智慧之光，照進(jìn)夢開始的地方——記尚德融合部第八屆中外教師職業(yè)發(fā)展日

有所往，有所返，有所予，有所求。——終身學(xué)習(xí)，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.

纖草初渥，萬物復(fù)蘇。這個(gè)春天，融合部教師們迎來了第八屆職業(yè)發(fā)展日。自3月20日起，圍繞“Developing the Continuum”的培訓(xùn)主題，由融合部課程中心牽頭，四部協(xié)調(diào)員、學(xué)科負(fù)責(zé)人及各workshop主講人進(jìn)行了三輪Pre-PD 的研討，為PD day的當(dāng)日討論做了充分準(zhǔn)備。

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.

在教師職業(yè)培訓(xùn)日開場，Jennifer校長分享了她在IB全球年會發(fā)言的部分內(nèi)容，并又一次強(qiáng)調(diào)了Continuum在整個(gè)融合部教育教學(xué)內(nèi)涵發(fā)展的重要性。老師們也在校長的分享中深入了解了各個(gè)學(xué)部已有的實(shí)踐和成果，也對各項(xiàng)目課程的深入銜接、各學(xué)段service learning的影響和發(fā)展明確了方向和方法。隨后，各課程協(xié)調(diào)員和David校長分別為近40名在本次PD Day分會場發(fā)言的老師頒發(fā)了證書。

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

主講人：Lily Liu，Sinbar Shi, Angie Wang, Lucy Long

四部中文組老師互相介紹了所在部門中文教學(xué)的主要內(nèi)容，就中文教學(xué)大綱的設(shè)計(jì)、教學(xué)方法、教學(xué)技能等方面進(jìn)行了熱烈討論。一個(gè)小時(shí)的課程介紹如行云流水，老師們發(fā)現(xiàn)四個(gè)階段的課程既有著內(nèi)部的深刻聯(lián)系，又有外部表現(xiàn)的截然不同，收獲滿滿。

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

主講人：Matt Woodmansey, Christopher Taylor，Peggy Xu, Vivian Lee

英語學(xué)科組教師們就四部共有的教學(xué)話題“identities”做了有效分享，從低年級至高年級，各部老師就知識的廣度、深度和知識點(diǎn)的鏈接進(jìn)行了探討。同時(shí)，為了滿足差異化教學(xué)的要求，各部也在分層教學(xué)、評估方式等方面互通有無，取長補(bǔ)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

主講人：Lily Zhao, Weina Wen

I&S組的老師們欣喜于能有這樣一次難得的機(jī)會讓四部建立人文教學(xué)上的聯(lián)系。老師們一致認(rèn)為，在進(jìn)入新知識教學(xué)之前應(yīng)先提升學(xué)生的ATL技能。同時(shí)，在提升學(xué)生research能力方面達(dá)成了共識。

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

主講人：Herman He, Didi Wu, Jason, Daniel Chen

科學(xué)組老師們通過四部密切討論，了解了所有學(xué)段、不同層次的科學(xué)教學(xué)內(nèi)容，并充分利用這次機(jī)會調(diào)整和更新四部教學(xué)主題，為學(xué)生在科學(xué)領(lǐng)域階梯性進(jìn)階做準(zhǔn)備。

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

主講人：Yolanda Li, Sharon Dong, Xiaoyi Peng, Michael Liu

四部數(shù)學(xué)組教師不僅分享了各學(xué)段的重要概念和教學(xué)方法，也在討論會中就近幾年本土教材和海外資源的融合工作做了反饋。在激烈的討論后，針對同一個(gè)教學(xué)知識點(diǎn)的不同教學(xué)方法，老師們作出了比較并進(jìn)行了新的嘗試與探索。

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

主講人：Yishu Wang, Jens, Kobus

藝術(shù)組的老師們圍繞“藝術(shù)教學(xué)的表達(dá)與評價(jià)”，任教不同年級的老師們分享了單元教學(xué)中的經(jīng)典案例，評估策略與教學(xué)經(jīng)驗(yàn)，提出對未來教學(xué)的改革與計(jì)劃，逐步促使各學(xué)部老師之間的教學(xué)難度與知識量有層次地遞進(jìn)與合理的銜接。

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

主講人：Diver Han, Amy Song

體育組的老師交流了各自學(xué)段的體育課程框架，確定了以籃球和耐力跑為主軸的12年延續(xù)性課程，并且相互借鑒、制定了評估方法。

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主講人：Atalante Wan Leanne Li

李雯老師和萬思怡老師介紹了融小學(xué)科成果展和融中社區(qū)設(shè)計(jì)項(xiàng)目。會場進(jìn)行了小組活動，老師們討論了站在學(xué)生角度如何完成主題探究、探討了融小與融中成果展的異同。

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）

主講人：Matt Woodmansey， Naomy, Shuqian Yu

在此次工作坊中，老師們了解并探討了兒童學(xué)（P4C）課程的概念、內(nèi)容、主題、優(yōu)缺點(diǎn)以及其與認(rèn)識論（TOK）的聯(lián)系。在看完一段課堂實(shí)錄后，老師們就兒童學(xué)課程在組內(nèi)進(jìn)行了問答和討論。

第二部分的內(nèi)容由一場對于批判性思維定義的討論展開，并開展了一系列活動（如世界地圖繪畫、快速記憶），大家針對在這些活動中所使用到的認(rèn)知方法展開了深入討論。

