多年来，北京爱迪学校一直致力于国际教育研究，推进前沿教学实践发展，成绩斐然，近期更是捷报频传。北京爱迪学校校长刘丽博士和教与学创新中心总监Russell Hazard博士在 PBL 教师培训和 21 世纪学生培养方面的研究广受认可，将在日本东京举行的亚洲教育与国际发展会议（ACEID）中联合发表PBL 研究成果。此外，Russell Hazard 博士主导研发的创新性 PBL 课程设计框架经同行评审，已在西班牙巴塞罗那教育会议上发表，并在国际教育研究界发布。

Over the years, Beijing Aidi School has been committed to international educational research and advancing cutting-edge practice development and achieved remarkable results. Recently, Dr. Lily Liu, Principal of Beijing Aidi School, and Dr. Russell Hazard, Director of TLI, have been recognized for their work in PBL teacher training and 21st-century student programming through a joint publication of PBL research at the Asian Conference on Education and International Development in Tokyo, Japan. In addition, the innovative PBL curriculum design framework led by Dr. Russell Hazard was peer-reviewed and presented at the Education Conference in Barcelona, Spain, before being released in the international education research community.

（图源自ACEID官网）

在这个信息化社会快速发展的时代，传统的知识传递方式已经无法满足社会对人才的需求，高校和职场更加关注学生是否具备实践能力和解决现实问题的能力，需要他们具备以学习及创新技能、数位素养技能以及职业及生活技能这三大领域为核心的21世纪技能。在这个大背景下，项目式学习法（Project Based Learning，PBL)应运而生，成为一种备受瞩目的新型教学方式。

In this era of rapid global transformation, traditional teaching methods and assessments can no longer meet the demand for highly effective, future-capable citizens. Universities and the workplace are increasingly concerned about whether students can apply knowledge with practical skills and solve real-world problems. They need to possess 21st century competencies centered on learning and innovation skills, digital literacy skills, and career and life skills. In this context, Project Based Learning (PBL) has emerged as a highly effective teaching method.

PBL是一种“以学生为中心，以问题为基础”设计并执行项目的新型教学方法，以项目为主线、教师为引导、学生为主体，提出问题，规划方案，解决问题，评价并反思。在此过程中，学生主动探索现实世界的问题和挑战，获得更深刻的知识和技能，解决实际问题，培养批判性思维、创新能力、协作能力以及解决问题的技能，因其实用性、实操性，以及符合孩子身心发展的特性，在发达国家的各个学段已相当普及。

PBL is a student-centered, problem-based approach to designing curriculum, assessment, and teaching methods, with a real-world project as the context, which is often interdisciplinary. Teachers act as coaches, though still utilizing direct instruction where needed, and students as problem solvers and researchers, planning solutions, implementing them, evaluating their progress and reflecting on lessons learned. During this process, students actively explore real-world problems and challenges, acquire deeper knowledge and skills, cultivate critical thinking, innovation, collaboration, and build their leadership capacity. With significant research demonstrating the ability of high quality PBL to stimulate “usable knowledge”, socio-emotional skills, and even higher test scores on standardized exams,  this approach to teaching has become widely utilized internationally.

北京爱迪学校是国际公认的PBL典范学校，也是北京唯一拥有PBL专项教育研发部门的国际学校，在PBL（项目式学习）研究、教师专业发展和学生培养方面，在北京乃至全国都遥遥领先，深耕不辍，致力于成为全球教育领导者。

Beijing Aidi School is an internationally recognized PBL model school and the only international school in Beijing to have an internationally recognized PBL education research and development department. In terms of PBL research, teacher professional development, and student training, it is far ahead in Beijing and even across the country, demonstrating its commitment to being a leader in global education.

今年八月，刘丽校长和Russell Hazard 博士为一群来自中国大陆、香港和台湾的学生专门研发设计了一项创新的 21 世纪 PBL 项目，旨在培养有能力解决当下及未来问题的年轻领导者。

In August, Principal Lily Liu and Dr. Russell Hazard specially developed and designed an innovative 21st century PBL project for a diverse group of students from the Chinese Mainland, Hong Kong and Taiwan, aiming to develop young leaders who are capable of solving current and future problems.

