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中国人民大学教授，全国著名特级教师，人大附中原教学副校长，人大附中朝阳学校创校校长，深圳荟同国际学校原总校长，教育部“国家级语文骨干教师培训计划”讲座专家，教育部考试中心“全国高考语文试题评价组”成员，北京师范大学“名师培养工程”研究生导师，北京大学考试研究院理事，北京市特级教师评审组组长，全国教育科研杰出校长。

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沈校长：我并不认为应该把国内的高考体制与国际化教育完全割裂化对立来看，因为无论是哪种学习过程或教育方式，其目的都是培养学生智慧、能力、品质、精神等全面发展的手段。

随着教育需求的多样化和全球命运共同体的不断发展，尽管在一个体制内的公办学校里，也有多种课程和各种教育教学方法；在一所民办国际化学校里，也有中西文化、中外方教师的融合。人大附中中外合作项目（ICC）从2004年开始，先后引进了A-Level课程、AP课程和IB课程，成为最早把国际教育成功引入中国教育系统的学校。从当初只有几十人的中外合作项目，发展到今天的800余人，从这个数字上也可以看到当下社会对于教育多样化的强烈需求。

现在很多国际化学校在引进国外先进课程的同时，也在不断开放校门欢迎不同国家的教师和学生来交流和学习。在不断的交流学习过程中，我们对于中外合作学校、国际学校各种不同的教学体系和课内外的活动，对于从高考体系转为留学体系的前后作用，对于中方教师与外方教师的融合、中国课程与外国课程的融合、中外方教育教学方式的融合，都有非常系统的了解和深刻的体会。

我特别想要提醒各位家长的是，对于我们的孩子而言，拥有爱国思想、学好中国文化非常重要，这是他们的根，无论未来是在世界的任何地方学习或生活，拥有国际视野固然重要，但扎根中国才是立足之本。这也是我特别认同青苗国际双语教育的原因和理由，培养孩子们放眼全球的同时，始终坚持中国情怀，安放好每个孩子的中国心。

Mr. Shen: I don’t believe in looking at the NCEE system and international education as two conflicting models. No matter what learning process of teaching methods, the goal is to cultivate students’ holistic development including wisdom, capabilities, qualities, and mentality etc.

As the demand for diversified education and the global community for a shared future continue to develop, even in a public school there can be more than one curriculum and teaching methods, just like in a private international school you will find the integration of the Chinese and western cultures and teachings. Since 2004, the RDFZ ICC project introduced A-Level, AP and IB curriculums, which was the first time a Chinese public school successfully brought in international education. From a small project with less than 100 people to 800+ participants now, the strong demand for diversified education nowadays is apparent.

Many international schools are introducing foreign curriculums and welcoming teachers and students from other countries to work and study in China. As we communicate with them, we have gained a profound understanding on how to manage a China-foreign cooperative school, how to organize different teaching program and activities in an international school, how to integrate the NCEE system with overseas education, and how to fuse Chinese and foreign teachers and teaching methods etc.

I’d like to remind all parents that it’s extremely important for our students to love our country and to understand our own culture, for it’s their roots. No matter where they travel, study, or live in the future, their global vision must always be built on Chinese cultural roots. This is what I agree with the bilingual education of BIBS – a school with Chinese heart.

沈校长：想要把孩子“教进名校”，教师本身当然最好能具备“学在名校”的经历和经验。因此我们在筛选教师的过程中，首先会看教师的简历，是否毕业于清北、985、211或世界名校，看其是否具备良好扎实的专业学科素养。

当然，简历漂亮、毕业于名校、有良好扎实的学科素养并不意味着这一定就是位好老师。我曾把教师成长概括为“三种境界”：

第一境界，即“站上讲台”，教师站上讲台，就必须对自己所授课程有真切的了解，能够娴熟无误地传授本学科的知识。

第二境界，即“站稳讲台”，教给学生正确的学习方法、解析思路、技巧以及总结学习的规律，让学生不仅知其然，更能知其所以然。

第三境界，即“站好讲台”，培养学生主动思考、自主学习的能力，具备跨学科、项目制、探究式、批判性思维的能力，能够触类旁通、举一反三，理论联系实际，解决问题。

其实，在实际的教学工作中，我们也能发现，中国教师往往在第一和第二两个方面做的好，但在第三方面总是难有突破。而外国教师恰恰相反，他们在第三方面比较擅长，却在前两个方面缺少扎实和精准的感觉。那么在我们的国际双语学校里，通过中外教联合备课、合作教学的方式，就可以很好地实现取长补短，相得益彰。

Mr. Shen: To help our students enroll top universities, our teachers should hold matching experience. We tend to choose teachers from the best universities such as PKU, TSU, 985, 211, or world top colleges.

Of course, a strong resume does not guarantee a good teacher. I used to categorize the growing of teachers into 3 levels”

Level 1: to truly understand the subject field one is teaching, and to teach the knowledge masterfully and accurately to the students.

