上海德宏與陳毅媛老師攜手助力學生“做最好的自己”

今年，不少杰出的教育者加入了德閎大家庭。其中，上海德閎學校的高中項目協調員——陳毅媛老師，已與高中部的老師們一同努力，在同學們的高中階段扮演重要的角色，引領他們踏上更為廣闊的知識探索之旅。

陳毅媛 高中課程項目協調員

“教學中的每個環節都必須以學生為中心。清楚地了解每位學生在個人興趣、偏好、能力優勢、思維角度，學習方式、學習動機等特性，才能因材施教，滿足學生的個性化學習需求。我的職責是通過多方觀察、仔細聆聽、互動交流，與學科老師及班主任團隊及時分享學生的學習體驗及反饋，并通過團隊協作提高教學質量，進而支持到每位學生個性化的全人發展。”

廣西師范大學學士學位

擁有15年海外國際學校的國際課程教學經驗, 包括: IBDP中文A文學課程、中文B語言課程，IBMYP中文語言課程；國際普通中學教育文憑（IGCSE）全球視野課程 (Global Perspective)，中文B語言課程。

擁有超過5年的大學預科課程協調員和顧問教師經驗，以及豐富的IBDP和IGCSE課程領導經驗，并擔任過IBMYP 個人項目 (Personal Project) 的協調員

獲得劍橋國際教育中文在線認證考官以及評審員資質

您是如何將自己的教育理念應用到工作中？

在海外國際學校15年的工作經歷對我的教育理念產生了深遠的影響。那里的學校、老師與家長都非常注重孩子的個性化發展，鼓勵每位孩子通過廣泛的學習體驗過程，全方位深入了解自己的多面性。學生在整個學習過程中扮演著主導者的角色，在不斷的試錯中成長得越來越優秀、成熟、自信和獨立。看著學生們成長的無數個瞬間，讓我深刻的明白自己作為老師的職責。我堅信 “每一位學生都是獨一無二的成功學習者”，他們需要被理解、被鼓勵、被相信。

麻省理工大學有一個特殊的傳統：讓每屆入學的新生提名一位對他們個人成長“最具影響力的老師”。今年7月回國前的一天，我收到一封麻省理工入學辦公室的來信。信中感謝我在一位學生成長的路上帶給她的正向影響力。彼時的她在分數與個人興趣之間彷徨。我告訴她傾聽自己內心的聲音，勇敢嘗試全新的學習體驗，把時間與精力投入到對自己更有意義的事情上，并堅定的相信她一定能做到。她在拓展論文成果分享會上喜極而泣的發言場景至今讓我印象深刻，她回顧到：“正是那段挑戰自我的經歷讓我明白了學習過程中付諸努力、經受煎熬對最終實現自我成長與突破的價值與意義。”

這讓我深感身為教育者的一言一行對學生產生的影響可能是終生的，他們或許會在未來的某個時刻回憶起那些帶給他們力量的點點滴滴。我希望在今后職業的道路上能繼續帶給學生們積極向上的能量，為他們成為“充滿自驅力的終生學習者”盡一份微薄之力。

現在是一個充滿變化和挑戰的時代，您從業過程中有哪些令您印象深刻的經歷？

擔任國際文憑大學預科課程協調員后的第一個大挑戰是開始籌備國際文憑大學預科（DP）課程評審團對學校的5年課程評估。當時國際文憑組織剛發布了最新的2020版《項目標準與實施細則》，可以借鑒的資料和經驗非常有限。我需要選擇并決定學校采用新版還是舊版的評審標準。我毫不猶豫地選擇了新版，因為墨守成規求穩用舊版標準就不能實現通過5年評估來推動促進學校課程設計、完善及實施的長線發展目標。最終我們成為全球首批使用新版評審標準成功完成并通過評估的學校之一。

那段經歷是我從事國際課程教育、職業成長最迅速的一個時期。一方面需要投入大量的時間和精力全面地解讀、深入剖析新版評審標準的框架與課程實施要求的各項細則，另一方面需要分階段逐步推進整個教師團隊的項目安排，在保證高質量的日常教學活動同時，有條不紊的完成評審所需提交的大量課程文件及各項自評工作。那段帶領團隊通過協作探索學習，并最終實現教學質量提升的經歷對我職業成長的意義非凡。