北京爱迪学校校长刘丽博士表示：“这个夏天，香港潜能会与爱迪学校合作，为来自两岸三地的学生提供一场为期两周的夏令营课程。为了确保同学们获得最优质的体验，我与Russell Hazard 博士共同设计了这个课程，采用了以项目式学习（PBL）为框架的教学方法。我们结合现实体验，旨在解决实际问题，使学生能够在实际应用中深化他们的学习。这次PBL课程有机会被选中参加亚洲教育与国际发展会议，并在那里分享我们的成果，这无疑是对我们课程质量的巨大认可，也为我们提供了展示和分享我们教学方法的平台。”

Principal Lily Liu shared: “This summer, FLI worked with Beijing Aidi School to offer a two-week summer camp program for students from the Chinese Mainland, Hong Kong and Taiwan. In order to ensure the best possible experience for the students, Dr. Russell Hazard and I have collaborated to design this program using Project-Based Learning (PBL) as the framework and teaching method. We have integrated real-life experiences to address practical problems, allowing students to deepen their learning through hands-on applications. What makes this PBL course unique is its opportunity to be selected for presentation at the 10th Asian Conference on Education and International Development. This recognition serves as a significant endorsement of the quality of our course, providing us with a platform to showcase and share our teaching methods.”

来自中国两岸三地的 100 多名学生齐聚一堂，共同参与 PBL 研究项目。学校精心设计并安排了丰富多彩的课程，采用PBL的教学方式，组织学生分组学习，共同探讨问题、解决挑战。通过互动体验及团队建设活动，开发和培育领导力、团队合作和沟通能力，学生们通过学习新兴技术领域的相关议题、数字经济等新兴产业知识，进行团队实践学习和项目学习。

More than 100 students came together to participate in the PBL research project. The school carefully designed and arranged a variety of courses which adopted the PBL teaching method. Through investigative experiences and team building activities, they developed and cultivated their leadership, teamwork, and communication skills. They learned about topics related to the disruptive technologies, emerging industries such as the digital economy, and conducted both team and individual performance tasks to demonstrate their ability to apply knowledge.

本次PBL项目具体包括以下主题：

• 将探索信息化社会发展大趋势、宏观趋势和微观趋势作为现代领导力培养任务

• 领导力理论学习和实践应用，例如：敏捷领导力理论和实践的应用、创造性思维规程、项目管理培训、批判性思维规程、团队协作和反馈规程、积极倾听培训、价值创造规程、情商正念训练，以及公开演讲技巧

• 第四次工业革命作为信息化社会发展大趋势和动态背景下的领导力发展

• 领导力中的环境、社会和治理（ESG）问题以及联合国可持续发展目标（SDGs）大趋势

• 人工智能（AI）、区块链、元宇宙和量子计算等变革性计算技术的兴起成为大趋势

• 生物技术领域发展大趋势，包括神经植入、遗传医学、农业技术和转基因生物、3D打印器官和肉类食物、以及定制药品等

• 中国崛起将带来的影响，包括加入金砖国家（巴西、俄罗斯、印度、中国、南非）等组织，贯彻“一带一路”等政策，以及GDP快速增长等经济因素

This PBL project specifically included the following themes:

• Tracking megatrends, macrotrends, and microtrends as a modern leadership task.

• Leadership theory and practice, such as application of agile leadership theory and practice, creative thinking protocols, project management training, critical thinking routines, team collaboration and feedback protocols, active listening training, value creation protocols, mindfulness training for emotional intelligence, and public speaking skills.

• The fourth industrial revolution as a megatrend and dynamic context for leadership.

• Environmental, Social, and Governance (ESG) issues in leadership and the Sustainable Development Goals (SDGs) as a megatrend.

• The rise of transformative computing technologies such as Artificial Intelligence (AI), blockchain, the metaverse, & quantum computing as a megatrend.