Level 2: to teach the students with correct learning methods, problem-solving ideas, skills, and rule summarizing abilities, so the students understand the know-how and why.

Level 3: to inspire students’ active thinking and learning abilities, help students obtain interdisciplinary, project-based, inquiry, and critical thinking skills, and develop students to make connections between theoretical knowledge and real-world issues, and eventually solve them.

In fact, in daily teaching we usually find a Chinese teacher does better one level 1 and level 2, but cannot make much breakthrough on level 3. While a foreign teacher can be other way, very good at level 3 but lack of the fundamentals on the other 2. In an international bilingual school like us, we can make the best by integrating the Chinese and foreign teachers’ strong points.

沈校长：记得上世纪八十年代，我担任湖北省高考作文阅卷组组长时就发现，每年几十万考生的语文试卷中很难发现几篇像样的好文章。当时在作文教学中，普遍存在一种“重技巧、轻认识”的现象。但是好的文章绝不是一些华丽辞藻的堆砌，而应该是言之有物、言之成理，思想饱满，内容充实。为了提高学生的思想认识能力，我把哲学思想引入作文教学之中，进行了“用唯物辩证法指导学生写作”的教改实验，取得了很好的效果。当别的考生在高考考场上面对富有哲学命题的作文一筹莫展时，我的学生却能够驾轻就熟，一挥而就。当语文教材删掉了逻辑知识后，我仍然坚持给学生开设《形式逻辑》讲座。其实，这些年的语文高考和公务员文论考试题里都有逻辑知识。

我从来都认为，学语文的目的不是应对高考，无论是我们的老师还是学生，都应该形成“大语文教育观”的意识。语文课不能只讲语文，而应与文学、史学、哲学、逻辑学、伦理学等社会学科相结合，与自然学科相结合，与社会生活、生产实践相结合。学生基础扎实，视野开阔，自然也就具备了强大的思考能力和表达能力。

当然这些对于教师的综合实力要求就比较高，以我们国际双语学校的语文教师为例，不仅需要教师具备文史哲等学科的强大知识储备，而且还要具备较强的双语能力，从而形成与其他科目的跨学科整合能力。

但是我首先相信中文和中国文化的魅力，五千年文化的源远流长，中华民族智慧博大精深，尤其是这些年，随着中国在国际地位的不断提升，我们的语文课不仅肩负着培养学生文化自信和民族自信的重任，更是要鼓励我们的学生走向世界，将我们的文化之美推向全球。

其次我也相信我们的教师们，在青苗，有一大批学科知识扎实，且兼具全球视野的中文教师，他们很敬业也很勤奋，并且在自己的工作岗位上取得了了不起的成绩。我听说在过去两年的IBDP大考中，35%毕业生在中文考试中取得满分的好成绩，这样的成绩是非常难得的。

总之，我很高兴能够和这样一群优秀的老师们一起，带着过去积累的一些教育经验和体会，在“青苗国际双语学校总校长”这一崭新的身份里，在新学年的崭新开始，和青苗一起去发展，共同打造一所一流的中外文化融合的学校，继续为我们的教育事业做出一点应有的贡献。

Mr. Shen: In the 1980s, I was the director of the Hubei Province NCEE Chinese composition exam group. There were hardly good one among hundreds of thousands of papers. At that time, many students tend to focus on writing skills instead of cognition. Good writing is never about rhetoric but true story, argument, ideas, and content. I introduced philosophy into composition teaching to improve students’ thinking ability. The experiment using dialectical materialism to teach students write received very positive feedback. When many students did not know how to begin with a philosophical question, my students were well prepared and aced it.

I always believed that learning Chinese is not just for the NCEE. Our teachers and students must establish a ‘Big Chinese Education’ opinion. Chinese classes must integrate literature, history, philosophy, logic, and ethics with our Chinese textbook. There should also be connections with natural science, social life, and productions. Students with strong fundamentals and broadened view will naturally be empowered with stronger thinking and expression capabilities.

This certainly requires better teachers. At BIBS, our Chinese teachers are required to be not only very knowledgeable, but also with strong bilingual skills, in order to form interdisciplinary capabilities.

First of all, I believe in the charm of Chinese and Chinese culture, and the profound wisdom we have inherited from our 5,000 years of history. As China’s international standing significantly increased in the last few years, on top of cultivating our student’s cultural confidence and national identity, our Chinese class must also encourage them to go to the world and promote our own culture.

I have faith in our teachers. We have a group of highly professional and knowledgeable Chinese teachers at BIBS. They are dedicated, hardworking, and have achieved tremendous accomplishments in their teaching career. I understand in the last 2 years’ IBDP exam, 35% of our graduates received full scores. This is quite an achievement.

I’m very glad to join this team of excellent teachers. At the beginning of the new semester, I wish to bring my experience and ideas to BIBS, grow with it, develop with it, and make it the best international bilingual school that combines Chinese and western culture. I’m looking forward to making new contributions to China’s education.