7位博士“卷”进深国预当老师，“博士天团”实力出圈！

教育是“爱”的事业，也是“专业”的事业。无论教育如何变革，教师的专业素养始终是教育教学的源头，有了这个“活水源头”，教育才能长久健康地发展。今天的教师，既是思想的引领者，同时又是自我生命与精神的变革者，必须要把对教育的研究，作为最重要的工作，并站在专业的立场上去启发学生、引导学生、帮助学生。

Education is about love and is also about professionalism. No matter how education changes, the professional quality of teachers is always the source of education. With professional teachers, education can healthily develop for a long time. Teachers today both lead students' minds and help to shape their personalities. We must take education as the most important job, and adhere to a professional standpoint to inspire, guide, and help students.

本期，我们邀请了深国预7位博士老师，为大家分享他们各自在国际教育界五年至二十年的经验与思考。他们的分享里，有个体成长故事，有时代教育的变迁，也有至高的教育情怀和教育理想。邀你走进其中，一同感受。

At this time, we have invited 7 teachers with doctoral degrees from SIFC to share their experience and thinking in the international education field. In their sharing, there are personal growth stories, educational changes of the times, and rich experiences and feelings about educational ideals. Let’s read and experience it together!

01

为什么选择来到深国预？

Why choose SIFC?

Kennis：我在国际教育领域有着二十多年的经验。在我眼里，深国预的魅力在于它的包容性，容纳来自不同国家、有着不同文化背景的老师。我们在深国预交流、碰撞，有一分热，发一分光，为同学们撑起一片学术天地。

As a educator who has worked in the international education front for more than 20 years, in my opinion, the charm of SIFC lies in its inclusiveness, accommodating teachers from different countries and with different cultural backgrounds. We communicate and study from each other here, and support an academic atmosphere for our students.

David：让我们喜闻乐见的是，越来越多有博士学历的教育工作者加入到深国预来。我认为大多数拥有博士学位的人都非常重视教育。这也意味着他们有着激励年轻一代的激情，他们愿意去挑战那些固有的认知模式，并着眼于改变未来。

We are delighted to see that more and more educators holding a Ph.D. joined SIFC. I think most people holding a Ph.D. highly value education, this means they want to encourage the next generation, challenge preconceived ideas and find a better way to do things in the future.

Tracy：我自己也是美高毕业，所以对于美国的高中体系是有亲身体验的。在美国的大学里，我教授过10余门数学专业课程比如微积分，三角函数，微分方程等，也教过教育方法和教育心理学的课程，学生主要是未来意向做老师的学生以及本身就在高中教课的进修研究生。所以我一直以来的研究方向和兴趣都是在初高中教育。当决定回国之后，来到国际学校任职也是我对自己的规划。之所以来到深国预，主要是认同傅院长的教育理念，教育就是“唤醒”。这是一所教育家创建的国际学校，深国预鼓励的教育方法在充满创新意识和活力的同时，也更有文化底蕴，更适合新时代的青少年。

Graduated from high school in the US myself, I personally experienced the American education system and am familiar with the advantages of such curriculum. In universities in the US, I have also personally taught more than ten different mathematics courses such as Calculus, Trigonometry, and Differential Equations. In addition, I have taught educational methods courses and educational psychology courses in the School of Education. There, my students are mainly pre-service teachers and graduate students who are studying their masters degrees in education while teaching in high school at the same time as their professional development. So my research direction and interests have always been in secondary education. Upon my decision to return to China, it was natural that I chose my career working in International schools. The reason why I came to SIFC is mainly because I believe the same thing our founding principal Fu’s educational values: education is awakening. SIFC is an international school founded by a true educator, therefore, here at SIFC we promote teaching strategies placed emphasis on not only innovation and vitality but also cultural heritage, hence, more beneficial for youth in the new era.

