IB論文（EE）輔導(dǎo)課程

來(lái)源：A加未來(lái)國(guó)際教育 ? ? ? 時(shí)間：2022-01-27 09:36

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

IB論文（EE）的測(cè)試形式通常是以論文寫(xiě)作為主。但各個(gè)等級(jí)不同。如下：

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.

IBEE01

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(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

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

IBEE02

內(nèi)容：Conventional discussion

課程目的：Introduce students to the concept of EE 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

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

IBEE03

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 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

輸出結(jié)果：寫(xiě)作大綱制定

完成主體：學(xué)生與導(dǎo)師共同完成

IBEE04

內(nèi)容：Essay guide

課程目的：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)

輸出結(jié)果：寫(xiě)作部分 Writing

完成主體：學(xué)生與導(dǎo)師共同完成

IBEE05

內(nèi)容：Proof Read

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

輸出結(jié)果：最終定稿

完成主體：導(dǎo)師完成

A加未來(lái)的課程輔導(dǎo)已經(jīng)達(dá)到非常高的水平， A加未來(lái)顧問(wèn)團(tuán)隊(duì)成員與課程導(dǎo)師對(duì)課程的考綱，測(cè)評(píng)重點(diǎn)與課程實(shí)時(shí)同步。在歷年的考試中均有優(yōu)異的成績(jī)！

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(yàn)。輔導(dǎo)老師負(fù)責(zé)學(xué)生整體的課程以及專項(xiàng)提高。

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(shí)間段的兩門(mén)或以上輔導(dǎo)內(nèi)容否則會(huì)導(dǎo)致時(shí)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(wú)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(lái)享有對(duì)此類(lèi)留學(xué)輔導(dǎo)課的開(kāi)設(shè)與否的最終解釋權(quán)。
設(shè)置、管理、評(píng)定等由A加留學(xué)服務(wù)委員會(huì)進(jìn)行監(jiān)督。輔導(dǎo)質(zhì)量評(píng)估委員會(huì)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(lái)留學(xué)或留學(xué)課程輔導(dǎo)合同，并遵守合同中所列事項(xiàng)