In China, families with children are inevitably facing education anxieties. How can we mitigate anxieties in these families and the pressure on students? How will international education develop in China after the epidemic? 

With a high sense of responsibility, the first part of the forum was a round-table seminar where heads of school, diplomats and student representatives had a lively discussion on these questions.

中国每个有孩子的家庭似乎都逃不开教育焦虑，如何缓解家长的焦虑、孩子的压力？疫情后国际教育将走向何方？本着高度的责任感，论坛首个环节“大咖论坛”就汇聚名校长、外交家、留学专家、学生代表，直击社会痛点。

How do heads of school view education anxieties? Hongmei Liu, Head of Guangzhou Foreign Language School and “Top-grade” teacher of Guangdong Province, and Chunlei Li, former Head of Guangdong Country Garden School, president of Guanghua Education Group Curriculum Research Institute and Soochow Foreign Language School and Head of ISA Wenhua Liwan Foreign Language School, shared their own broad experience and perspectives.

校长如何看待教育焦虑？广州外国语学校校长、广东省特级教师刘红梅，和原广东碧桂园学校总校长、苏城外国语学校总校长，现任爱莎文华荔湾外国语学校创校校长李春雷深情分享了自己的成长故事。

Hongmei Liu recounted: “I come from a small village in Jiangsu. My mother was a farmer who was diligent and tough enough to overcome hardships and my father was the village leader who was kind and always ready to help others. During the 1980s, my mother did several jobs to support the family; raising pigs, selling cakes and rice noodles.”  Although these parents were too busy to offer education support to her, they carried their own life burdens and set a good example for her.

刘红梅回忆自己的家庭教育，“我来自江苏农村，妈妈天天在农田干活、爸爸当过村长.妈妈勤劳、能吃苦，80年代后为了改善一家人的生活做家庭副业，养过猪、做蛋糕、做粉条。爸爸善良仗义，爱帮助别人”，父母虽然管不到具体学业但以自身行动成为儿女榜样。

Hongmei Liu has inherited her mother's qualities such as diligence and her father's kindness and righteousness. After ten years of hard work, she has led the Guangzhou Foreign Language School to achieve significant development. “Parents should not need to feel too worried; they should just aspire to be the best role-models for their family.”

刘红梅秉承了母亲的不怕吃苦，父亲的善良仗义，十年苦干让广州外校实现跨越式发展，“所以父母不要焦虑，做好自己、做好榜样，就是家庭教育应有的作风。”

Chunlei Li had similar life experiences growing up. He said: “My father was also a village leader with seven children. My parents never asked me whether I had finished my homework or not. My 90-year-old grandmother believed that education is like a tree which will grow in its own way with the care of nature. After more than 30 years of teaching, I also pursue the education ideal of sowing the seeds and waiting for the flowers to blossom.”

李春雷有相似的成长经历，“我的父亲也是个村长，家里7个孩子，出了两个大学生。家人从来不问孩子作业做了没有，90多岁的祖母信奉的教育是‘树大自直’，从教30多年，我也追求静待花开的教育理想。”

According to Chunlei Li, there are two reasons leading to education anxieties. One is the blind comparison between different families. The other is the single assessment system for all students.

李春雷认为，教育焦虑来源有二：一是家长群体的相互攀比；二是政府主管部门单一性的评价方式，一把尺子评价所有孩子。

He advised that parents should treat students with love, teachers and heads of school should take it as their own responsibility to cultivate students to become physically resilient and mentally healthy while the government should reform the assessment system.

如何缓解焦虑？他建议，家长要用无条件的爱陪伴孩子一生，教师和校长以培养有韧性、身心健康健康的孩子为己任，主管部门改变单一、排名的评价方式。

As the parent representative, Rebekah Mawson, Consul General of New Zealand in Guangzhou, is aware of the anxieties of Chinese parents and sees that more and more parents are trying to discover more educational paths for their children. She reckons that the pressure from parents may easily exert a great impact on their children. However, good communication between the school and parents is effective in reducing children’s pressure.

作为家长代表，新西兰驻广州总领事Rebekah Mawson在工作中能感受到中国家长的焦虑，理解这种压力的同时也看到不少家长在为孩子寻求更多元的出路。她认为，家长的压力会对孩子产生很大的影响，而良好的家校沟通能够帮助孩子舒缓身心的压力，为孩子的成长提供重要支持。

As a diplomat, Rebekah Mawson described how her children have had to follow her as she travels from country to country. They have no option but to integrate themselves in different cultures, learning to get along with classmates of different languages and cultures, becoming more accepting towards aspects of different cultures as well as having to redefine their self-identity.

