新學年，LYBS上海燎原雙語學校國際課程班學術校長蘇博士履新已有月余。對于LYBS高級中學國際課程班來說，這是學術煥新的開始。對于已有十余年國際課程建構和融合的蘇校長來說，也是一個新旅程的開始。

In the new school year, Dr. Su joined LYBS as the academic principal of Liaoyuan Bilingual High School, English Division, which is the beginning of an academic upgrade. It’s also a new start for Dr. Su who has over 10 years of experience in international curriculum development and integration.

蘇小琴博士，上海燎原雙語高級中學國際課程班學術校長。北京大學本科、博士，斯坦福大學醫學院博士后。多年全職美國高中數學、物理、化學、生物課程教學、課程設計及國際課程管理經驗。2012年開始在國內負責中外合作辦學雙文憑項目的運營和教學管理**。12年教育生涯中，她堅持在中國文化背景下構建高中國際化教育教學和管理體系，融合中西方教育體系優勢，幫助學生實現從中國基礎教育到海外優質高校的成功過渡。

Xiaoqin Su, the Academic Principal of Liaoyuan Bilingual High School, English Division. Obtained her PhD in Molecular Cell Biology at Beijing University and later worked at Stanford Medical School as a postdoctoral scientist for three years. She moved on to education and worked for private schools in California for six years as a teacher, curriculum developer and international program administrator. She has taught a wide range of STEM courses including advanced math, physics, chemistry and biology, using inquiry-based approach. She managed five dual diploma programs in China and worked as an academic principal for the international division of Chongqing No.2 Foreign Language School.

上海燎原雙語學校國際課程班學術校長

在燎原雙語學校，蘇博士將全面負責課程的研發、評估、教學等**。燎原雙語學生較強的可塑性和思維活力、學術和教師團隊扎實的專業基礎，整個學習社區所擁有的學術氛圍，讓蘇博士課程升級**有了一個符合她預期的起點。

At LYBS, Dr. Su will be fully responsible for curriculum development, assessments, and academic teaching. Dr. Su will have a fresh start at LYBS with a strong foundation of academic learning and community spirit, with a connected and supportive faculty team and a life-long learning community.

她是一名從北大到斯坦福大學的科學家From PKU to Stanford

順應“21世紀是生物學的世紀”的時代潮流，蘇博士入讀北京大學生命科學學院，并在完成從本科到博士學位的學習后，申請到斯坦福大學博士后**的機會，從事微生物與免疫學的科學研究**。未來進入大學或研究院，組建自己的研究團隊，一切似乎順理成章。

Dr. Su enrolled in the School of Life Sciences at Peking University, and after completing her undergraduate doctoral studies, she applied for a post-doctoral position at Stanford University to conduct scientific research in microbiology and immunology. In the future, it would be logical for her to enter a university or graduate school and form her own research team.

直到她在斯坦福大學遇到了這樣的一群來自世界各地的科學家同事，他們對于科學的熱愛，真摯而純粹，沒有目的，不計得失，因好奇而生，由執著而發，整個團隊充滿了快樂、滿足和智慧的光芒。她也一度被感染著，努力著;但很快發現，這種熱愛是學不來的，它根植于基因、童年，是學校、家庭和社會多年呵護培育的結果。她開始省視自己的內心，重拾少年時代開始的對三尺講臺的憧憬。這時一位伯樂點燃了蘇博士內心，在她的邀請下蘇博士走進了美國高中校園，為這所基于在線課程的學校提供線下科學課程，并接受了基本的教學和課堂管理訓練。

She met a group of colleagues at Stanford University who were scientists from all over the world. Their love for science was sincere and pure, born of curiosity, born of persistence, and filled with joy, satisfaction, and wisdom. At one point, her work was infectious; as she soon discovered that this love could not be learned, it was rooted in genes, in childhood, and was the result of years of care and nurturing by school, family and society. She began to think with her heart and regain the longing to be a teacher since she was still young. Dr. Su went on to an American high school campus to provide offline science courses for the online curriculum-based school and received basic training in teaching and classroom management.

