身為一所高品質辦學的雙語學校，我們想要培養出怎樣的未來人才?在近期的亞洲國際學校大會中，上海燎原雙語學校總校長Antony GERALIS受邀發表演講，并為大家帶來了他的觀點。

上海燎原雙語學校總校長 Antony GERALIS

建于傳統，基于進步。作為一所IB國際文憑組織認證的IB世界學校，自2016年更名“上海市燎原雙語學校”后，學校開啟了融合IB國際文憑組織PYP和MYP項目于中國國家課程的轉型之路。

Founded on tradition, grounded in progress. As an IB World School accredited by the International Baccalaureate Organization (IB), since changing its name to Shanghai Liaoyuan Bilingual School in 2016, our school has embarked on a transformative journey to integrate the IB PYP and MYP frameworks with in the Chinese National Curriculum (CNC).

熟知IB課程體系的人，對于IB培養目標可能并不陌生。所有國際文憑IB課程教育項目的目標均在于培養具有國際意識的人，他們認同人類共有的博愛精神并分擔守護地球的責任，幫助開創一個更美好、更和平的世界。

For those familiar with the International Baccalaureate (IB), its objectives may be familiar. The goal of all IB programmes is to develop internationally minded individuals who share a common spirit based on the fundamental human values of love and responsibility for the planet, helping to create a better, more peaceful world.

基于這一目標，學生必須將 “全球思維”融入到日常的學習和生活體驗中。這意味著我們需要裝備學生，使他們發展學習、理解信息和獲取知識的(智力)能力，開放地接受差異、改變和適應的(人際)能力，以及與他人互動和溝通的(人際)能力。

With this goal in mind, it is important for students to incorporate a "global mindset" into their daily learning and life experiences. This means that we need to equip students, so that they develop the (intellectual) ability to learn, understand information and gain knowledge, the (intrapersonal) ability to be open to differences and change and adapt, as well as be (interpersonally) able to interact and communicate with others.

我們如何幫助學生為未來做好準備?“通過支持他們發展紀律性、綜合、創造、尊重和道德的頭腦”，LYBS校長在RAISE2020上引用美國哈佛大學教育研究院Gardner 教授的觀點表示。

How do we help prepare students for the future? "By supporting them to develop disciplined, synthesizing, creating, respectful and ethical minds" said LYBS Head of School quoting Gardner at the "RAISE 2020".

“國際意識”，積淀全球思維 "International mindedness" for a global mindset

“知者不惑，仁者不憂，勇者不懼”，這是Antony校長在亞洲國際學校大會”國際化人才培養“分論壇中的演講標題。這段話出自《論語·子罕篇》，面對2021年特殊大環境下的教育思考，這段話的引述恰恰表達了身為一位IB教育者的“國際意識”，通過深刻理解對方文化，加以運用到自己的闡述中，以此論證自身的觀點。

“知者不惑，仁者不憂，勇者不懼” is the essence of LYBS Head of School’s speech in the sub-forum of "Cultivating International Talents" in the International Schools of Asia Conference. This quote is from the Analects of Confucius, and it is a reflection on education in 2021 under the current unique context. It is a quote that expresses the "international sentiment" of an IB educator, who has a deep understanding and immense respect and appreciation of other cultures and applies it to his own presentation in order to prove the point to be made.

“國際意識”四個字表面上看似乎非常抽象，但其實對于國際文憑組織使命而言尤為重要且并不淺顯，它是國際文憑教育理念的基本原則;連續統一的國際教育的核心。試想一個問題：當你在國內或國外大型企業**時，如何與來自世界不同國家、種族的人們順暢交流?這正是“全球思維”教育需要解決的問題。

The term "international mindedness" may seem abstract on the surface, but it is no less important and no less relevant to the mission of the IB and is fundamental to its educational philosophy; it is at the heart of the IB continuum of international education. Consider this question: How do you communicate smoothly with people of different cultures from around the world when you work for a corporation at home or abroad? This is precisely the problem that "global awareness" education needs to address.