作为外交官，Rebekah Mawson的孩子跟随她辗转于中国不同的城市，“我的孩子要经常融入不同的文化，过程中他们学习面对不同语言和文化的同学，更能接受和包容不同文化的声音，同时增强对自我身份的认知。这是未来职场所需要的能力。”

Co-founder and Operations Director of TopSchools , Kelly Xu believes that pressure must exist and that learning in itself is a process of moving out of our comfort zones. Therefore, the first thing that educators should do is to build resilience in their students. Nowadays, children are exposed to more education choices which enable them to pursue and develop their own interests. Once children discover their interests, these act like motivational engines which push them to engage in learning. Schools should guide children in finding the right outlets through which to develop their confidence and resilience throughout their progress.

顶思联合创始人、运营总监徐康乐认为，学习本身就是一个跳出舒适圈的过程，一定存在压力。因此，教育首先是如何培养一个有抗压能力的孩子。“如今升学方式的多元化让孩子追求兴趣发展有了更多的可能性。当孩子发现自己的兴趣所在的时候，就有了内驱力，学习就是一个水到渠成的事情。“学校应让每个孩子找到适合自己展现的舞台，在点滴进步中培养起抗压能力和自信。”

Bill Chen, a grade 10 student at ISA Science City School, has studied in public schools in China and America as well as in an international and private school in America. He is best qualified to talk about academic pressure.

来自爱莎科学城学校十年级的学生代表陈锦标，读过国内公校、国际学校、美国公立和私立学校，在不同的教育体系都有求学经历，对升学压力很有发言权。

Bill said: “Academic pressure exists in every education system. But the most effective way to reduce pressure on students is for parents to leave the choices to children and support their decisions. My parents allowed me the choice of whether to study in Chinese public schools or international schools.”

“在任何教育体系都有升学压力。但家长给予孩子选择的权利，并对孩子的选择给予最大程度的支持，是减轻压力的有效方式。”陈同学说，在自己的求学过程中，父母给予了很大的选择权，“父母让我选择，是中国体系的教育还是国际教育。”

After the epidemic, how will international education develop? Chunlei Li believes that the policy of open education will not change.

疫情后，国际教育将走向何方？李春雷认为，教育开放的政策不会改变。

Rebekah Mawson said that relations between international schools have strengthened in the past year and a half, and it is believed that international exchanges will continue after the epidemic.

Rebekah Mawson表示，过去一年半国际学校间的关系更加强了，相信疫情后，国际交流也将继续持续。

Kelly Xu is optimistic about the development of international education after the epidemic. “At the end of last year, we conducted a survey of more than 2,000 families. During this time, few students plan to change their study-abroad plans, showing that children have their own thinking and self-determination.” She said that after the epidemic, international education should become more responsible in cultivating young people with a better attitude towards the shared future of humanity. 

徐康乐对疫情后国际教育的发展表示乐观，“去年年底我们对2000多个家庭做了调查，学生的态度比家长坚定很多，比起家长，更少的学生打算改变留学计划，显示出孩子有自己的成熟思考和自我认知。”她表示，疫情后国际教育更要承担培养具有人类命运共同体态度的年轻人。

At the forum, the heads of ISA schools and programmes gave keynote speeches to let parents fully understand the characteristics and advantages of each school.

在论坛上，爱莎旗下各学校与项目负责人也做了主题演讲，让家长们充分了解每所学校的特色与优势，为孩子选择合适的学校与教育。

Elizabeth Li compared and analyzed the various admission standards of prestigious international schools and global mainstream curricula including IB, A Levels and AP, and pointed out that there is no perfect system suitable for all students. 

In order to offer students more choices for further studies, the ISA International Education Group launched the ISA Wenhua International Center, which offers A Levels, AP, IB as well as art courses. Among them, the ISA Wenhua Guangzhou Foreign Language IB Programme was established in 2020, while the ISA Wenhua International Center for A Levels and Arts was introduced at the forum. The ISA Wenhua International Center for AP will be launched in 2022. At that time, it will provide students with a variety of ways to enter higher education and realize their dreams of joining a world-renowned college or university.