Richard：在我的家族中，很大一半的家庭成员是 K12 老师。我从他们那里学到了很多关于教学的知识，从教学方法到道德准则。我在英国待了近 10 年，从英国回来后仅仅几个月就遇到了深国预。这里有着真正的、友好的国际化环境，可爱而才华横溢的学生让我度过了愉快的时光。

Partially because of my family tradition, in my extended family, a large half of the family members are K12 teachers. I have learned much about teaching, from pedagogy to ethics, from them. I encountered SIFC just a few months after returning from the UK where I have stayed for almost 10 years. The friendly and truly international atmosphere and the adorable and talented students have made my stay enjoyable.

Yvonne：我是在机械学习的学术环境中长大的。虽然顺利通过了高考并进入了中国顶尖大学之一，但在开启博士学位的学习之旅时，我遭遇了严峻的挑战。进入 21 世纪，学生和教师都需要预见未来的不断变化和未知挑战。面对这些未知的挑战，学生需要通过积极的学习环境培养批判性思维和推理能力，也需要真实世界的学习体验。在深国预，我们的使命、愿景和目标与我的教学理念相一致，因此我来到了这里。

I was brought up in an academic environment that encourages route learning. Although having successfully passed my GaoKao examinations and gaining admission into one of China's top universities, I found steep challenges when I went abroad to continue my journey during my Ph.D. Being in the 21st century, students and teachers alike need to anticipate constant change and unknown challenges of tomorrow. In face of these unknown challenges, students need to develop critical thinking and reasoning skills through a positive learning environment that provides them with an authentic learning experience. Here at SIFC, our mission, vision and objectives are aligned to my ideology, and hence I came here believing that we have the same mission.

Kevin：我很认同深国预的办学理念：融汇中西、坐言起行。我也相信，如果学生能够做到集合中西方文化各自优秀的部分，融汇贯通，有自己的独立人格，具备积极向上的价值观，并且有完成自己目标的行动力，这对学生而言将会终生受益。

I agree with the school motto: Combining China and the West, in words and actions. I also believe that if students can integrate the excellent parts of Chinese and Western culture, possess their own independent personalities, keep positive attitudes, and devote themselves to achieving their goals, it will benefit students all their life.

02

你的经历可以为深国预带来什么？

What can your experience bring to SIFC?

David：在摩根大通工作期间，我作为长期的学习者、各种公司和行业的顾问，观察到中国的快速变化，这可以帮助学生了解世界的风云变幻以及如何适应变化。让他们更深入地了解商业和世界的运作方式。

My experience as a long-term student, and consultant to various companies and industries while working at JPMorgan and even here watching the rapid changes in China can help the students understand how fast change occurs and how to adapt. Give them greater insights into how not only business but the world works.

Richard： 我受过社会学家的教育，并且深刻地理解现实社会比书本所能捕捉的要复杂得多。在我的课程设计上，借鉴了我作为研究员的经验，试图培养学生的实践能力，比如严谨的观察力、批判性思考和科学精神。我们在实践中思考和研究，而不仅仅是去理解空洞的理论概念和撰写论文。当然，这些东西也很重要，但可以留给学生在大学阶段继续深造。与高等教育相比，中学教育是启发式和鼓励式的，让学生对课程内容中提到的学科有一定的认识，为他们打开通往更大知识世界的大门。

I am trained as a sociologist and understand deeply that the real society is much, much more complex than what can be captured by books. In my course design, I drew on my experience as a researcher to try to cultivate students’ practical skills, such as rigorous observation, critical and scientific thinking, and research-in-action, rather than a mere intellectual understanding of empty theoretical concepts and writing essays. Of course, these things are also important but can be reserved for students’ further study at the university level. Education at the secondary level, compared with the tertiary university level, is more heuristic and inspirational, to have the students develop some awareness of the subjects mentioned in the course content, to open for them the door to a larger world of knowledge.

Yvonne：我接受过 IBDP 教师培训，除了在课堂上教授内容知识外，我会引入诸如科学本质 (NOS)、知识理论 (TOK) 和跨学科课题，以帮助学生获得批判性思维技能并建立跨学科思维。

Being previously trained as an IBDP teacher, apart from teaching content knowledge in my classroom, I inculcate elements such as the nature of science (NOS), theory of knowledge (TOK) and use of interdisciplinary content to help students gain critical thinking skills and see issues across subject disciplines.

