要回答这个问题，不妨先从人大附中国际项目创办的初衷说起。世纪之交，当时国内的出国热潮中，逐渐出现了留学生低龄化趋势，很多家长在孩子年龄尚小、对国外生活不是很了解的情况下，就盲目把孩子送到了国外。

面对这种现象，当时人大附中就思考，能不能通过引入国际教育，让我们的孩子在世界观形成之前可以先留在国内，同时我们也可以近距离接触并了解国际教育，通过对比研究，让国际教育助力中国课改，创办熔铸中外教育精华的未来教育。

于是2004年，人大附中开始引进剑桥国际课程AL项目，正式创办中外合作办学项目。随后，我们相继又引入了美国大学先修课程AP项目和IBDP国际文凭课程，我们的学生也从最初的几十人，发展到今天的八百余人。从一开始我们就非常重视对中国教师的培养，通过与外籍教师的联合备课和内部研讨，真正做到你中有我我中有你。这些融会贯通的教育研究和双语师资人才的培养，对于后来人大附中的教育改革起到了很大的滋养和反哺，比如A-Level项目的进阶数学进阶数学与大学数学的深度衔接，IBDP课程的TOK课程对于思维理论的培训……这些特色我们后来都在人大附的选修课中做了很好的补充和拓展。

同时，在多年的对比研究中我们还有一个很重要的发现，就是在IBDP、A-Level和AP这三大国际顶尖课程中都有一些共通点，比如探究式学习方法、项目式研究模式、论文式写作要求等。而这些发现，对于我们无论是创办熔铸中西教育精华的校本课程，还是发展具有中国特色的国际双语学校，其实都具有很大的参考价值。

To answer your question, I’d like to go back to the original intention of the RDFZ ICC project. At the end of the 20th century, there was a strong trend that more lower age students went studying overseas. Many parents blindly sent their young children abroad without knowing the living condition etc.

The RDFZ management team began to consider introducing international education, so our students could stay in China before they formed a complete world view. In the meantime, we got to better understand international education, compare it with the Chinese education system, in order to make improvements.

In 2004, RDFZ launched its international cooperative running school project by introducing the Cambridge AL international curriculum. After that we brought in the US AP and IBDP. Our students developed from a few dozens to more than 800 today. We have always paid attention to training Chinese teachers by joined lesson preparing and internally discussion among Chinese and foreign teachers. These integrated education research and bilingual teacher training program paid back to the RDFZ education transformation in the following years. For example, the A-Level advanced math was intensively connected to the college math, the TOK courses of IBDP was a strong training on theoretical thinking, and etc. These features have been very good supplements and expansion to the RDFZ optional courses.

We also realized in our research, that IBDP, A-Level and AP had commonalities in learning methods, project-based research model, essay writing requirements etc. The findings had been very valuable to either building an integrated curriculum system or running a Chinese international bilingual school.

我认为目前的教育新政恰恰是那些有深厚积淀，并乐于也善于反思的学校的重要机遇，我相信青苗能把握这种蜕变的机会，这也是我加入青苗的重要原因之一。

首先我们要明白，不是只有中国的教育在寻求改革，像A-Level、AP这些国际课程也都在不断探索和改革，寻求更适合未来发展的更科学的教育方法，目前我们还没发现有哪一种教育能让所有家长都满意。

从陆续出台的新政中我们应该可以看到，国家开始更加注重启发和唤醒学生对知识背后的动机问题的认识，注重培养学生真正的想象力、创新力和反思力。未来社会更需要的不应该只是知识的传递，更需要人与人之间的沟通、人文的交流，人的素养及团队的合作，特别是对文化的自信和对社会的理解。而这些不正也是我们一直以来在国际教育中得到的启发吗？

青苗在这些方面本身就有着非比寻常的优势，比如二十多年来所积累的国际双语课程经验、雄厚的中外籍师资实力，以及灵活的小班制教学等，都非常便于我们能够迅速将国家的政策要求和优秀的教育理念转化到教学实践中。而我们要做的，就是运用我们多年来对比研究的中西教育理念，真正服务和造福我们中国的孩子，培养出心理健康、情绪稳定、持之以恒、拥有终身学习和强大抗挫能力、兼具中国情怀和国际视野的优秀人才。

I see the new polices as great opportunities for those schools with strong foundation and reflection spirit. I believe BIBS is ready for the challenges, and this is why I become a member of this wonderful school.

