What do you think education ought to look like in the 21st century? If you were responsible for change in teaching and learning, what changes would you propose? As an educator, contemplating these two questions may help us to reshape the education landscape. A new-styled learning seminar led by Guangzhou Foreign Language School (GZFLS) leaders and teachers seek to explore these two questions.

21世紀(jì)的教育應(yīng)該是什么樣的? 如果你能改變教與學(xué)的模式，你會(huì)提出什么措施呢? 作為一名教育者，重新思考這兩個(gè)問(wèn)題，也許會(huì)重構(gòu)對(duì)教育的認(rèn)知。一場(chǎng)別開(kāi)生面的學(xué)習(xí)研討會(huì)帶領(lǐng)著 廣州外國(guó)語(yǔ)學(xué)校 的領(lǐng)導(dǎo)和老師們一起探索和找尋問(wèn)題的答案。

Recently, Mr. Craig Boyce, director of Education (International) ISAIEG, went to GZFLS to discuss the education concept of the International Baccalaureate Diploma Programme (IBDP) and the 21st century learning.

近日，愛(ài)莎國(guó)際教育集團(tuán)教育總監(jiān)(國(guó)際) Craig Boyce 博賜能先生來(lái)到 廣州外國(guó)語(yǔ)學(xué)校 與老師們一起探討“IBDP(國(guó)際組織大學(xué)預(yù)科項(xiàng)目)的教育理念，以及21世紀(jì)的學(xué)習(xí)”。

Principal Liu Hongmei, Secretary Lin Weihong, Vice Principal Liu Feng and other leaders attended the seminar, appreciating the seminar and Mr. Craig's professional quality, and also looking forward to his next seminar.

廣州外國(guó)語(yǔ)學(xué)校劉紅梅校長(zhǎng)、林偉洪書(shū)記、劉峰副校長(zhǎng)等主要領(lǐng)導(dǎo)全程參與本次研討會(huì)，并對(duì)此次研討會(huì)和Craig的專(zhuān)業(yè)素養(yǎng)表示充分的肯定和贊賞，同時(shí)也非常期待下一次研討會(huì)的到來(lái)。

Craig is a practitioner in the fusion of Chinese and Western cultures. He is a lifelong learner, holding eight degrees in different majors from universities in four jurisdictions; University of Hong Kong, Massey University (New Zealand), Beijing University and Deakin University (Australia). Craig has worked as a curriculum director for twenty-three years in Hong Kong Chinese International School (CIS). Immediately before joining ISA, he worked as the Founding Principal at KaiWen Academy (Chaoyang) and as Director of Beanstalk International Bilingual School in Beijing.

Craig Boyce 博賜能先生是融合中西方文化精髓及“終身學(xué)習(xí)”的踐行者，擁有中國(guó)香港大學(xué)、新西蘭梅西大學(xué)、北京大學(xué)、澳大利亞迪肯大學(xué)等不同專(zhuān)業(yè)方向的8個(gè)學(xué)位。曾在中國(guó)香港漢基 國(guó)際學(xué)校 任職23年，擔(dān)任課程總監(jiān)。在加入愛(ài)莎前，曾在北京的凱文學(xué)校(朝陽(yáng))、青苗 國(guó)際學(xué)校 分別擔(dān)任校長(zhǎng)。

During the seminar, the teachers had a heated discussion regarding the two questions raised by Craig, and presented their findings from group discussion in various forms such as words, pictures, etc. Among these idea, guiding students to study independently became the focus of discussion and is a common concern of teachers.

在研討會(huì)上，老師們圍繞著Craig提出的兩個(gè)問(wèn)題展開(kāi)熱烈的討論，并通過(guò)文字、圖畫(huà)等多種形式展示了小組討論的答案。其中，“引導(dǎo)學(xué)生自主學(xué)習(xí)”成為老師們討論和共同關(guān)注的焦點(diǎn)。

After the explanation and analysis by all participants, Craig explained the core education concept of IB as a mainstream international curriculum system, as well as the ten goals for students. During the seminar, Craig constantly raised questions to teachers so as to trigger their thinking and guided each group to ask questions and respond to each other, so that teachers were able to experience IB ATL. Craig didn't give any answer during the two-hour seminar, instead he has planted the seeds of IB philosophy that will grow their own answers in the future.

