嘉宾介绍

全球胜任力的理念是让孩子们为登上世界舞台做好准备，包括为日后高等教育甚至是在工作所需做好准备。如今，大多数教育更为关注学生的应试能力，即解决具体问题的能力。而我们所关注的问题更具有广泛性和挑战性，而且也没有所谓的标准答案。学生们必须创造性地思考如何去解答这些问题。

一般来说他们需要通力合作，习惯作为团队的一员相互沟通、分享想法，并对其他成员的提议进行批判性回应以及相互支持。因此在未来，当他们进入企业工作又或是选择创立自己的事业，他们将是富有创造力、深思熟虑，并擅长合作的一批精英，也将能从容地面对任何挑战。

今年，幼儿园与小初高学段同步开展了“全球胜任力项目”，以更好地配合我们的探究单元教学。全球胜任力项目的落地，将帮助我们的孩子收获语言技能、数理逻辑，以及正确的人生价值观。他们也将带着明确目标，更有意义地参与到未来探究单元学习中。

全球胜任力项目的目标，旨在培养孩子成为创造者。例如共同完成一次陈述展示、一张海报，又或是物品的模型。身为老师的我们关注的不仅是创作成果，更要留意他们的创作过程。观察他们是否有互相合作？是否可以将任务合理地分解？而在最终，通过他们的作品去了解他们对于世界的理解，以及他们在这个世界中所扮演的角色。看看他们是如何努力创造出一个更美好的城市、国家，以及更美好的地球。

在幼儿园，全球胜任力项目旨在培养孩子在走向世界、成为知识渊博的世界公民之前，所需求的可迁移技能。我们以IB探究为核心，培养幼儿的语言能力、阅读理解能力、文字创作能力、逻辑思维能力以及价值观，并传授他们在中国及世界各地实现交流以及互动所需的重要核心技能。

自今年9月开学后，弘科未来的全球胜任力项目便应运而生。学生们被积极鼓励以合作的形式参与其中，他们的首要学习目标便是学会如何去分享自己的想法。现在，五、六年级学生的学习任务是去探索不同城市，老师们会通过问题式的引导，例如让他们去构想这座城市的生活是怎样的？人们为何要去游览这座城市？以及它还有哪些独特之处？引导他们提出对于社会发展的见解。

而在接下来的拓展环节，老师们则会带领孩子们围绕联合国17个可持续性发展目标进行进一步的探索。就例如在我的课堂上，我常常会鼓励他们进行头脑风暴、小组合作、海报制作、陈述展示等活动，让他们能够深度接触“污染、新能源、AI、宇宙生命”等世界所面临的一个个难题。这种合作性、多元化的探究将会在极大程度上拉近他们与世界的距离，他们还会在一次次的陈述展示锻炼自身的演讲能力与自信心，并逐渐觉醒作为全球公民的宝贵意识，甚至于开始积极影响周边的人们。

当然在未来，我也希望看到我们与学生继续从事全球胜任力项目的更多探究，对探究过程更加得心应手，并逐渐有机会去尝试更具意义的项目。我还希望这样的项目能够从全球胜任力课室中逐渐走向更多学科，让其他老师也能够见证和理解我们所致力的项目。同时也让学校的其他课堂更具合作性，并逐步开展项目式教学。未来这并不仅仅在小学开展，我对它能够影响和贯穿到其他学科和年级表示由衷的期待。

在本学期幼儿园的全球胜任力项目中，我们更多基于孩子们的首个IB探究单元——健康的生活方式展开。围绕着“人们对生活方式的选择会影响他们的身心健康”的中心思想，我们通过项目式探究调查的方法，以此来帮助孩子建立好奇心、扩充知识储备，甚至于去推动他们学习自驱力的养成。

“我最喜欢吃冰淇淋！这个看着像是巧克力！”

“健康食品和垃圾食品要如何进行分类？”

“水果蔬菜里真的有维生素C吗？我们能看见它吗？”

孩子们与生俱来的强烈好奇心，以及与成年人大相径庭的探究视角，是上天赋予他们去面对学习的最好礼物。围绕着“食物、水、运动、情绪、环境”等展开，作为老师的我们所需要的，只是尽可能去为他们在全球胜任力课程中提供更多的探究角度。

例如水果消消乐，将网络热门游戏带入孩子的现实课堂，让他们以“玩中学”的方式去加深对蔬果英文单词记忆、增强视觉识别能力，以及获取初步的梳理逻辑思维。而在全球胜任力理念的指引下，孩子们还会逐步培养发散性思维，从而探究蔬果与周边世界的紧密联系，甚至是蔬果对于人类生活模式的影响。

幼儿园全球胜任力项目将学习带入了存在更多可能的现实世界。这一举措，允许孩子们在更多社会事件的真实背景下去实践与练习，培养自身多维度的能力。我们也都知道，全球胜任力项目的终点并不是大班毕业，因此最重要的是，孩子们还会通过一次次的思考与反思，去完成软实力的提升与自我价值观的塑造，顺利过渡到更为辽阔的未来成长中。