Wendy：我相信，在世界各地演奏多种风格音乐的丰富专业经验可以为深国预带来全球化的视角。我的学生可以像那些在纽约市演唱过歌剧首演、在意大利演唱过、在拉斯维加斯的主要舞台上表演过多个音乐剧角色等等的人学习。他们可以理解并从我自己的音乐经历中学习，成为具有全球视野的艺术家。

My vast professional experience performing many styles of music in many places around the world brings a very global perspective to SIFC. From me, my students can have the advantage of learning from someone who has sung premieres of opera in New York City, Sang recitals in Italy, performed multiple musical theatre roles on the main stages in Las Vegas and so much more! My experience becomes something I share with them—so they too can understand and learn from my own musical experiences.

Kevin：我没有特别丰富的人生经历，但我自己成长的经历会让我不自觉的给学生传递一种价值观：充分的探索各个科目，发现其中的乐趣，了解自己的性格、能力点，明确自己学习的目标，最最重要的是学会延迟满足。成功可以是考上常春藤大学，但也可以是找到自己人生的定位并为之努力。

I don't think I have any single special good experience, but I think my own growth experiences will let me unconsciously pass to students my values, that is to guide students to fully explore the subjects, find the fun, understand their character, ability, specify their learning goals, the most important thing is that students should learn to delay gratification, success can be being admitted to an ivy league university, but also can be to find their life passion and excel at it.

03

在深国预，有什么新的思考？

At SIFC, what new thinking do you have?

Richard: 在大学里，教师也是优秀的科研人员，他们的研究成果可以直接反馈到教学实践中。在K12阶段，我需要花更多的时间研究教学法，了解特定课程的结构和基本逻辑，而不是沉迷于研究只有我感兴趣的科目，以更好地指导和激励学生学习。它是一门先进知识的交流艺术，根据学生的需要定制知识，以获得更全面的教育体验。

At the university, teachers are also excellent scientific researchers, whose research outcomes can directly feed into teaching practices. At the K12 level, instead of indulging myself in researching the subjects that only I am interested in, I will need to dedicate more time to researching pedagogy and understanding the structure and essential logic of particular curriculum, to better advise and motivate the students to learn. It is the art of communication of advanced knowledge, to tailor the knowledge according to the student's needs for their fuller experience of education.

Yvonne：在深国预，我们有美高和英高的课程可供选择。尽管两个教学大纲的内容覆盖范围不同，但重要的是让学生学会知识迁移的能力。进入21 世纪的物联网时代，内容知识不再是当今科学教育的重点，因为每时每刻都在产生大量新的内容知识。然而，面对未知的挑战，Geisinger (2016) 提到，当今教育的重点是培养具有知识迁移技能的学生，帮助学生跨越学科边界来解决真实的问题，而不仅仅是死记硬背。深国预的EPQ课程可以实现这个教育目标，我们为学生提供了教学大纲以外的研究技能、认知技能、批判性思维技能和数据分析技能的机会。学生需要大量阅读文献，并找到合适的研究课题。之后，他们还需要设计可行的方案、收集可量化数据，以推理出严谨的科学结论。

At SIFC, we have two programs available - the Edexcel A level and the AP curriculum. Despite the differences in the coverage of content for both syllabi, it is important for students to see that they need to develop transferable skills. Being in the 21st century at an IoT (internet of things) age, content knowledge is no longer the focus in today’s science education as there is much new content knowledge being generated every moment. However, in face of unknown challenges, Geisinger (2016) mentioned that the focus in today’s education is to develop students with transferable skills that are able to help students across a broad range of subject disciplines/boundaries to solve authentic problems instead of just remembering content knowledge. SIFC's EPQ program achieves this educational goal. The Extended Project Qualification (EPQ) provides students an opportunity out of their content-restrictive syllabus to develop research skills, literacy skills, critical thinking skills, and data analytical skills. Students are required to read voraciously through the literature in identifying a research gap and brainstorming to find suitable research questions. After which they also face the challenge of designing feasible methods and instrumentations to investigate their issue of concern and collect measurable data for analysis in order to reach a conclusive statement that may contribute to understanding or enhancing the current field of knowledge.

