IB国际文凭课程是由国际文凭组织开发的国际文凭课程。PYP小学项目是IB四大课程之一，在教学实践过程中，笔者发现PYP项目中的中文二语教学与传统的二语教学模式存在着很大的不同。通过师生调查和文献阅读，笔者总结出PYP项目存在着超学科单元、概念驱动、探究式教学以及多样化、师生协作的全过程教学评估的课程特点。本文基于这些特征以“我们如何表达自己”这一超学科单元为例，对一到五年级的中文二语课进行了纵向的教学设计以及为期一个学期的教学实践。

通过对教学案例的分析，我们发现基于PYP的课程特征进行教学设计存在以下三点需要注意：1.教学内容虽然设定相对灵活，利于探究式教学的开展，但是有时候不太贴近学生的生活，导致言语交际性较差，偏书面，且语言点设置的系统性和完整性有待进一步提高，可能存在语言点的缺失和遗漏，这就要求教学内容要尽量贴近学生的真实生活，教师要制定符合学校实际的语言点教学大纲，注重听说读写四项技能并举。2.教学实施过程中，虽然探究式教学和超学科单元能加深学生对知识的整体性理解，但有时候过于依赖其他学科的知识，挤压了中文语言点的教学时间，导致中文沉浸式不足，这就要求教师加强课堂管理，借助非言语交际，减少对媒介语的依赖，营造一种良好的中文沉浸环境。3.虽然教学目标针对不同学生提出了分层要求，但是教师要尽量满足不同学生的学习需求，进一步加强差异化教学。同时，本文也为小学阶段的汉语作为第二语言的教学设计提供了一些启示：师生角色再认识，充分发挥学生作为探究主体的能动性；注重概念性理解，与其他学科知识进行互动；师生协作，综合评估学生学习成果。

IB is an international baccalaureate programme developed by the International Baccalaureate Organization. PYP is one of the four major IB courses. During the practice of teaching, the author found there is a great difference between PYP and the traditional teaching model in Chinese as a foreign language. Through the investigation of teachers and students and the literature review, the author concluded that PYP has the characteristics of transdisciplinary themes, concept-driven, inquiry teaching and diversified, teacher-student cooperation in the whole process of teaching evaluation. Based on these characteristics, this paper takes "How we express ourselves" as an example to conduct a longitudinal instructional design and a one-semester teaching practice for Chinese second language courses from Grade One to Grade Five.

Through the analysis of teaching cases, we found that the following three points need to be paid attention to in instructional design based on the characteristics of PYP courses: 1. Although the teaching content is relatively flexible, conducive to the development of inquiry teaching, it is sometimes not very close to the life of students, resulting in poor verbal communication, biasing towards written language, and the systematicity and integrity of language points need to be further improved. There may be a lack and omission of some language points, which requires the teaching content to be as close to the real life of students as possible, and the teacher should formulate the syllabus of language points in line with the actual situation of the school, paying attention to the language skills of listening, speaking, reading and writing. 2. During the process of Mandarin teaching implementation, although inquiry teaching and transdisciplinary themes can deepen students' overall understanding of knowledge, sometimes they rely too much on knowledge of other subjects, which squeezes the teaching time of Chinese, resulting in insufficient Chinese immersion, which requires teachers to strengthen classroom management, use non-verbal communication, reduce dependence on medium language, and create a good Chinese immersion environment. 3. Although the teaching objectives put forward stratified requirements for different students, teachers should try their best to meet various learning needs of students and further strengthen differentiated teaching. At the same time, this paper also provides some enlightenment for the instructional design of Chinese as a second language in primary school: Re-thinking the roles of teachers and students, giving full play to the initiative of students as the main body of inquiry; Focusing on conceptual understanding and interacting with other subject knowledge; Collaborating with teachers and students, and comprehensively assessing student learning outcomes.