IB論文（TOK）輔導(dǎo)課程

來源：A加未來國際教育 ? ? ? 時間：2022-01-27 09:33

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.

IB論文（TOK）的測試形式通常是以論文寫作為主。但各個等級不同。如下：

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.

IBTOK01

內(nèi)容：Topic selection.

課程目的：Providing step-by-step guide for Topic selection, general rules and Writing standards，與學(xué)員進行第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

輸出結(jié)果：為下一步課程做前期準(zhǔn)備

完成主體：學(xué)生與導(dǎo)師共同完成

IBTOK02

內(nèi)容：Conventional discussion

課程目的：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寫作章法，并與學(xué)生共同制定寫作方向以及內(nèi)容，介紹該方向的背景資料。掌握AOK以及WOK方法

輸出結(jié)果：形成初步稿件

完成主體：學(xué)生與導(dǎo)師共同完成

IBTOK03

內(nèi)容：Mind Map

課程目的：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行思維導(dǎo)圖的構(gòu)建，為TOK做寫作大綱的制定

輸出結(jié)果：寫作大綱制定

完成主體：學(xué)生與導(dǎo)師共同完成

IBTOK04

內(nèi)容：Essay guide

課程目的：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個方向來定稿并進行寫作指導(dǎo)

輸出結(jié)果：寫作部分 Writing

完成主體：學(xué)生與導(dǎo)師共同完成

IBTOK05

內(nèi)容：PPT guide.

課程目的：Began to form the PPT output. 幫助學(xué)員完成PPT的規(guī)劃

輸出結(jié)果：寫作部分 Writing

完成主體：學(xué)生與導(dǎo)師共同完成

IBTOK06

內(nèi)容：Proof Read

課程目的：Finalizing the last version of TOK with grammatical correction 考綱要求規(guī)范文體，語法糾錯

輸出結(jié)果：最終定稿

完成主體：導(dǎo)師完成

A加未來的課程輔導(dǎo)已經(jīng)達(dá)到非常高的水平， A加未來顧問團隊成員與課程導(dǎo)師對課程的考綱，測評重點與課程實時同步。在歷年的考試中均有優(yōu)異的成績！

輔導(dǎo)老師擁有多年的輔導(dǎo)背景，有著豐富的教學(xué)經(jīng)驗。輔導(dǎo)老師負(fù)責(zé)學(xué)生整體的課程以及專項提高。

學(xué)生需要具備一定的語言溝通能力
學(xué)生能夠清晰的明確輔導(dǎo)方向
能夠配合老師完成輔導(dǎo)目的

學(xué)生不能選擇同一時間段的兩門或以上輔導(dǎo)內(nèi)容否則會導(dǎo)致時間沖突。
本輔導(dǎo)內(nèi)容設(shè)有參與人數(shù)的下限、上限。人數(shù)達(dá)到上限后，該輔導(dǎo)則無法選擇，參與人數(shù)未達(dá)到人數(shù)下限，則不能輔導(dǎo)。A加未來享有對此類留學(xué)輔導(dǎo)課的開設(shè)與否的最終解釋權(quán)。
設(shè)置、管理、評定等由A加留學(xué)服務(wù)委員會進行監(jiān)督。輔導(dǎo)質(zhì)量評估委員會由留學(xué)中心負(fù)責(zé)、總監(jiān)、講師組成，保障輔導(dǎo)環(huán)節(jié)的科學(xué)性及嚴(yán)謹(jǐn)性。
學(xué)生必須簽署A加未來留學(xué)或留學(xué)課程輔導(dǎo)合同，并遵守合同中所列事項