• Biotechnology such as neural implants, genetic medicine, agricultural technology and genetically modified organisms, 3D printed organs and meat, and tailored pharmaceuticals as a megatrend.

• The impact of the rise of China through organizations like BRICS (Brazil, Russia, India, China, South Africa), policies such as The Belt and Road Initiative, and economic factors such as rapidly increasing GDP as a megatrend.

为期两周的时光短暂却又令人记忆深刻，亲身参与其中的学生们收获颇丰，他们感慨道：“在领导力课堂中，大家一起共同努力，进行合理人员分工并确保成果的质量。我们也十分荣幸可以前往名校名企进行未来发展的探讨，丰富的课程及外出参观不断地刷新彼此的认知。此次夏令营两岸三地的营员聚集在这里，为心中共同的愿景而努力，正如中华儿女团结一心。如今，时代的接力棒即将转交到我们手中，在我们拼搏下，正在崛起的中国会真正在国际舞台上闪亮登场，获得满堂喝彩。”

The two-week training was short but memorable and inspiring. The students gained a lot during the process: "In the leadership class, we worked together, each allocated with reasonable work to ensure the quality of the results. We were also very honored to visit prestigious universities and enterprises to discuss future developments. The rich courses and field trips constantly refresh our understanding. Through this summer camp, students from the Chinese Mainland, Hong Kong and Taiwan united as one to work hard for the common vision in their hearts. We believe that with our hard work, the rising China will shine on the international stage."

本次PBL项目开启前，爱迪做了一系列精心准备工作，为来自中国各地的教师开展了一项培训计划，以便他们做好准备，在项目过程中更好地引领和指导学生。这项独特的教师培训计划建立在使用 PBL 进行专业培训的国际研究的基础之上，采用的方法是将教师置于学生的角色中，帮助他们亲身体验学生在参与项目时将经历的过程，并带领他们研究开展PBL 项目的实践方式。

As part of the preparation, the school ran a training program to prepare teachers from all across China to be able to deliver the program. This unique training program built on international research into professional training using PBL and used an approach that combined putting the teachers in the role of students to understand what the students would go through combined with an overarching teacher project in which they investigated PBL best practices.

这项关于教师培训和开创性学生 PBL 项目教师培训的案例研究将在亚洲教育与国际发展会议上联合发表，彰显着爱迪为提升全球范围内对于 PBL 教师培训和发展以及学生项目的理解与认知所做出的持续贡献。

This case study on teacher training and groundbreaking student PBL effective teacher training is now also accepted for publication and presentation at the Asian Conference on Education and International Development in Tokyo, Japan, highlighting Beijing Aidi’s continuous contribution to enhancing global understanding and awareness of PBL teacher training and development, as well as student projects.

这项研究的成功建立在爱迪近期另一项研究成果的基础之上。2023年9月，北京爱迪学校教与学创新中心总监Russell Hazard博士发表了新的全球项目式学习设计框架，并受邀在西班牙巴塞罗那教育会议中发表演讲。

This research success built on other recent successes. In September 2023, Dr. Russell Hazard, Director of the Beijing Aidi Teaching Learning and Innovation Center had his new Global Project Based Learning Design Framework published and was invited to present on it at the Barcelona Conference on Education in Spain.

（全球PBL设计框架）

全球 PBL 设计框架的主要设计维度包括：

• 真实性、学习背景及可持续发展愿景

• 智力挑战、调研深度和结构

• 学习过程中的创作和有意义的受众

• 学生的意见、选择、多样性和包容性

• 不同层次的协作和评估计划

• 技术、数字公民和学术诚信

• 修正、反思、批判性和反身性

• 项目、学校和社区影响

The major PBL design dimensions in the Global PBL Design Framework include:

