智慧之光，照进梦开始的地方——记尚德融合部第八届中外教师职业发展日

有所往，有所返，有所予，有所求。——终身学习，在路上。

On our way to be a lifelong learner,

at some times, we go forward; other times, we go back.

at some times, we give things; other times, we take.

纤草初渥，万物复苏。这个春天，融合部教师们迎来了第八届职业发展日。自3月20日起，围绕“Developing the Continuum”的培训主题，由融合部课程中心牵头，四部协调员、学科负责人及各workshop主讲人进行了三轮Pre-PD 的研讨，为PD day的当日讨论做了充分准备。

When the grass begins to grow, everything comes to life. In this spring, the teachers of the Integrated Department celebrated the 8th Teacher’s Professional Development Day. Since March 20th, three rounds of pre-sessions have been held by thecurriculum centrewith attendance of the curriculum coordinators from the four divisions and the subject leaders as well as the workshop facilitators.

在教师职业培训日开场，Jennifer校长分享了她在IB全球年会发言的部分内容，并又一次强调了Continuum在整个融合部教育教学内涵发展的重要性。老师们也在校长的分享中深入了解了各个学部已有的实践和成果，也对各项目课程的深入衔接、各学段service learning的影响和发展明确了方向和方法。随后，各课程协调员和David校长分别为近40名在本次PD Day分会场发言的老师颁发了证书。

At the opening speech, Principal Jennifer shared some of her remarks at the IB world conference, and once again emphasised the importance of Continuum in the teaching development of the whole Integrated Department. Teachers gained an in-depth understanding of the existing practices and achievements of each department, and were made clear about the directions and methods to achieve deeper connections across the courses for each subject and the influence and development of service learning in each studying phrase. Subsequently, the curriculum coordinators and Principal David awarded certificates to nearly 40 facilitators of the PD Day sessions.

Session 1

Group 1: Language and literature

主讲人：Lily Liu，Sinbar Shi, Angie Wang, Lucy Long

四部中文组老师互相介绍了所在部门中文教学的主要内容，就中文教学大纲的设计、教学方法、教学技能等方面进行了热烈讨论。一个小时的课程介绍如行云流水，老师们发现四个阶段的课程既有着内部的深刻联系，又有外部表现的截然不同，收获满满。

Teachers from the four Chinese groups introduced the main contents of the Chinese teaching in their divisions to each other, and had a heated discussion on the design, teaching methods, teaching skills and other aspects of the Chinese syllabus. The one-hour introduction of the course went fluently like water flows. The teachers found that the four stages of the course had both deep internal connections and completely different appearances, which makes the introduction quite rewarding.

Group 2：Language Acquisition

主讲人：Matt Woodmansey, Christopher Taylor，Peggy Xu, Vivian Lee

英语学科组教师们就四部共有的教学话题“identities”做了有效分享，从低年级至高年级，各部老师就知识的广度、深度和知识点的链接进行了探讨。同时，为了满足差异化教学的要求，各部也在分层教学、评估方式等方面互通有无，取长补短。

The English teachers from the four divisions made an effective sharing of the common topic ‘identities’. From the teachers teaching juniors to those who teach seniors, the teachers discussed the breadth, depth and the links of the English knowledge. At the same time, in order to meet the requirements of differentiated teaching, each department also exchanged with each other in terms of stratified teaching, evaluation methods and other aspects to learn from each other.

Group 3: Individuals and Societies

主讲人：Lily Zhao, Weina Wen

I&S组的老师们欣喜于能有这样一次难得的机会让四部建立人文教学上的联系。老师们一致认为，在进入新知识教学之前应先提升学生的ATL技能。同时，在提升学生research能力方面达成了共识。

The teachers from I&S were delighted to have such a rare opportunity for the four divisions to establish a connection in humanities teaching. Teachers agreed that students' ATL skills should be improved before teaching and learning new knowledge. Meanwhile, a consensus had been reached on improving students' research ability.

Group 4: Sciences & Design

主讲人：Herman He, Didi Wu, Jason, Daniel Chen

科学组老师们通过四部密切讨论，了解了所有学段、不同层次的科学教学内容，并充分利用这次机会调整和更新四部教学主题，为学生在科学领域阶梯性进阶做准备。

The teachers in the science group had learned the science teaching contents at different levels in different ps through the close discussions, and made full use of this opportunity to adjust and update the teaching themes of the four divisions, so as to prepare students for the gradual advancement in the field of science.

Group 5: Mathematics

主讲人：Yolanda Li, Sharon Dong, Xiaoyi Peng, Michael Liu

四部数学组教师不仅分享了各学段的重要概念和教学方法，也在讨论会中就近几年本土教材和海外资源的融合工作做了反馈。在激烈的讨论后，针对同一个教学知识点的不同教学方法，老师们作出了比较并进行了新的尝试与探索。

The math teachers from four divisions not only shared the key concepts and teaching methods for each grade, but also reflected on the integration of local textbooks and overseas resources in recent years. After a heated discussion, the teachers made a comparison and exploration on different teaching methods of the same target knowledge.

