公众号
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世纪的教育应该是什么样的? 如果你能改变教与学的模式，你会提出什么措施呢? 作为一名教育者，重新思考这两个问题，也许会重构对教育的认知。一场别开生面的学习研讨会带领着广州外国语学校的领导和老师们一起探索和找寻问题的答案。
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，爱莎国际教育集团教育总监(国际) Craig Boyce 博赐能先生来到广州外国语学校与老师们一起探讨“IBDP(国际组织大学预科项目)的教育理念，以及21世纪的学习”。
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.
广州外国语学校刘红梅校长、林伟洪书记、刘峰副校长等主要领导全程参与本次研讨会，并对此次研讨会和Craig的专业素养表示充分的肯定和赞赏，同时也非常期待下一次研讨会的到来。
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 博赐能先生是融合中西方文化精髓及“终身学习”的践行者，拥有中国香港大学、新西兰梅西大学、北京大学、澳大利亚迪肯大学等不同专业方向的8个学位。曾在中国香港汉基国际学校任职23年，担任课程总监。在加入爱莎前，曾在北京的凯文学校(朝阳)、青苗国际学校分别担任校长。
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.
在研讨会上，老师们围绕着Craig提出的两个问题展开热烈的讨论，并通过文字、图画等多种形式展示了小组讨论的答案。其中，“引导学生自主学习”成为老师们讨论和共同关注的焦点。
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.
在所有参与者的讲解分析下，Craig为大家讲解IB作为现今主流国际课程体系的核心教育理念，以及对学生的“十大培养目标”等等。在整个过程中，Craig不断向老师们发问，触发思考，并引导各组间相互提问、回应，让老师们亲身体验了IB教学法的魅力。在两小时的研讨会中，Craig并没有给出“答案”，不过相信每位老师都已经埋下IB的种子，并会在日后的教学活动中体现出各自的“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.
在讨论21世纪学习风格时，Craig进一步提出了相关内容以引导老师们进行思考。他认为，21世纪的学习应该同时具备学术和道德的素养要求，培养学生的自主性、好奇心、创造力和应对复杂性等的学习态度和性格。此外，21世纪的学习也关注学生社会和情感的发展，包括团队协作、人际关系技巧、个人责任、社会与公民责任以及互动交流等。
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世纪学习风格与IBDP(国际组织的大学预科项目)的学习理念契合，IB课程体系既具有与世界各国主流教育课程体系之间的兼容性，又有自己教育理念发展下的独特性。IB学生特别是IBDP毕业的学生注重学术严谨、均衡发展和具备国际视野，未来可以去到北美，欧洲，澳大利亚和新西兰等90多个国家或地区升读大学，选择范围更广。
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.
广州外国语学校与爱莎国际教育集团联合打造的IBDP高中国际课程项目也于此前开始火热招生，这一国际大热的IBDP课程项目也将帮助广大学子世界。
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.
在学生规划中，IBDP高中国际课程项目有着鲜明的优势。有研究数据表明，IBDP高中项目学生接受高等教育的比例高于非IBDP学生。IBDP学生每年成功申请3300多所高等教育机构分布在将近90多个国家，其中大部分受欢迎的高等教育机构在世界排名均是名列前茅。近两年，世界排名前50大学录取的学生超30%来自IBDP高中项目的毕业生。
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).
关于IBDP课程的科目选择也极为个性化，可充分发挥学生的优势科目。IB-DP课程分为6个学科组课程(语言1、语言2、社会学类、科学类、数学类、艺术类)和3门核心课程(TOK认识论、EE拓展论文、CAS创造、行动和服务)。3门核心课程是必选课，其余课程要从6个学科组里边选择3门HL高等课程以及3门SL标准课程，其中语言1、语言2、数学组的课程为必选课程，另外3门课程从其他三组中选出。例如，如果学生不擅长较后一组的艺术类课程，那么可以从另外两组(科学类和人文类)中选一门科目进行学习。
Apart from individualized curriculum selection, The International Baccalaureate? (IB) Diploma Programme (DP) has many other advantages.
除了人性化且符合学生个性化的选课外，IBDP高中国际课程具有非常明显的优势：
-Extensive University Options
Universities in more than 60 countries regard the IB Diploma highly as an entrance qualification.
-选择大学的范围更广泛
含美国、英国、加拿大、澳大利亚、新加坡、日本、韩国等在内的90多个国家的大学将IBDP视为入学资格证。
-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.
-更受世界大学青睐
IBDP毕业生进入英国牛津、剑桥;美国藤校;日本东京大学;新加坡、加拿大、澳大利亚等世界的机会更大。
-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.
-提前获得大学学分
取得IBDP高等(HL)课程优异成绩的学生可提前获得大学学分，省时和省钱。
-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.
-个性化的大学规划指导服务
我们的规划指导老师将为每个学生提供单独指导，帮助他们完成创建个人档案、填写申请书和申请大学入学的整个流程。
-Mature International Education
The IB Diploma is a comprehensive programme of study, assisting students to adapt well to university life and study.
-成熟的国际化素质教育
IB国际项目是一个全面学习项目,使学生快速融入大学生活和学习。
-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
培养学生的十大品质目标：学识渊博、思考者、有原则、胸襟开阔、富有同情心、全面发展、探究者、敢于冒险、交流者、反思者。
服务热线