• Authenticity, Contexts of Learning, & Sustainability Vision

• Intellectual Challenge, Depth of Inquiry, & Structure

• Artifacts of Learning & Meaningful Audience

• Student Voice, Choice, Diversity, & Inclusion

• Layers of Collaboration & Assessment Plan

• Technology, Digital Citizenship, & Digital Academic Integrity

• Revision, Reflection, Criticality, and Reflexivity

• Project, School, and Community Impact

这个 PBL 设计框架基于21 世纪教育领域的广泛研究，并建立在世界各地原有的框架基础之上，也涵盖了一系列重要的新能力，例如在人工智能时代尤为重要的可持续能力、数字公民和学术诚信，同时还结合了项目管理和项目影响分析技能，以培养学生和教师的实践应用能力，这些可迁移技能适用于各个教育阶段，也将增强其职场竞争力。教育转型对于反映社会的快速变化是必要的，反之这也会改变学生的学习内容和方式。

This PBL design framework is based on extensive research in the field of education in the 21st century and builds on existing frameworks around the world. It also covers a series of important new abilities, such as sustainability, digital citizenship, and academic integrity, which are particularly important in the era of artificial intelligence. It also incorporates project management and project impact analysis skills to cultivate students and teachers' real-world ability. These transferable skills are applicable to various stages of education and will also enhance their competitiveness in the workplace. Transforming education is necessary to reflect the rapid changes in society which in turn transform what and how students need to learn.

Russell Hazard 博士表示：“对于新一代的年轻人来说，人工智能、机器人技术、生物技术以及其他新趋势的涌现意味着具备应变能力、创造性思维和解决实际问题的能力比以往任何时候都更加重要。”

Dr. Russell Hazard indicated that: "The combination of Artificial Intelligence, robotics, biotechnology and other factors mean it is more important than ever that our young people become experts at adapting to change, creative thinking, and real world action."

PBL项目式学习为学生提供了一个全新的学习范式，通过项目化的方式让学生置身于真实场景。在解决问题的过程中，他们需要运用所学知识，培养批判性思维，提高解决问题的能力。这种实际问题解决的经验不仅让学生更深刻地理解知识，也为他们未来面对复杂问题时提供了宝贵的经验，使他们在面对未知挑战时能够从容应对。

Project-based learning provides students with a new learning paradigm, allowing them to immerse themselves in real-life scenarios with real world impact. In the process of solving problems, they learn to apply the knowledge they have learned, train their critical thinking, and improve their collaborative abilities. This practical problem-solving experience not only allows students to have a deeper understanding of subject knowledge, but also provides valuable experience for them in facing complex problems in the future, enabling them to calmly respond to unknown challenges.

经过多年深耕，北京爱迪学校已经开展了多次成熟且成体系化的PBL项目，这不止培养学生们在学术上的广度与深度，更是培养他们在全球层面的价值观与公民意识。PBL的研究和课程设计并非一蹴而就，不同学科、不同年级的课程设计都需要因地制宜，充分考虑学生的实际情况。爱迪将继续通过更深入的研究和实践，为未来培养更具综合素养的人才提供可行的路径，探索PBL的奥秘，为教育事业注入新的活力和动力。以研促教，爱迪一直在路上！

After years of deep research and practice, Beijing Aidi School has launched multiple mature and systematic PBL projects, which not only develop students' breadth and depth in academia, but also their values and public awareness at the global level. The research and curriculum design for effective PBL are complex, and curriculum design for different disciplines and grades needs to be tailored to local conditions. Beijing Aidi will continue to provide pathways for cultivating more comprehensive talents in the future through deeper research and practice, exploring the complexities of PBL, and injecting new vitality and momentum into the education industry.

在全球问题日益凸显的时代，气候变化、数字化、人工智能以及其他层出不穷的新挑战要求未来一代的社会领导者具备与之对应的新型技能，北京爱迪学校立足当下，同时也寄望未来，致力于学生以及教师团队的全人发展，培养他们满足当下需求的技能，也让他们拥有应对未来未知挑战的能力。

In the era of increasingly prominent global issues such as, climate change, digitization, artificial intelligence, and other emerging new challenges requires future generations of socially conscious leaders that possess a corresponding set of new competencies. Beijing Aidi School is grounded in present needs, but also prepares teachers and students for the future.