她是一名從科學到跨國學術管理的教育傳播者Dr. Su value-added from Science to International Education

多年的科學研究經歷，讓她在美國中學課堂上很快游刃有余。多年后，她常常與學生們分享初入課堂全英文教學因為口音和文化差異而鬧的笑話，但這些都不是交流的障礙，反而借由自嘲和善意的解釋，成為破冰的工具。在美國課堂上，蘇博士逐漸認識到，學術性的優質K-12學校在系統性培養孩子們的科學思維能力上不遺余力。每個年齡段都有豐富的資源和多變的教學方法，這里的科學課與國內基于記憶、理解、應用的知識性課堂有根本區別。

In the American classroom, Dr. Su has come to realize that K-12 schools with a reputation have put efforts into systematically developing children's scientific thinking skills. With a wealth of resources and versatile teaching methods for every age group, science lessons here are fundamentally different from the traditional classrooms based on memorizing, understanding, and exercising at home.

為學生的未來人生建構一套系統化的科學思維 A Systematic Scientific Thinking for the Future

什么是系統化科學思維?

What is systematic scientific thinking?

系統的科學思維有三個要素:提出問題、分析問題和用理論實際解決問題，也*括在此過程中體現出的科學精神、科學知識儲備、科學素養和綜合科學能力。

Systematic scientific thinking has three elements: the formulation of problems, comprehensive thinking and analysis of problems, as well as the capacities such as theoretical and practical problem solving, and the process embodied in the scientific spirit, scientific knowledge reserves, scientific literacy and scientific ability of the comprehensive general term.

所謂科學思維，具體到教學中，就是將學術知識與現實緊密連接，所有的知識，都能在實際生活中找到應用。學生能夠根據現實場景提出問題和假設，利用學術知識構建模型，并用以解決問題。

Scientific thinking, specifically in teaching, is about connecting academic knowledge to reality, all of which can find an application in real life. Students are able to formulate questions and hypotheses based on realistic scenarios, using academic knowledge to construct models, and then use them to solve problems.

在美國傳統學校做課程教學、研發和設計，讓她對美國教育的整個邏輯體系和評估體系有深入的研究和洞察，也讓她有機會作為美國學校代表回到中國對中國的合作院校進行課程建構和學術管理。

Her work in curriculum teaching, development and design in traditional American schools has given her insight into the entire logic and assessment system of American education, and has given her the opportunity to return to China as a representative of American schools to provide curriculum structure and academic management to partner institutions in China.

蘇博士成為美國一所知名的私立高中派往中國的學術總監，并負責為中國多個校區設計適合中國學校和中國學生的課程體系。

Dr. Su became the academic director of a prestigious private high school in the United States and was assigned to several campuses in China, where she was responsible for the design of a curriculum suitable for Chinese schools and Chinese students.

在積累了6年國際課程建構與融合的經驗后，蘇博士在重慶一家外國語學校國際部擔任教學副校長。事實證明，融合了中外教育優勢的課程體系框架，即使在傳統學校，也能讓一直接受傳統教育的孩子很快適應新的課程體系，迅速轉變觀念，獲得全新學習狀態，成功過渡到海外優質高校。三年來，她目睹學生們掙脫分數、排名的束縛，發現自己熱愛的學科領域，充分利用學校和家庭提供的外部支持展開積極探索，從茫然變得篤定。

國際課程建構和融合之路：科學思維+激發學生內在的驅動力

The road to international curriculum construction and integration: scientific thinking + stimulating students' inner drive

蘇博士分享了她將科學思維滲透于AP微積分課程設計與教學的經歷。班上很多學生數學基礎在傳統評價體系內并不出色，甚至有學生一直被貼上數學學不好的標簽。這一門大學難度的課程，英文教學，在只做了兩套真題的情況下，AP微積分考試幾乎全數通過。一些被傳統評估體系否認的學生，卻成為課堂上思路最開闊和活躍的孩子，在課堂問答和討論中貢獻了很多思想火花，他們的進步也是最快的。

Dr. Su shared her experience of infusing scientific thinking into the design and teaching in her AP Calculus course. Many of the students did not do well in math within the traditional public school system. This college-level course, taught in English, passed almost all of the AP Calculus exams with only two sets of questions. Some of the students who were denied access to the traditional assessment system were the most open-minded and active kids in the classroom, contributing meaningfully in classroom quizzes and discussions, and they made the fastest progress.