Firstly, we must know it’s not only China seeking for education reforming. International curriculums like A-Level and AP have been exploring and evolving, trying to find the teaching methods that fits the future. As of today, we have identified a teaching concept that satisfies all parents.

From the recent polices we can see the government is paying more attention to inspire students to truly understand the motives behind knowledge, and to cultivate imagination, creativity, and reflection. The future world demands not only delivering knowledge, but also communication, exchanges, and cooperation among qualified people, and the confidence in cultures and understanding on the society. Aren’t these what we have been benefiting from international education?

BIBS has been one step forward. With more than 20 years of international bilingual education experience, strong Chinese and foreign faculty, flexible small class mechanism, all these help us rapidly adapt ourselves to the new policies. What we have to do, is to make use of the integrated Chinese and western education concepts to truly help our students become future talents with Chinese heart and global mindset, mental health, persistence, lifelong learning spirit and power of resistance.

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Being a manager, I work with Chinese and foreign teachers from different language, cultural, and education philosophy backgrounds. I think the most crucial point is to Respect, Integrate, Improve and Evolve.

I had several overseas exchange teaching experiences, and I know by heart how important it is to be understood, helped, and respected when one is working in a place with different language and culture. I remember one time I did not know how to use my new computer, and an IT colleague patiently guided through; and the first time I went to register, a principal drove me there, waited with me in a long line, and invited me to a pleasant lunch… These fond memories still keep me warm today.

Our BIBS foreign teachers traveled to China with their knowledge, dream, and courage. They will feel empowered when they are appreciated and respected. Respect is the key, among co-workers and between teachers and parents, as well as students. I strongly believe people who respect others will be respected.

I also believe in profession. Like Steve Jobs said, ‘Company hires smart people to tell us what to do, not the other way around.’

课程是承载教育目标的载体。其实，IB、AP、A-Level三大课程体系各有优劣，我们要找的不是在申请中最“占便宜”的课程，而是要帮助孩子去筛选最适合、最匹配未来发展规划的课程。

对于很早就明确自己未来职业发展方向的学生，尤其是在文科或理科比较有偏重的非全科型孩子，比较适合A-Level课程。因为A-Level课程对学生选课要求比较宽松，按照未来专业需求选择3-4门学科即可，便于扬长避短。但是需要注意的是，A-Level单科难度并不低，而且申请要求这三门课一定要保证质量。

相较于A-Level“窄而深”的课程特点，IB则是“宽而浅”。就每一科目而言，IB其实难度并不突出，它的难点主要在于选课全面，属于全科型学习，强制要求孩子不能偏科，否则很难拿到高分。因此IB更适合那些时间管理能力强，全面发展，且抗压、抗逆等心理承受能力较好的孩子。

而AP是介于IB和A-Level之间的课程。就单科整体的知识难度上来说，AP不是最难的，却是最灵活，最有创造力的，学生可以根据自己的能力水平和实际需要选择考试科目。AP与A-Level一样，都比较适合非全科型孩子，但就申请的国家来说，A-Level项目在申请英国和英联邦国家的大学有优势，AP项目在申请美国更有优势，但近几年英国大学对AP学生也很偏爱。IBDP课程在大学认可度很高，可无缝衔接大学生活，多元的课程设置和优秀的成绩深受英美学校青睐。

Curriculums carry education goals. IB, AP and A-Level all have their pros and cons. We are not to find the short cut but to help our students find the most compatible and future-friendly option.

For those who have clear future career plans, especially the art or science one-sided students, A-Level is a better choice for it only requests a student to choose 3-4 subject fields. However, A-Level is not easy in each subject fields. Quality matters.

Unlike A-Level, IB is more ‘wide and light’. For each subject field, IB is not difficult. What’s hard is for the students to be well balanced among all the subjects chosen. Unbalanced in any subject may result in low total score. To this end, IB works better for those who have good time management skills and aim for holistic development, and are mentally strong under pressure and failures.

AP is between IB and A-Level. At each subject field level, AP is not the hardest but the most flexible and creative. Students may choose subject to be exanimated based on their own level. Like A-Level, AP is a better option for unbalanced students. A-Level’s biggest advantage is to apply for universities in UK or other Commonwealth countries. AP is more popular with US universities. But in the last few years UK universities preferred AP students too. IBDP is widely and highly acknowledged worldwide for its diversified curriculum and high exam standards.