上海德宏与陈毅媛老师携手助力学生“做最好的自己”

今年，不少杰出的教育者加入了德闳大家庭。其中，上海德闳学校的高中项目协调员——陈毅媛老师，已与高中部的老师们一同努力，在同学们的高中阶段扮演重要的角色，引领他们踏上更为广阔的知识探索之旅。

陈毅媛 高中课程项目协调员

“教学中的每个环节都必须以学生为中心。清楚地了解每位学生在个人兴趣、偏好、能力优势、思维角度，学习方式、学习动机等特性，才能因材施教，满足学生的个性化学习需求。我的职责是通过多方观察、仔细聆听、互动交流，与学科老师及班主任团队及时分享学生的学习体验及反馈，并通过团队协作提高教学质量，进而支持到每位学生个性化的全人发展。”

广西师范大学学士学位

拥有15年海外国际学校的国际课程教学经验, 包括: IBDP中文A文学课程、中文B语言课程，IBMYP中文语言课程；国际普通中学教育文凭（IGCSE）全球视野课程 (Global Perspective)，中文B语言课程。

拥有超过5年的大学预科课程协调员和顾问教师经验，以及丰富的IBDP和IGCSE课程领导经验，并担任过IBMYP 个人项目 (Personal Project) 的协调员

获得剑桥国际教育中文在线认证考官以及评审员资质

您是如何将自己的教育理念应用到工作中？

在海外国际学校15年的工作经历对我的教育理念产生了深远的影响。那里的学校、老师与家长都非常注重孩子的个性化发展，鼓励每位孩子通过广泛的学习体验过程，全方位深入了解自己的多面性。学生在整个学习过程中扮演着主导者的角色，在不断的试错中成长得越来越优秀、成熟、自信和独立。看着学生们成长的无数个瞬间，让我深刻的明白自己作为老师的职责。我坚信 “每一位学生都是独一无二的成功学习者”，他们需要被理解、被鼓励、被相信。 

麻省理工大学有一个特殊的传统：让每届入学的新生提名一位对他们个人成长“最具影响力的老师”。今年7月回国前的一天，我收到一封麻省理工入学办公室的来信。信中感谢我在一位学生成长的路上带给她的正向影响力。彼时的她在分数与个人兴趣之间彷徨。我告诉她倾听自己内心的声音，勇敢尝试全新的学习体验，把时间与精力投入到对自己更有意义的事情上，并坚定的相信她一定能做到。她在拓展论文成果分享会上喜极而泣的发言场景至今让我印象深刻，她回顾到：“正是那段挑战自我的经历让我明白了学习过程中付诸努力、经受煎熬对最终实现自我成长与突破的价值与意义。”

这让我深感身为教育者的一言一行对学生产生的影响可能是终生的，他们或许会在未来的某个时刻回忆起那些带给他们力量的点点滴滴。我希望在今后职业的道路上能继续带给学生们积极向上的能量，为他们成为“充满自驱力的终生学习者”尽一份微薄之力。

现在是一个充满变化和挑战的时代，您从业过程中有哪些令您印象深刻的经历？

担任国际文凭大学预科课程协调员后的第一个大挑战是开始筹备国际文凭大学预科（DP）课程评审团对学校的5年课程评估。当时国际文凭组织刚发布了最新的2020版《项目标准与实施细则》，可以借鉴的资料和经验非常有限。我需要选择并决定学校采用新版还是旧版的评审标准。我毫不犹豫地选择了新版，因为墨守成规求稳用旧版标准就不能实现通过5年评估来推动促进学校课程设计、完善及实施的长线发展目标。最终我们成为全球首批使用新版评审标准成功完成并通过评估的学校之一。

那段经历是我从事国际课程教育、职业成长最迅速的一个时期。一方面需要投入大量的时间和精力全面地解读、深入剖析新版评审标准的框架与课程实施要求的各项细则，另一方面需要分阶段逐步推进整个教师团队的项目安排，在保证高质量的日常教学活动同时，有条不紊的完成评审所需提交的大量课程文件及各项自评工作。那段带领团队通过协作探索学习，并最终实现教学质量提升的经历对我职业成长的意义非凡。

您已经在上海德闳工作了一段时间，对于上海德闳有了初步的了解，未来你打算如何在上海德闳的舞台上展现自己的才华和激情？

上海德闳的高中已经建立了一套完整的框架，师资队伍也非常优秀。在此基础上，我们将加强学科团队内部及跨学科团队的协作，从教学内容、概念理解、学科技能发展、跨学科知识的融合与运用、学生学习体验、形成性评估和总结性评估的有效性以及综合学习能力培养等方面全面加强课程的衔接性与整和性，提升学生的学习体验，最终提高学生们在统一评估中的整体表现。

此外，我们将持续为家长和学生开设各种形式的工作坊，提供深入了解德闳高中项目的机会与平台。我们会通过高中各学科的学术成果展，鼓励学生们分享、讨论自己的学习体验，在反思学习过程中收获个人成长。这些活动也为学生提供了练习表达、交流能力的舞台，鼓励他们通过互动、协作的方式走出自己的“舒适圈”，尝试新的方法，探究新领域，掌握学习的主导权，实现自驱学习。

我们希望助力每位学生在学术知识、学习态度和学习能力等方面全方位的提升。

高中作为承上启下的一个阶段，如果能把握好这三年的时间，同学们未来的求学之路将会更为顺畅。您觉得学校在这方面能为学生提供哪些帮助呢？

熟练掌握语言，良好的听说读写能力无疑是学习所有学科的基础，因此我们的英语老师团队投入了大量的时间和精力，使用多样的教学方法和评估方式，提升学生们的语言水平。

作为一所从小学到高中的一贯制学校，学校的课程体系一脉相承，每个阶段的学习都为下一个阶段打下坚实的基础，因此每个阶段的学习过程都非常重要。我们在课程设置的衔接上充分考虑到学生在每个阶段需要持续发展和提升的各种学习技能。高中阶段的教学不仅注重探究知识的广度与深度，更重要的是培养学生的各种学习技能，为大学以及职业生涯阶段的学习做好充分的准备。

面对大学招生官，学生的个人软实力非常重要，比如：领导能力、时间管理能力、团队协作能力、人际交往能力、创造性思维能力等等。因此，我们会特别关注这些综合能力的提升，创造多元化的实践机会，为学生们提供展示自己才能的舞台。鼓励学生们参加学生会竞选、组织运动会、开设启迪活动，参与音乐节的表演等等，支持学生的全人发展。我们以“学生成长”为使命，一路前行，帮助他们实现个人成长并顺利适应未来不断变化的全球环境。

展望未来，我们期待陈毅媛老师与上海德闳携手前行。在这个充满活力和热情的大家庭里，我们会培养出更多善于思考、有创新能力和具备国际竞争力的未来公民。

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.

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