对我而言最兴奋的莫过于，孩子们从一开始对于学习目标的困惑，到后来转变为“噢原来有些问题的答案并不止一个，这里还存有更多的可能性！”我能看到孩子们在合作中逐步收获了游刃有余、看到他们能够更加尊重不同声音、变得更具礼貌，以及开始乐于从批判的角度去思考问题。当然，还有他们越来越习惯在课堂上用英语交流，以及发现错误并不可怕的真谛，这都让我更加坚定了“边学边实践”的理念。

Guests Introduction

World Ready goes with the idea that we need to get kids ready for the world, ready for the skills they will need later in life, whether in school or the world of work. Most education looks at what one student can do, the ability to answer very specific questions. We look at bigger questions, more challenging questions where there's not one answer. Students will have to be creative and thoughtful about how they will answer this.

They normally will work together, so they get used to working as part of a team, communicating with each other, sharing ideas, criticizing each other's ideas and supporting one another. So later in life, when they're working in companies or starting their own business, they are creative, thoughtful collaborators, capable of taking on anything.

We have created the World Ready Programme this year to be taught in conjunction with our units of inquiry. In the World Ready programme, we teach the children the language, maths and values they will need to engage purposefully and meaningfully with their units of inquiry.

The goal for world ready is that students will normally be producing something. A presentation, a poster, a model of something they have done together. We don't just look at what they produce, we're measuring what they're doing along the way. Seeing are they collaborating? Are they able to divide a task into smaller parts? But in the end, they will produce something showing their understanding of our world and their role in it. Looking at how they can try to make a better city, a better country and a better planet.

Our goal for the World Ready Programme is to teach the children transferable skills that they will need to go out into the world being knowledgeable citizens. We use IB enquiry as the core to develop language skills, reading comprehension, word creation, logical thinking and values in young children, and teach them the skills that they will need to converse and interact with people not only in China, but from across the world.

Our programme has been developing since we opened in September with students spending time in classes working together. They need to get use to how to share their ideas. Now that G5 and G6 pupils are tasked with exploring different cities, teachers are guided through problem-based questions, such as asking them to imagine what life is like in this city? Why do people visit this city? And what else makes it unique? They are guided to develop their own insights into the development of society.

In the next session, the teachers will guide the pupils to further explore the 17 UN Sustainable Development Goals (SDGs). For instance, in my classroom, I frequently motivate them to participate in brainstorming, group assignments, poster creation, presentations, and other activities so that they can get in touch with the challenges the world faces, such as pollution, new energy sources, AI, life in space, and so on. This collaborative and diversified exploration can foster a sense of global citizenship, and they can develop their public speaking skills and self-confidence through presentations and demonstrations, and begin to make a positive impact on the people around them.

In the future, I'd like to see us continue what we're doing with students, getting more comfortable with the process, and as being able to take on bigger projects. I'd also like to see it spread from the World Ready classroom into other subjects, as other teachers see what we're doing and understand how this works and know the students can do it. Other classes can become more collaborative, more project based, and this will not be the only thing that's happening in the school, but i would love to see it spread throughout other subjects and all grades.

In this term's KG World Ready Programme, we are building on the children's first IB unit of enquiry - Healthy Lifestyles. Centred around the idea, which is "people's lifestyle choices affect their physical and mental health", we are using a project-based approach to help children build their curiosity, expand their knowledge, and even push them to become self-driven in their learning.

" I like ice-cream the best! This one looks like chocolate!"

"How do we categorise healthy food and junk food?"

"Is there really vitamin C in fruits and vegetables? Can we see it with our eyes?"

Children's innate curiosity and a perspective of enquiry that is very different from adults is the greatest gift when they facing learning. All we as teachers need to do is provide them with as many perspectives as possible in the World Ready Programme around food, water, movement, emotions and the environment.

For example, Fruit Elimination, a popular online game, is brought into the real classroom, allowing children to deepen their impression of fruit and vegetable words, enhance their visual recognition skills, and acquire initial logical thinking through "game-based learning". Under the guidance of the World Ready concept, the children will gradually develop divergent thinking, so as to explore the close connection between fruits and vegetables and the world around them, and even the impact of fruits and vegetables on the pattern of human life.

The KG World Ready Programme brings learning into the real world where there is more reality and more possibilities. This initiative allows children to practice in the context of more realistic social events and to develop their multidimensional competencies. As we all know, the Wrold Ready Programme does not end with the graduation of K3, ultimately, the children will be able to improve their soft skills and self-esteem through thinking and reflection, and make a smooth transition to their next step of growth.

It's been exciting this year watching students come in a little confused about what we wanted, and starting to say oh okay there's not one correct answer, there's all these possible things we can do. Seeing students get very comfortable working together, seeing them get more respectful, more polite and more about giving criticism and more open to receiving it. And especially seeing them getting more comfortable communicating in English, finding that it's okay to make mistakes, it's fine we're open to them learning as they go.