Group 6: Arts

主讲人：Yishu Wang, Jens, Kobus

艺术组的老师们围绕“艺术教学的表达与评价”，任教不同年级的老师们分享了单元教学中的经典案例，评估策略与教学经验，提出对未来教学的改革与计划，逐步促使各学部老师之间的教学难度与知识量有层次地递进与合理的衔接。

The Arts teachers from different grades shared their teaching cases on the topic‘the expression and evaluation of art teaching’. Also, assessment strategies and teaching experience were discussed before the teachers put forward a plan for the future teaching reform so as to promote step by step the teaching difficulty and the amount of knowledge among the teachers of each grade with a level-by-level and reasonable cohesion.

Group 7: PE

主讲人：Diver Han, Amy Song

体育组的老师交流了各自学段的体育课程框架，确定了以篮球和耐力跑为主轴的12年延续性课程，并且相互借鉴、制定了评估方法。

Teachers of the physical group exchanged the physical education curriculum framework of their respective ps, and determined the continual 12-year curriculum with basketball and endurance running as the main axis. They also drew lessons from each other and developed the evaluation methods.

Session 2

Exhibition + Community Project主讲人：Atalante Wan Leanne Li

李雯老师和万思怡老师介绍了融小学科成果展和融中社区设计项目。会场进行了小组活动，老师们讨论了站在学生角度如何完成主题探究、探讨了融小与融中成果展的异同。

Miss Wen Li and Miss Siyi Wan introduced the achievement exhibition of PYP and the project of community design in MYP. Group activities were held at the venue in which teachers discussed how to complete the theme exploration from the perspective of students and talked about the similarities and differences between the achievement exhibitions of PYP and MYP.

Philosophy for Children + TOK +ATT（class management；class dojo）

主讲人：Matt Woodmansey， Naomy, Shuqian Yu

在此次工作坊中，老师们了解并探讨了儿童学（P4C）课程的概念、内容、主题、优缺点以及其与认识论（TOK）的联系。在看完一段课堂实录后，老师们就儿童学课程在组内进行了问答和讨论。

第二部分的内容由一场对于批判性思维定义的讨论展开，并开展了一系列活动（如世界地图绘画、快速记忆），大家针对在这些活动中所使用到的认知方法展开了深入讨论。

In this workshop, teachers learned and discussed the concept, content, theme, advantages and disadvantages of Philosophy for Children (P4C) curriculum and its connection with epistemology (TOK). After watching a demonstration of the class, the teachers had a Q&A session about the curriculum.

The second part started with a discussion on the definition of critical thinking, after which the teachers took part in a series of activities (such as world map drawing and rapid memorising), in which the cognitive methods used in these activities were discussed in depth.

Service Learning

主讲人：Honglin Xu ，Vivian Liu

在这个工作坊里，老师们共同探讨了贯穿于MYP和DP两大课程中的核心教学法——“在做中学”暨“服务性学习”，思考这种教学法如何培养IB学生个体实现十大培养目标。主体环节由三个活动贯穿，基于SA和CAS两个核心项目构建知识共同体，在联合国可持续发展目标的17个主题下，老师们进行了深度互动和参与，将已有的资源进行整合、在主题引领下深度链接学科知识、并最终结合ATT与ATL以小组为单位创建了服务性学习的项目。

In this workshop, the teachers discussed the core pedagogy,‘learning by doing’, which is also called‘learning while serving’, that runs through MYP and DP. They thought about how this pedagogy could train IB students to achieve the top ten training objectives. The body part consisted of three activities based on the two core projects SA and CAS to build a knowledge community. Under the 17 themes of the sustainable development goals of the United Nations, the teachers carried on deep interaction and participation in integrating the existing resources, linking subject knowledge under different topics, and finally combining ATT and ATL to create a ‘learning in serving’ project.

FieldTrip

主讲人：Lili Lu ，Jasmine Cao ，Tracy Xu

作为课堂教学的实践与延伸，Field trip游学活动应运而生并且深受学生喜爱。来自融小、美加和DP课程的三位老师首先介绍了三个部门这几年游学活动内容及遇到的问题，并邀请与会老师共同参与解决方案的讨论。同时，会场提供了个英美学校对游学政策和风险评估方面的几个文件供大家比对和学习。

As the practice and extension of classroom teaching, field trips came into being and were deeply loved by students. Three teachers from PYP, NB and DP first introduced the contents and problems of the field trips in the three divisons in recent years, and invited the teachers to participate in the discussion of solutions. At the same time, several documents about the field trip policy and risk assessment of British and American schools were provided for comparison and learning.

Pressure Resistance Training

主讲人：杨敏毅 Minyi Yang（外请专家）

为了帮助老师们以更好地心理状态面对日常工作挑战，融合部特邀专家杨教授为大家带来一系列专业的压力释放训练。

何为大气？大气是如何炼成的？大气者所具备的素质是什么？专家杨教授从真实的案例分析入手，指导老师们通过四大平衡法释放压力。通过心理游戏的体验，老师们对如何进行自我疏导与排解有了更深刻的感悟。

In order to help teachers face the challenges of daily work in a better state of mind, professor Yang, a special expert invited by the Integrated Department, brought a series of professional stress relief training to us.