您已經在上海德閎工作了一段時間，對于上海德閎有了初步的了解，未來你打算如何在上海德閎的舞臺上展現自己的才華和激情？

上海德閎的高中已經建立了一套完整的框架，師資隊伍也非常優秀。在此基礎上，我們將加強學科團隊內部及跨學科團隊的協作，從教學內容、概念理解、學科技能發展、跨學科知識的融合與運用、學生學習體驗、形成性評估和總結性評估的有效性以及綜合學習能力培養等方面全面加強課程的銜接性與整和性，提升學生的學習體驗，最終提高學生們在統一評估中的整體表現。

此外，我們將持續為家長和學生開設各種形式的工作坊，提供深入了解德閎高中項目的機會與平臺。我們會通過高中各學科的學術成果展，鼓勵學生們分享、討論自己的學習體驗，在反思學習過程中收獲個人成長。這些活動也為學生提供了練習表達、交流能力的舞臺，鼓勵他們通過互動、協作的方式走出自己的“舒適圈”，嘗試新的方法，探究新領域，掌握學習的主導權，實現自驅學習。

我們希望助力每位學生在學術知識、學習態度和學習能力等方面全方位的提升。

高中作為承上啟下的一個階段，如果能把握好這三年的時間，同學們未來的求學之路將會更為順暢。您覺得學校在這方面能為學生提供哪些幫助呢？

熟練掌握語言，良好的聽說讀寫能力無疑是學習所有學科的基礎，因此我們的英語老師團隊投入了大量的時間和精力，使用多樣的教學方法和評估方式，提升學生們的語言水平。

作為一所從小學到高中的一貫制學校，學校的課程體系一脈相承，每個階段的學習都為下一個階段打下堅實的基礎，因此每個階段的學習過程都非常重要。我們在課程設置的銜接上充分考慮到學生在每個階段需要持續發展和提升的各種學習技能。高中階段的教學不僅注重探究知識的廣度與深度，更重要的是培養學生的各種學習技能，為大學以及職業生涯階段的學習做好充分的準備。

面對大學招生官，學生的個人軟實力非常重要，比如：領導能力、時間管理能力、團隊協作能力、人際交往能力、創造性思維能力等等。因此，我們會特別關注這些綜合能力的提升，創造多元化的實踐機會，為學生們提供展示自己才能的舞臺。鼓勵學生們參加學生會競選、組織運動會、開設啟迪活動，參與音樂節的表演等等，支持學生的全人發展。我們以“學生成長”為使命，一路前行，幫助他們實現個人成長并順利適應未來不斷變化的全球環境。

展望未來，我們期待陳毅媛老師與上海德閎攜手前行。在這個充滿活力和熱情的大家庭里，我們會培養出更多善于思考、有創新能力和具備國際競爭力的未來公民。

Working alongside Ms. Chen to help students excel

This year, Dehong welcomes several exceptional educators, including IB Coordinator, Ms. Chen. She has collaborated closely with high school teachers and serve a crucial role during students' high school years, guiding them through an expansive intellectual journey!

Ms. Chen IB Coordinator

"Teaching and learning must be centered on the holistic and well-round development of individual students. Every student is unique in terms of personal interests, strengths and weaknesses, learning preferences, and motivations. It is my responsibility to observe, communicate and understand the needs of each student and develop suitable strategies to support their growth physically, mentally, emotionally, and socially."

Bachelor of English at Guangxi Normal University
15 years of teaching experience in IB Programme including DP Chinese A literature course, MYP, and DP Chinese B courses

Over 5 years of leadership experience in the roles of DP and IGCSE Curriculum Coordinator, extensive experience leading DP and IGCSE courses
Certified online examiner/ moderator for Chinese language of Cambridge International Education

How do you apply your educational philosophy to your work?

My 15-year tenure as an educator in international schools abroad has profoundly influenced my educational philosophy. I've observed a significant emphasis on nurturing the individuality of each child, promoting self-acceptance and personal growth through diverse learning experiences. As a teacher, I've come to understand the importance of comprehending the unique needs and challenges faced by each student. I stand by the conviction that every student is unique and capable of success, deserving of understanding, encouragement, and belief.