在所有參與者的講解分析下，Craig為大家講解IB作為現(xiàn)今主流國(guó)際課程體系的核心教育理念，以及對(duì)學(xué)生的“十大培養(yǎng)目標(biāo)”等等。在整個(gè)過(guò)程中，Craig不斷向老師們發(fā)問(wèn)，觸發(fā)思考，并引導(dǎo)各組間相互提問(wèn)、回應(yīng)，讓老師們親身體驗(yàn)了IB教學(xué)法的魅力。在兩小時(shí)的研討會(huì)中，Craig并沒(méi)有給出“答案”，不過(guò)相信每位老師都已經(jīng)埋下IB的種子，并會(huì)在日后的教學(xué)活動(dòng)中體現(xiàn)出各自的“答案”。

Craig believes that 21st century learning should have both an academic and moral quality. Cultivating students' self-direction, curiosity, creativity and adaptability. In addition, learning in the 21st century also focuses on the social and emotional development of students, including collabortion in teams, interpersonal skills, personal responsibility, social and civic responsibility, and interactive communication.

在討論21世紀(jì)學(xué)習(xí)風(fēng)格時(shí)，Craig進(jìn)一步提出了相關(guān)內(nèi)容以引導(dǎo)老師們進(jìn)行思考。他認(rèn)為，21世紀(jì)的學(xué)習(xí)應(yīng)該同時(shí)具備學(xué)術(shù)和道德的素養(yǎng)要求，培養(yǎng)學(xué)生的自主性、好奇心、創(chuàng)造力和應(yīng)對(duì)復(fù)雜性等的學(xué)習(xí)態(tài)度和性格。此外，21世紀(jì)的學(xué)習(xí)也關(guān)注學(xué)生社會(huì)和情感的發(fā)展，包括團(tuán)隊(duì)協(xié)作、人際關(guān)系技巧、個(gè)人責(zé)任、社會(huì)與公民責(zé)任以及互動(dòng)交流等。

21st century learning is in line with the learning concept of IBDP. The IB curriculum system is not only compatible with the mainstream education curriculum systems in the world, but also has its own uniqueness principles preparing students for a wider range of universities options. IB students, especially those who graduated from IBDP, pay attention to independent learning, balanced development and international vision, and have been admitted into universities in more than 90 countries or regions, such as North America, Europe, Australia and New Zealand.

21世紀(jì)學(xué)習(xí)風(fēng)格與IBDP(國(guó)際組織的大學(xué)預(yù)科項(xiàng)目)的學(xué)習(xí)理念契合， IB課程 體系既具有與世界各國(guó)主流教育課程體系之間的兼容性，又有自己教育理念發(fā)展下的獨(dú)特性。IB學(xué)生特別是IBDP畢業(yè)的學(xué)生注重學(xué)術(shù)嚴(yán)謹(jǐn)、均衡發(fā)展和具備國(guó)際視野，未來(lái)可以去到北美，歐洲，澳大利亞和新西蘭等90多個(gè)國(guó)家或地區(qū)升讀大學(xué)，選擇范圍更廣。

The IBDP high school international curriculum programme co-established by Guangzhou Foreign Language School and ISA International Education Group has started to recruit students, which will be greatly helpful for students to enter the world's top univerities.

廣州外國(guó)語(yǔ)學(xué)校與愛(ài)莎國(guó)際教育集團(tuán)聯(lián)合打造的IBDP高中國(guó)際課程項(xiàng)目也于此前開(kāi)始火熱招生，這一國(guó)際大熱的IBDP課程項(xiàng)目也將幫助廣大學(xué)子世界。

The International Baccalaureate? (IB) Diploma Programme (DP) is recognized and respected by the world’s leading universities, and evidence suggests that a higher percentage of DP students go on to university and higher education study than non-IB students. DP students apply to more than 3,300 higher education institutions each year, in close to 90 countries. The most popular of these institutions are ranked among the top universities in the world. In the past two years, over 30% of the students admitted to the world top 50 universities came from IBDP graduates.

在學(xué)生規(guī)劃中，IBDP高中國(guó)際課程項(xiàng)目有著鮮明的優(yōu)勢(shì)。有研究數(shù)據(jù)表明，IBDP高中項(xiàng)目學(xué)生接受高等教育的比例高于非IBDP學(xué)生。IBDP學(xué)生每年成功申請(qǐng)3300多所高等教育機(jī)構(gòu)分布在將近90多個(gè)國(guó)家，其中大部分受歡迎的高等教育機(jī)構(gòu)在世界排名均是名列前茅。近兩年，世界排名前50大學(xué)錄取的學(xué)生超30%來(lái)自IBDP高中項(xiàng)目的畢業(yè)生。

The subject selection of IBDP is also highly individualized, which allows students to choose subjects based on their own skills and interests. It is divided into six subject groups including language 1, language 2, sociology, science, mathematics and art and "three elements"including "Theory of Knowledge"’, the "Extended Essay", and the "Community Action and Service". The "three elements" are required courses, and the other subjects are three HL subjects and three SL subjects selected from six subject groups. Among them, language 1, language 2 and mathematics group are required courses, and the other three subjects are chosen from the other three groups. For example, if students are not good at the last group of art, they can choose one subject from the other two groups (Science and Humanities).