Kelvin：我认为自然科学的教学重点应该放在实验或探究上，认同“以学生为中心”的教学方式并付出实践。对于那些缺乏动手能力，或者不擅长合作式学习的同学，老师需要通过与学生沟通，使学生深刻理解我们的教学动机和模式，确保学生知道自己每堂课需要做什么、做到什么程度。数学的话，就是打好基础，与生活实例结合设计一些project，提高课堂活动的参与度。AP科目的话，重点应该放在抓考试核心，同时保证课堂的话题性和趣味性。

For Natural Science, I think the focus should be on the experiment or investigation, the teacher agrees with the "student-centered" teaching method and applies it. For students who lack hands-on ability, or are not good at group learning, teachers need to communicate with students frequently through continuous persistence, so that students can deeply understand our teaching motivation and mode and ensure that students know what they need to do and to what extent to do it in each class. For math, I think it is to lay a good foundation. The teacher should design some fantastic activities common in real life combined with the project aiming to improve the participation of students. For AP subjects, the focus should be on the core of the exam, while ensuring the topicality of material so that the class is attractive.

04

你理想的教育是什么样子的？

What does your ideal

education be like?

Tracy：深国预是一个人才济济的地方，很多老师都有在海外留学的经历。有这样的师资资源，我希望老师们在传授学术知识的同时，更重视对学习能力的培养，力求为学生未来的大学学习做好铺垫，这也是我们正在做的。我们的校园文化更接近海外大学，提早为学生建立一个与海外大学相似的环境，启用更多大学授课方法，鼓励学生用批判性思维来看待世界，解决问题。

SIFC is a place of talents, many of which are with academic educational background overseas. While imparting academic content knowledge, teachers also share their own overseas experiences with the students. Our campus culture is built similarly to cultures in universities worldwide. We put our best effort in establishing an international, diverse, and open-minded environment for SIFC students early on in their lives, implement teaching strategies used similarly at a university level, and encourage students to view the world with critical thinking skills to solve problems. Such an environment will naturally pave the way for our students' future university study.

Kennis：作为教育工作者，我们不能用同一把尺子去衡量孩子的发展。每个学生都有不同的个性和特长，我们要因材施教，让每个学生都能在优势领域发光发热。我相信，个性化教育能让每个学生都成才。

Kennis: As educators, we can't use the same ruler to measure the development of children. Every student has a different personality and specialty. We should teach students in accordance with their aptitude so that every child can shine in their field of study. I believe that personalized education can make every child successful.

Wendy：深国预国际音乐中心让我们的音乐学生成为具有全球视野的艺术家。深国预是他们的起点，从这里他们可以去世界任何地方。我希望所有学生在接受了深国预的音乐教育后，都能对自己音乐家和表演者的身份充满自信。

The SIFC Music Arts Center prepares our music students in becoming artists with a global perspective who can go abroad and continue their studies in music! SIFC is the starting point for them and from here they can go anywhere in the world in feel confident in who they are as a musician and has a performer! I would hope that all of our Music students would have this sense of confidence in who they are as a musician after studying here at SIFC!

Yvonne：我将国际教育视为中国背景下的双语教育，它不仅为海外大学提供途径，还有一个显著的特点：学生可以自由选择感兴趣的课程。这个时候，教育工作者应该根据学生个体差异来设计、调整课程，把课程视为一个整体。在深国预，我们会继续前进，开发能培养学生关键能力、提供真实学习体验、能应对未来挑战的课程，让学生真正受益。

Considering international education as a bilingual school within the Chinese context, I see that bilingual international education providers are schools that provide an alternative pathway, particularly for entry to foreign Universities, and that students are given the freedom to choose what they want to study at a very young age through a variety of curriculum. However, in many such contexts, these curricula are taken as a whole without careful thinking or design to what skills our children need for an increasingly unknown future. At SIFC, we missioned ourselves to go ahead and developed courses that are critical and provide an authentic learning experience for learners to face an unknown challenge of tomorrow.

