以通過觀察未經(jīng)組裝的汽車了解汽車的內(nèi)部結(jié)構(gòu)和懸掛系統(tǒng)，知曉動能從引擎通過鉸鏈傳輸?shù)綑C(jī)械裝置的原理。

　　This ECA provides learners with the hands-on experience of working safely in a garage, knowledge of the different parts of a vehicle and their purpose, learning about and using specialist tools to assemble/disassemble different parts of a vehicle. Students learned how an ‘Internal Combustion Engine’ works and understand how power transfer happens from the engine to the wheels. The naked frame of the car enabled them to look at the insides of the vehicle frame, the suspension system and know how the power is transmitted from the engine using the chain drive mechanism.

　　“紙上得來終覺淺，絕知此事要躬行。”學(xué)生可以將IGCSE和A Level課程中學(xué)到的有關(guān)力學(xué)、轉(zhuǎn)矩、沖力、功率和不同電子元件等物理知識運用到實際操作中，并在實踐中實現(xiàn)理論知識的“夢幻聯(lián)動”。在這門課程中，學(xué)生們第 一次采用項目管理這一形式進(jìn)行實踐，將所有需要完成的任務(wù)列成清單，并為每項任務(wù)設(shè)定了截止時間。學(xué)生們分工明確，以在規(guī)定時間里成功完成汽車建造的任務(wù)。

　　Learners were able to apply physics concepts like forces, torque, momentum, power and the different electronic components that they learnt in IGCSE and A-Level to a real-life task and were successfully able to link these ideas in practice. They worked in a project management style scenario by first laying out tasks in a checklist that needed to be completed and set deadlines for these tasks. Roles were assigned to each student and they managed to complete the task of building the car successfully within the time frame.

【點擊咨詢常州威雅學(xué)?！?/span>

　　許多學(xué)生是初次使用這些工具，在學(xué)習(xí)這些工具的名字和用法方面，他們收獲了前所未有的體驗。汽車完成搭建后，學(xué)生們成功試駕了這輛車。汽車所有部件運轉(zhuǎn)良好! 之后緊接著的一周，學(xué)生們又親臨卡丁車賽道，過了一把開卡丁車的癮，完成了許多學(xué)生的卡丁車初體驗。開卡丁車非?？简瀸W(xué)生的控制力和方向感，但同學(xué)們都駕駛得不錯。在后兩周的課外活動課程中，學(xué)生們完成了沙漠越野車的拆卸工作，并根據(jù)以往課程內(nèi)容形成書面的指南和提示，將它們“傳承”給下一批選修汽車建造課外課的同學(xué)們。

　　Many of the students were using such kind of tools for the first time and had a great experience learning the names of the tools and mastering their use. Upon completion of the task students took a small, supervised test drive in the car and were ecstatic to see the machine perform well. A more controlled and guided activity awaited them at the go-karting track the following week where most students drove a go kart for the first time. The final two weeks of the ECA required them to dis-assemble the car and leave guidance and tips for the next group who would take over this task.