關(guān)于IBDP課程的科目選擇也極為個(gè)性化，可充分發(fā)揮學(xué)生的優(yōu)勢(shì)科目。IB-DP課程分為6個(gè)學(xué)科組課程(語(yǔ)言1、語(yǔ)言2、社會(huì)學(xué)類(lèi)、科學(xué)類(lèi)、數(shù)學(xué)類(lèi)、藝術(shù)類(lèi))和3門(mén)核心課程(TOK認(rèn)識(shí)論、EE拓展論文、CAS創(chuàng)造、行動(dòng)和服務(wù))。3門(mén)核心課程是必選課，其余課程要從6個(gè)學(xué)科組里邊選擇3門(mén)HL高等課程以及3門(mén)SL標(biāo)準(zhǔn)課程，其中語(yǔ)言1、語(yǔ)言2、數(shù)學(xué)組的課程為必選課程，另外3門(mén)課程從其他三組中選出。例如，如果學(xué)生不擅長(zhǎng)較后一組的藝術(shù)類(lèi)課程，那么可以從另外兩組(科學(xué)類(lèi)和人文類(lèi))中選一門(mén)科目進(jìn)行學(xué)習(xí)。

Apart from individualized curriculum selection, The International Baccalaureate? (IB) Diploma Programme (DP) has many other advantages.

除了人性化且符合學(xué)生個(gè)性化的選課外，IBDP高中國(guó)際課程具有非常明顯的優(yōu)勢(shì)：

-Extensive University Options

Universities in more than 60 countries regard the IB Diploma highly as an entrance qualification.

-選擇大學(xué)的范圍更廣泛

含美國(guó)、英國(guó)、加拿大、澳大利亞、新加坡、日本、韓國(guó)等在內(nèi)的90多個(gè)國(guó)家的大學(xué)將IBDP視為入學(xué)資格證。

-Popular in Leading University

Students who obtain the IB Diploma are sought after for admission to the leading universities such as Oxford, Cambridge, the University of Tokyo and most Ivy League Schools in USA.

-更受世界大學(xué)青睞

IBDP畢業(yè)生進(jìn)入英國(guó)牛津、劍橋;美國(guó)藤校;日本東京大學(xué);新加坡、加拿大、澳大利亞等世界的機(jī)會(huì)更大。

-University Awarding Advanced Credit

Good performance in Higher Level courses may lead to a university awarding advanced credit. This can reduce the time for completing a degree and may reduce the cost.

-提前獲得大學(xué)學(xué)分

取得IBDP高等(HL)課程優(yōu)異成績(jī)的學(xué)生可提前獲得大學(xué)學(xué)分，省時(shí)和省錢(qián)。

-University Counselling Services

Our University Counselor will lead each student individually through the process of creating a personal portfolio and application letter, and completing all university admissions procedures.

-個(gè)性化的大學(xué)規(guī)劃指導(dǎo)服務(wù)

我們的規(guī)劃指導(dǎo)老師將為每個(gè)學(xué)生提供單獨(dú)指導(dǎo)，幫助他們完成創(chuàng)建個(gè)人檔案、填寫(xiě)申請(qǐng)書(shū)和申請(qǐng)大學(xué)入學(xué)的整個(gè)流程。

-Mature International Education

The IB Diploma is a comprehensive programme of study, assisting students to adapt well to university life and study.

-成熟的國(guó)際化素質(zhì)教育

IB國(guó)際項(xiàng)目是一個(gè)全面學(xué)習(xí)項(xiàng)目,使學(xué)生快速融入大學(xué)生活和學(xué)習(xí)。

-Holistic Education

It aims to develop learners who are:

Knowledgeable, thinkers, principled, open-minded, caring, balanced, inquirers, risk-takers, communicators, and reflective

-全人教育

培養(yǎng)學(xué)生的十大品質(zhì)目標(biāo)：學(xué)識(shí)淵博、思考者、有原則、胸襟開(kāi)闊、富有同情心、全面發(fā)展、探究者、敢于冒險(xiǎn)、交流者、反思者。