MIT honors a unique tradition where freshmen may nominate a mentor who has been pivotal in their personal development. Last July, an unexpected letter arrived from MIT, expressing gratitude for my influential role in a student's journey. Interestingly, I had not taught her specific academic subject. She faced a dilemma between assured high grades with a business essay and pursuing her passion for math, which posed a riskier path. I encouraged her to heed her inner voice, embrace the challenge, and pursue what truly resonated with her. She triumphed, and I still vividly recall her tearful, joyous presentation of her math essay results, a testament to her hard work and dedication. She reflected, "Challenging myself taught me the value and importance of effort in learning, which ultimately led to personal growth and breakthroughs."

This experience reinforces the lasting impact that educators can have, shaping students' future moments of reflection and strength. Moving forward, I aim to continue imparting positive energy to my students, inspiring them to become self-motivated lifelong learners.

We are in an era marked by transformation and challenges. Reflecting on your career, which experiences have been particularly memorable for you?

Taking on the role of IB Coordinator, I was immediately faced with the formidable task of preparing for the school's five-year IB programme evaluation. Coinciding with the release of the 2020 edition of the Programme Standards and Regulations, we had to navigate through scant resources and experiences. I decisively opted for the new accreditation standards despite the comfortable familiarity of the old, aiming to guide our school's curriculum development over the upcoming five years. Our school emerged as one of the first globally to successfully complete the five-year evaluation under the new criteria.

This endeavor marked a period of intense professional growth for me as an international curriculum educator. It necessitated an exhaustive interpretation of the new standards and a deep dive into programme requirements. The process not only deepened the understanding among parents and students of the IBDP programme's long-term value but also significantly elevated the teachers' quality. Leading my team in this collaborative and explorative venture has been an invaluable contributor to my professional development.

Having worked at Dehong Shanghai for some time, you've gained an initial understanding of our school. Moving forward, how do you intend to demonstrate your skill and enthusiasm here?

The high school at Dehong Shanghai stands on a solid foundation with a well-established framework and distinguished faculty. Building upon this, we aim to enhance collaboration among and between subject teams. Our goal is to refine the synergy of our secondary curriculum, ensuring content alignment, conceptual clarity, skill development across disciplines, and effective integration of interdisciplinary knowledge. By doing so, we seek to amplify learning experiences and bolster students’ performance in the International Baccalaureate.

We will also maintain a programme of workshops for parents and students, providing platforms for deeper insight into the Dehong high school curriculum. Facilitating academic achievement exhibitions will allow students to reflect on their learning, personal growth, and the opportunity to showcase their knowledge across various subjects. These events give students a chance to showcase their expression and communication talents, encouraging them to embrace new challenges, methodologies, and areas of study. By stepping out of their comfort zones and adopting interactive, cooperative strategies, they take greater responsibility for their education and move towards self-driven learning.

Our commitment is unwavering: to support each student in advancing their academic knowledge, attitudes, and abilities, ensuring that they are well-equipped for the demands of higher education and beyond.

High school represents a pivotal phase in education. If students effectively utilize these three years, they pave the way for a successful academic future. In your view, how might the school further assist students during this critical period?

We emphasizes that a strong grasp of languages is fundamental to learning across all subjects, prompting our educators to dedicate substantial time and resources to employing various teaching methods and assessments to enhance students' language abilities.

Aligned as a continuous school from elementary through secondary education, the curriculum is systematically structured, with each stage setting a solid foundation for subsequent learning. The curriculum accounts for the evolving learning skills required at each level. For example, the secondary curriculum aligns with national standards while integrating international elements, enriching learning experiences, promoting interdisciplinary application, and focusing on competency development. This strategic approach eases the transition into the senior secondary curriculum.

At the senior secondary level, the emphasis extends beyond academic rigor to include a broad spectrum of learning skills, critical for both university preparation and lifelong career development. These encompass research, thinking, social, self-management, communication skills, and overall learning autonomy.

Understanding the importance of personal soft skills in the context of university admissions, we place high importance on nurturing competencies like leadership, time management, teamwork, interpersonal and creative thinking skills. We create diverse opportunities for students to showcase their talents, fostering their holistic development. Activities such as running for Student Council, organizing sports days, leading inspirational ventures, and performing in music festivals are encouraged to bolster their overall growth. Our commitment lies in nurturing “Growing Students,” equipping them to thrive and adapt in a dynamic global future.

As we gaze toward the horizon, we eagerly anticipate Ms. Chen joining forces with Dehong to nurture a vibrant and passionate community. Together, we aim to cultivate future generations who excel in critical thinking, creativity, and international competitiveness.

以上就是《上海德宏與陳毅媛老師攜手助力學生“做最好的自己”》介紹。