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

主講人：Honglin Xu ，Vivian Liu

在這個(gè)工作坊里，老師們共同探討了貫穿于MYP和DP兩大課程中的核心教學(xué)法——“在做中學(xué)”暨“服務(wù)性學(xué)習(xí)”，思考這種教學(xué)法如何培養(yǎng)IB學(xué)生個(gè)體實(shí)現(xiàn)十大培養(yǎng)目標(biāo)。主體環(huán)節(jié)由三個(gè)活動貫穿，基于SA和CAS兩個(gè)核心項(xiàng)目構(gòu)建知識共同體，在聯(lián)合國可持續(xù)發(fā)展目標(biāo)的17個(gè)主題下，老師們進(jìn)行了深度互動和參與，將已有的資源進(jìn)行整合、在主題引領(lǐng)下深度鏈接學(xué)科知識、并最終結(jié)合ATT與ATL以小組為單位創(chuàng)建了服務(wù)性學(xué)習(xí)的項(xiàng)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

主講人：Lili Lu ，Jasmine Cao ，Tracy Xu

作為課堂教學(xué)的實(shí)踐與延伸，F(xiàn)ield trip游學(xué)活動應(yīng)運(yùn)而生并且深受學(xué)生喜愛。來自融小、美加和DP課程的三位老師首先介紹了三個(gè)部門這幾年游學(xué)活動內(nèi)容及遇到的問題，并邀請與會老師共同參與解決方案的討論。同時(shí)，會場提供了個(gè)英美學(xué)校對游學(xué)政策和風(fēng)險(xiǎn)評估方面的幾個(gè)文件供大家比對和學(xué)習(xí)。

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

主講人：楊敏毅 Minyi Yang（外請專家）

為了幫助老師們以更好地心理狀態(tài)面對日常工作挑戰(zhàn)，融合部特邀專家楊教授為大家?guī)硪幌盗袑I(yè)的壓力釋放訓(xùn)練。

何為大氣？大氣是如何煉成的？大氣者所具備的素質(zhì)是什么？專家楊教授從真實(shí)的案例分析入手，指導(dǎo)老師們通過四大平衡法釋放壓力。通過心理游戲的體驗(yàn)，老師們對如何進(jìn)行自我疏導(dǎo)與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

主講人：Jenny Wang

在分會場，融中、美加和DP的部分新老師參與了三個(gè)小時(shí)的新教師專項(xiàng)培訓(xùn)。培訓(xùn)從“新教師面臨的問題”、“備課流程和方法”、“教案書寫”三個(gè)方面展開，并針對新教師提出的困擾做了情境討論。

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.

融合部小學(xué)

融小下午場，李璨和陳藝?yán)蠋煼謩e就如何激發(fā)學(xué)生主觀能動性和學(xué)習(xí)者培養(yǎng)目標(biāo)的日常化探索做了分享。隨后，融小老師們再次研讀“From Principles into Practice”并分成11大組，每組聚焦不同的研究主題，分別從學(xué)習(xí)者能動性、學(xué)習(xí)者培養(yǎng)目標(biāo)、行動、學(xué)習(xí)成果展、超學(xué)科學(xué)習(xí)、學(xué)習(xí)方法、語言、探究、概念、超學(xué)科探究計(jì)劃和評估這幾方面進(jìn)行深入思考與討論，最后將總結(jié)的觀點(diǎn)制作成海報(bào)并在錄播教室進(jìn)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.

融合部中學(xué)

融合部初中教師們就IB教育中核心通用的ATL技能進(jìn)行了學(xué)科組內(nèi)和跨學(xué)科的交流與分享。各個(gè)學(xué)科組聚焦于二至三個(gè)與本學(xué)科緊密相關(guān)的ATL技能進(jìn)行了深度的探討，包括從理論出發(fā)的教育學(xué)意義到教學(xué)操作時(shí)遇到的難點(diǎn)與意外收獲。比如語文學(xué)科組在元曲單元通過讓學(xué)生自己填詞來培養(yǎng)他們的創(chuàng)造性思維（Creative thinking skills）, 數(shù)學(xué)學(xué)科組通過創(chuàng)設(shè)不同的場景來引導(dǎo)學(xué)生遷移（transfer skills）自己所學(xué)的知識到實(shí)際情景中來解決問題等。最后，跨學(xué)科的交流也給每一位老師都帶來了對教學(xué)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教師們分為三組，分別就semester goal ，ATLs, Unit planner writing 做了深入討論分享。其中，融合部外方校長David和DP協(xié)調(diào)員張海濤以How to write unit planner and implement ATLs in unit planner?為題，為老師們詳細(xì)介紹了書寫Unit planner的方法、技巧等，同時(shí)針對IB五年復(fù)審做了更為細(xì)致的歸檔要求。

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

在美加校區(qū)，各學(xué)科組如火如荼地進(jìn)行著12年級大綱與教學(xué)法的討論。老師們將上午場的討論收獲與美國課程的要求結(jié)合起來，針對美加學(xué)生的特點(diǎn)，就如何提高畢業(yè)年級學(xué)生research能力，如何加強(qiáng)學(xué)生學(xué)術(shù)詞匯積累做了積極探討。

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，終成星光。當(dāng)智慧之光照進(jìn)教育之夢開始的地方，哲思便能插上靈動的翅膀，出入青云，行空萬里。

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.