具有“國際意識”的學生，可以和來自世界不同地方的伙伴一起和諧**，彼此學習，**不同思考角度。這促使了尊重，同理心和同情心的發展。

"Internationally minded" students can collaborate harmoniously with counterparts from different parts of the world, learn from each other, be flexible and adapt as needed. This leads to the development of respect, empathy and compassion.

縱觀當下一些國際學校，國際文憑組織的前負責人George Walker提出過一個非常好的表述，用來形容學校里常見的國際化學習。他將其歸結于三個“F”——食物、國旗和節日。這些內容對孩子來說是一個很好的起點，但如果我們真的想幫助孩子和我們自己去發展跨文化和全球思維，學習的內容就需要超越這些。

Looking at some of today's schools and quoting George Walker, the former head of International Baccalaureate, what they do is focus on what he called the three Fs - food, flags and festivals just to tick the boxes of what an “internationally minded” education should look like. "Now there's nothing wrong at all with learning about food, flags, festivals, or any other F you want to add. Learning about those is a great starting point but if we're serious about helping kids and ourselves to develop an [intercultural] and global mindset, then it needs to go beyond that."

“全球競爭力”，助推全球思維 "Global competence" to promote global thinking

如果說 “國際意識 ”幫助學生思考，那么 “全球競爭力 ”則教給他們在全球舞臺上出類拔萃所需的知識和技能。在近幾年的教育變革中，我們注意到一些未來的趨勢正在出現，并有助于塑造學生的短期甚至長期未來.....當22世紀來臨時，畢竟21世紀即將遠去。

If "international mindedness" helps students think, "global competence" teaches them the knowledge and skills theyneed to excel on the global stage. In the changes in education in recent years,we have noticed some future trends that are emerging and help shape studentsfor the short or even the long-term future . . . the 22nd century whenit comes to education given that the 21st is "over".

例如：在學科能力上至少精通一門，在綜合思維方面能夠對多來源的信息進行應用，在創造性思維上發展新的想法，提出不同問題及解決方案。試圖理解他人以及人與人之間的相似和不同。思考社會的本質、需要和渴望。

Examples include "mastery of at leastone specific discipline, application of information from multiple sources,development of new ideas and posing unfamiliar questions, seeking to understandothers and their similarities/differences, pondering the nature, needs anddesires of society", according to Gardner. 因此，Antony校長引述教育家Reimers的觀點認為：全球競爭力定義為人們理解當今扁平世界和跨學科整合所需的知識和技能，以便他們能夠理解全球性事件并創造解決這些問題的可能性。全球競爭力也是一種態度和道德傾向，它使人們有可能與來自不同地域的人進行和平、尊重和富有成效的互動。

Therefore, according to LYBS Head of School, "global competence" can be defined as the knowledge and skills people need to understand today's flat world and to integrate acrossdisciplines, so that they can comprehend global events and create possibilities to address them. Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully, and productively with fellow human beings from diverse geographies" quoting Reimers. 面對未來，教育的模式將發生怎樣的變化?

How will the paradigm of education changeas we face the future?

二十二世紀的教育：

從課堂上學習固定課程到終身學習模式轉變。

從教學模式向學習模式轉變。

從固定時間、固定空間、固定教師的學習到無處不在的學習。

從利用技術進行教學到利用技術進行學習。

從學習內容到學習技能，從而培養全球競爭力。

——霍華德·加德納(美國教育學家和心理學家)

Moving from learning a fixed curriculum in a classroom to a lifelong learning model.

Moving from a teaching model to a learning model.

Moving from learning with a fixed time, space, and access to a teacher to ubiquitous learning.

Moving from using technology for teaching to using technology for learning.

Moving from learning content to learning skills, [hence developing global competence].

——Howard Gardner

通過Antony校長的分享可以看出，上海市燎原雙語學校致力于培養樂于探究，知識豐富，懂得關愛的年輕人;他們理解并尊重文化的差異，并愿意再此基礎上為創造一個更為美好與和平的世界而努力。

It was made evident by our Head of School that Shanghai LYBS aspires to develop inquiring, knowledgeable and caring youngpeople who help to create a better and more peaceful world through intercultural understanding and respect and this is we LYBS is . . .

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