科學思維，底層學術能力

Scientific Thinking, Fundamental Academic Capacity

系統化科學思維的建構過程，不僅能讓學生在科學學科中獲得好的學術成績，還可以為孩子培養的底層學術思維，并能夠遷移到其他學科的學習當中，甚至經常打破文理界限，以自然科學中訓練到的思維能力，去解決社會科學中發現的問題。

The process of systematizing the construction of scientific thinking will not only lead to good academic performance in science courses, but also to the development of a fundamental academic mindset for the child that can be transferred to other disciplines, often breaking boundaries in the arts and sciences, and using the thinking skills trained in the natural sciences to solve problems found in the social sciences.

這就是科學思維從根本上塑造孩子學術思維的過程。科學思維，是可訓練，可遷移的底層學術能力。一旦形成，它將根本上提升孩子各學科學習，促使學生對所有學科首先形成全局觀，從而使學習更系統性。

This is the process by which scientific thinking fundamentally shapes a child's academic mindset. Scientific thinking is the underlying academic skill that can be trained and transferred. Once formed, it will fundamentally enhance a child's learning in all subjects, prompting students to develop a holistic view of all subjects first, thus making learning more systematic.

蘇博士強調，她之所以能夠在教育領域獲得自己預期的效果，和她在北大和斯坦福大學曾接受的科學思維訓練是離不開的。北大人對于現實的熱烈關注，幫助他們將學業學術與外部世界緊密起來，讓學業學術研究充滿現實活力。

Dr. Su emphasizes that her ability to get the results she expects in education is inseparable from the scientific thinking she was trained to do at Peking University and Stanford University. PKUer's passion in reality helps them to connect academic scholarship to the outside world and to make academic scholarship vibrant with reality.

她來到燎原，是緣分，是使命，更是科學傳承Dr. Su and LYBS join forces

在過去12年時間，蘇博士從具體的教學開始，逐漸涉及課程設計、課程體系建設，再到課程發展規劃、師資隊伍建設、大學升學指導體系建設、日常教育教學管理及教學質量管理等等，其教育實踐覆蓋了教育的全部維度。

In the past 12 years, Dr. Su has been involved in curriculum design, curriculum system construction, curriculum development planning, faculty development, university guidance system construction, daily education management, teaching quality management and so on, covering all dimensions of education.

她所**過的學校都因為這充滿科學異彩的教育實踐而受益。同時也受益于每個學校給予的機會，她在中外傳統學校走出了獨具科研特色的國際課程建構和融合之路。

All the schools she has worked at have benefited from this scientific and exciting educational practice. She has also benefited from the opportunity given to her by each school to build and integrate an international curriculum with unique research characteristics in both Chinese and foreign traditional schools.

因為對教育的初心，對教學的極致追求，蘇博士在燎原開始了一段新的旅程。

Because of her passion for education and consistent pursuit of teaching, Dr. Su began a new journey at LYBS.

在這里她以中國文化為背景構建國際課程的成熟經驗，參與到燎原雙語高級中學課程升級當中，而燎原高級中學耕耘10年的國際課程基礎和學術氛圍，也給予了蘇博士一個足夠高的起點。

Her mature experience in building an international curriculum integrated with Chinese culture, and her participation in upgrading the curriculum of the bilingual high school in LYBS, where the foundation of international curriculum and academic atmosphere has been cultivated for 10 years, gave Dr. Su a high enough starting point.

在LYBS高級中學學術煥新的道路上，蘇博士將攜手高級中學學術團隊，深度調研，以數據為基礎，共同設計學術煥新方案，讓燎原學子能夠發現自我，并有能力做自己想做的事。

On the road to academic renewal at Liaoyuan High School English Division, Dr. Su will work with the senior high school academic team to conduct in-depth research to design an academic renewal program based on data, so that students can discover the best in themselves and have the ability to succeed.

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