What is generosity? How is generosity cultivated? What are the qualities of a generous person? With the questions, Professor Yang began with a case study, and instructed teachers to release pressure through the four balancing methods. Through the psychological games, the teachers had a deeper understanding of how to conduct self-guidance and seek solutions to pressure.

Orientation to New Teachers

主讲人：Jenny Wang

在分会场，融中、美加和DP的部分新老师参与了三个小时的新教师专项培训。培训从“新教师面临的问题”、“备课流程和方法”、“教案书写”三个方面展开，并针对新教师提出的困扰做了情境讨论。

In the sub-sessions, some new teachers from MYP, NB and DP participated in the three-hour special training for new teachers. The training was carried out from three aspects: ‘problems faced by new teachers’, ‘procedures and methods of lesson planning’ and ‘lesson plan writing’. Furthermore, a situational discussion was made on the problems proposed by new teachers.

融合部小学

融小下午场，李璨和陈艺老师分别就如何激发学生主观能动性和学习者培养目标的日常化探索做了分享。随后，融小老师们再次研读“From Principles into Practice”并分成11大组，每组聚焦不同的研究主题，分别从学习者能动性、学习者培养目标、行动、学习成果展、超学科学习、学习方法、语言、探究、概念、超学科探究计划和评估这几方面进行深入思考与讨论，最后将总结的观点制作成海报并在录播教室进行了分享。

In the afternoon, PYP teachers Can Li and Yi Chen shared their ideas on how to stimulate students' initiative and how to explore the daily development of the learners' training goals. Then, the teachers, divided into 11 groups, read again ‘From Priciples into Practice’, each group focusing on different subjects, respectively from the learners' initiative, learners’training targets, actions, achievement exhibitions, UOI learning, learning methods, language, exploration, concepts, UOI plan to explore the planning and the evaluation of these aspects with in-depth thinking and discussions. They finally summarized, made posters and shared what was discussed in the Audiovisual Room.

融合部中学

融合部初中教师们就IB教育中核心通用的ATL技能进行了学科组内和跨学科的交流与分享。各个学科组聚焦于二至三个与本学科紧密相关的ATL技能进行了深度的探讨，包括从理论出发的教育学意义到教学操作时遇到的难点与意外收获。比如语文学科组在元曲单元通过让学生自己填词来培养他们的创造性思维（Creative thinking skills）, 数学学科组通过创设不同的场景来引导学生迁移（transfer skills）自己所学的知识到实际情景中来解决问题等。最后，跨学科的交流也给每一位老师都带来了对教学方法的新角度的思考。

The teachers exchanged and shared the core universal ATL skills in IB education within the subject groups and across groups. Each group focused on two or three ATL skills closely related to their subjects for in-depth discussion, including the pedagogical significance from the theoretical point of view and the difficulties as well as the unexpected gains encountered in the teaching practice. For example, the Chinese subject group cultivates students creative thinking skills by letting them fill in words by themselves in the Yuan Qu unit. The math subject group guides students to transfer their knowledge to real situations by creating different scenes to solve problems. Finally, the interdisciplinary communication also brought new perspectives on teaching methods to every teacher.

融合部DP

DP教师们分为三组，分别就semester goal ，ATLs, Unit planner writing 做了深入讨论分享。其中，融合部外方校长David和DP协调员张海涛以How to write unit planner and implement ATLs in unit planner?为题，为老师们详细介绍了书写Unit planner的方法、技巧等，同时针对IB五年复审做了更为细致的归档要求。

DP teachers were divided into three groups to have an in-depth discussion and sharing on semester goals, ATLs and Unit planner writing. Among them, David, the foreign principal of the Integrated Department, and Haitao Zhang, the curriculum coordinator of DP, talked in detail about the topic‘How to write unit planner and hammer in unit planner?’, while introducing more detailed filing requirements for the IB five-year inspection.

融合部美加

在美加校区，各学科组如火如荼地进行着12年级大纲与教学法的讨论。老师们将上午场的讨论收获与美国课程的要求结合起来，针对美加学生的特点，就如何提高毕业年级学生research能力，如何加强学生学术词汇积累做了积极探讨。

In the NB campus, the subject groups were totally involved in the discussion of the 12th-grade curriculum outline and the corresponding teaching methods. The teachers combined the harvest of the morning sessions with the requirements of the American curriculum, and made a deep discussion on how to improve the research ability of the graduating students and how to strengthen the students’ accumulation of academic vocabulary according to the characteristics of the NB students.

百日追光，终成星光。当智慧之光照进教育之梦开始的地方，哲思便能插上灵动的翅膀，出入青云，行空万里。

A hundred days chasing after the light makes the stars. When the light of wisdom enters the place where the dream of education begins, the wisdom can be armed with the wings of nimbleness to fly in and out of the blue clouds in the sky.