原德闳学校校长刘丽君女士访校交流：启发与共享教育智慧

这次访校不仅是一次友好的校际互动，更是一次思想的碰撞与教学智慧的共享。刘校长与HPA的管理团队针对教学模式、课程设计、学生的国际化视野、家校沟通与教师管理等议题进行了交流讨论。

01

双语、双文、双文化的教学模式：构建全球化教育框架

Bilingual, Biliteracy, and Bicultural Teaching Model: Building a Global Education Framework

02

基于真实场景的课程设计：能力培养的内外结合

Curriculum Design Based on Real-Life Scenarios: Combining Internal and External Capability Development

在交流中，刘校长特别强调了课程设计对学生能力培养的作用。

在小学阶段，学校应重于培养学生的学习专注力，通过游戏化的教学方式和互动课堂，帮助学生在不知不觉中提升注意力。而在初中阶段，学校课程应更加注重自主解决问题的能力。

刘校长详细介绍了一个跨学科项目，学生通过模拟国际会议的形式，解决全球变暖、贫困等现实问题。在这一过程中，学生不仅学会了如何分析问题，还学会了团队协作和独立思考。 在经验交流中，校长还分享了他们的“能力外化”策略，例如，西安德闳学校通过戏剧节、科学展等大型课外活动，帮助学生在实践中展示他们的能力。正如刘校长所说：“这些能力通过不断的演练和实践得以外化，不仅能提高学生的自信，还能为他们的未来发展打下坚实基础。”

03

志趣开拓与国际视野的结合：为学生打开全球化之窗

Combining Interests Expansion with International Perspective: Opening the Door to Globalization for Students

在国际化教育的框架下，刘校长介绍了德闳学校如何通过课程与活动，帮助学生开拓志趣、提升学习能力。

志趣开拓与国际视野培养相结合国际学校的一大特色。校长提到，学校会通过国际交流项目、海外游学和跨文化合作，让学生在实际情境中感受全球问题，从而激发他们的兴趣。同时，学校注重通过学习能力的巩固来保障学生能够在应对全球化挑战时具备足够的知识储备和逻辑思维能力。

校长举了一个实际的例子，学生们曾在一个全球环保项目中设计了可持续发展方案，并将这些方案展示给联合国的专家。这不仅开阔了学生的眼界，还让他们真正参与到国际事务中，体验到全球化背景下的责任与挑战。

另外，支持ESL学生的语言发展，多维度助力学科成长，刘校更是进行了特别的经验分享。针对英语基础较弱的学生（ESL），德闳学校采取了灵活多样的支持策略。校长特别提到，他们通过个性化辅导和双语教学，帮助学生逐步提升语言能力。同时，通过将语言学习与其他学科结合，学生不仅能够提升英语水平，还能在数学、科学等学科中逐步适应英语教学的节奏，确保他们不掉队。

04

教育无止境，互学互鉴共前行

Conclusion: Education Has No Limits, Growing Together

This visit was not only a friendly inter-school interaction but also a collision of ideas and sharing of teaching wisdom. Principal Liu engaged in discussions with the HPA management team on various topics, including teaching models, curriculum design, students' international perspectives, home-school communication, and teacher management.

1. Bilingual, Biliteracy, and Bicultural Teaching Model: Building a Global Education Framework

In this regard, Dehong School's experiences provide us with invaluable references. The principal pointed out that cultivating students with bicultural understanding is not only a teaching goal but also an essential pathway to shaping future global leaders.

During the exchange, Principal Liu emphasized the role of curriculum design in developing student capabilities.

At the primary school level, it is crucial to focus on cultivating students' concentration through gamified teaching methods and interactive classrooms, helping students unconsciously enhance their attention spans. In middle school, the curriculum should emphasize the ability to solve problems independently.

Principal Liu detailed an interdisciplinary project where students simulated an international conference to tackle real-world issues like global warming and poverty. Throughout this process, students not only learned how to analyze problems but also developed teamwork and independent thinking skills. During the exchange, the principal also shared their "externalization of capabilities" strategy. For instance, Xi'an Dekang School utilizes large extracurricular events like drama festivals and science exhibitions to help students showcase their abilities in practice. As Principal Liu said, "These skills are externalized through continuous practice, enhancing students' confidence and laying a solid foundation for their future development."

3.Combining Interests Expansion with International Perspective: Opening the Door to Globalization for Students

Within the framework of international education, Principal Liu introduced how Dehong School helps students expand their interests and enhance their learning capabilities through courses and activities.

Combining interests expansion with the cultivation of an international perspective is a significant feature of international schools. The principal mentioned that the school engages students in real-life contexts through international exchange programs, overseas study tours, and cross-cultural collaborations, igniting their interests in global issues. Additionally, the school emphasizes reinforcing learning capabilities to ensure that students have sufficient knowledge reserves and logical thinking skills to tackle the challenges of globalization.

Principal Liu provided a practical example: students designed sustainable development proposals during a global environmental project and presented these plans to experts at the United Nations. This experience not only broadened students' horizons but also allowed them to engage meaningfully in international affairs, understanding the responsibilities and challenges within a global context.

Furthermore, regarding supporting ESL students' language development, Principal Liu shared special experiences. Dekang School adopts flexible and diverse support strategies for students with weak English foundations (ESL). The principal specifically mentioned that they assist students in gradually improving their language skills through personalized tutoring and bilingual teaching. Additionally, by integrating language learning with other subjects, students can enhance their English proficiency while adapting to English instruction in subjects like mathematics and science, ensuring they keep pace.

4.Conclusion: Education Has No Limits, Growing Together

Principal Liu's sharing of the "bilingual, biliteracy, and bicultural" teaching model emphasizes the integration of language proficiency and cultural understanding, highlighting the need for us at HPA to cultivate students' cross-cultural communication skills in response to the growing challenges of globalization. Furthermore, the focus on real-life applications in curriculum design and the emphasis on capability development—particularly in independent problem-solving and teamwork—greatly inspire us. These concepts provide new directions for HPA’s educational reforms, enabling us to nurture more well-rounded and innovative students.