Richard:  通过教育，一个人不仅要在知识和技能方面得到充分发展，在性格和人性方面也要得到充分发展。作为一名社会学家，我希望给学生们一些除了学术知识和技能之外的理想主义视野——而不是被空洞的元叙事所框定，比如爱国主义、民族主义或全球主义，我希望他们能学会“爱”生命和“关爱”社会，就是践行“人类命运共同体”的理念。这意味着他们不仅需要更多地关注自己，还要关注他们日常生活和社会生活中被视为理所当然的社会和人类现象。通过提出更多问题来培养探究精神，例如“为什么会发生某事”或“某事如何运作”。在课堂之外，我希望他们可以多出去走走，用心去感受世界和社会，无论它在不久的将来可能在哪里，关心、互动甚至帮助有需要的人，为建设一个人们更容易成为更好的人的美好社会贡献自己的一份力量。

Through education, a person is expected to develop fully in terms of not only knowledge and skills, but also character and humanity. As a sociologist, I hope to offer the students some idealist vision apart from academic knowledge and skills - instead of being framed in empty meta-narratives such as patriotism, nationalism, or globalism, I wish they can learn to ‘love’ life and ‘care’ for the society, which is to practice the idea of ‘human community with a shared future. This means that they will need to pay more attention to not only themselves but the taken-for-granted social and human phenomena around their everyday social life. To develop an inquiring mind by asking more questions such as ‘why something happened’ or ‘how something worked. Outside of their classrooms, I wish they can go, walk around, and take heart to sense the world and society wherever it may be in the near future, to concern, interact with and even help the needy, and to contribute their part in the building of a good society in which it is easier for people to be good.

在教育家办学的背景下，深国预教育工作者有着最纯粹的教育初心，有崇高的理想，也有重大的责任。这样的理念从创院初期就开始萌芽，十八年来，影响了一代又一代的教育工作者。现在的深国预，已经发展出一批优秀、专业的师资团队，具备1：4的超高师生比，中外教比约1：1，平均教龄8年，海归教师占比达到80%，硕博类高级学位的老师占比70%，除了“博士天团”以外，还有毕业于哥伦比亚大学、剑桥大学、伦敦大学学院、波特兰州立大学、香港中文大学、香港科技大学、香港大学、复旦大学等世界名校的硕士，他们以其广博见识，打开学生的视野和格局。

SIFC has a strong academic atmosphere, and SIFC educators also have the purest educational aspirations. We have common and lofty ideals, as well as great pursuits and great responsibilities. This idea began to sprout when the school was founded, and it has influenced generations of educators. At present, SIFC has developed a group of excellent and professional teachers——our high teacher-student ratio is 1:4, the ratio of Chinese and foreign teachers is about 1:1, and 80% of teachers who have returned from overseas, an average teaching experience of 8 years. 70% of teachers with master's and doctoral degrees. In addition to "Doctorates Team", there are also counselors and teachers who graduated from Columbia University, University of Cambridge, University College London,  Portland State University, Chinese University of Hong Kong, Hong Kong University of Science and Technology, University of Hong Kong and Fudan University, etc.

This year, the establishment of the SIFC doctorates' workshop maximizes the sharing of high-quality resources, improves the quality of teaching, drives the development of scientific research in school. 7 doctoral teachers will guide students to complete scientific research projects and expand their knowledge fields, which not only helps students improve their academic backgrounds but also make connections for future university courses; they also regularly hold expert lectures in SIFC to share their professional teaching and research experience in their own fields. Carry out a series of open courses, and strive to promote the self-improvement of teachers in various disciplines. The educational resources of the SIFC doctorates' workshop will also radiate to the community and the whole of society. In the future, public welfare lectures and scientific research activities for society will be launched to feed back society with high-quality teaching resources.