李依立对比分析了全球名校人才录取标准及全球主流课程（IB, A Level, AP），指出其实没有一种完美的体系适合所有学生，为了给予学生更多选择及更广阔的的升学路径，爱莎国际教育集团推出了爱莎文华国际课程学院，下设A Level、AP、IB和艺术课程中心。其中广州外国语学校爱莎文华IB国际课程于2020年已经开办，A Level和艺术中心也于峰会上全新发布，而AP 中心也将于2022年推出。届时将为学生提供全通道升学路径，实现全球名校升学梦。

“Why is milk white?” - Mr. Michael said that at ISA Tianhe School while faced with such a question, the teacher would take the children to the school canteen to discuss with the chef and understand elements of milk production and processing. "Curiosity is in a child's nature and should be respected." Mr. Michael emphasized. The ISA Tianhe School creatively fuses the framework of the International Baccalaureate (IB) Programme with the UK National Curriculum standards. It also offers an outstanding Chinese programme, Mother Tongue programme and a Co-curriculum. All courses are taught in an inquiry-based format.

为什么牛奶是白色的？Michael校长介绍，在爱莎天河学校，面对孩子们这样的提问，老师会带着孩子们一起来到了学校餐厅与大厨探讨，了解牛奶的生产和加工流程。“好奇是孩子的天性，应该被尊重。” Michael说，爱莎天河学校创造性地融合将IB（国际文凭）课程项目和英国国家教育大纲标准相结合，辅以优质的中文、母语项目以及辅助课程，将探究式教学融入到各个课程当中。

As the second school of ISA, ISA Science City School is an international school integrating the Chinese and Western culture. It is a K12 Flagship School and a home for 2200 students, providing a great residential facility for 500 boarding students (G6-G12).

At the beginning of its establishment, it was recognized as the Flagship school of the ISA International Education Group and "A new benchmark in the Greater Bay Area."  Head of School, David, told parents about the school’s pursuit of excellence in all aspects of school life, from the school uniform, its teaching team, to the curriculum system used.

作为爱莎的第二所学校，爱莎科学城学校是实现中西融合的纯外籍人员子女学校，可为全球各地2200名学生提供从幼儿园到高中（2-18岁）的K-12全流程国际教育以及寄宿服务。创建伊始，就被定为“爱莎的旗舰”、“大湾区的新标杆”。校长David从校徽、师资标准到课程体系向现场家长讲述了学校方方面面都追求卓越。

ISA Liwan School will open next year, implementing the concept of “Two schools in one campus”: namely the ISA Liwan International School and the ISA Liwan Wenhua Foreign Language School. Chunlei Li, a top IB education expert with 20 years of experience, will be the founding principal of ISA Liwan Wenhua Foreign Language School, and Paul, who has more than 17 years of senior management experience, will be the head of ISA Liwan International School. Located in Liwan District, Guangzhou, with a campus environment that integrates Chinese and Western cultures while providing first-class international education, the school will educate its students through academic work, calligraphy, painting, and other fine-arts elements with Lingnan characteristics. We believe that under the leadership of Paul and Chunlei Li, the ISA Liwan School will certainly become the top Lingnan-Culture K12 International School in the Great Bay Area.

爱莎荔湾学校将于明年开学，实行“一园双校”，开设广州荔湾爱莎外籍人员子女学校和广州荔湾爱莎文华外国语学校。届时将由拥有20年经验的IB教育顶级专家李春雷担任广州荔湾爱莎文华外国语学校创校校长，由拥有17年以上的高级管理经验的Paul担任荔湾爱莎外籍人员子女学校校长。坐落于广州市荔湾区，中西融贯的校园环境，在提供一流国际化教育的同时，学校将用富有岭南特色的学术、书法、绘画等文学元素浸润式育人。相信在Paul和李春雷校长的带领之下，爱莎荔湾学校定能成为湾区顶级岭南特色K12国际学校。

As the first ISA school outside Guangzhou, the ISA Wuhan School including ISA Wuhan International School and ISA Wuhan Wenhua Foreign Language School, will open in September 2022. James, President of the Shanghai Oxford, and Cambridge Alumni Society will serve as the principal of the ISA Wuhan International School. He graduated from Oxford University, UK, with a Bachelor of Arts and MA of Arts, holds a Cambridge PGCE & NPQH, has more than 27 years of education experience in the United Kingdom and Shanghai among other locations. The school, offering international and bilingual education for K-12, will adapt to local styles and combine local teaching characteristics making it a new benchmark for international education in central China.

作为爱莎在广州之外的第一所学校，武汉爱莎国际学校（包括武汉爱莎外籍人员子女学校和武汉爱莎文华外国语学校，简称“爱莎武汉学校”）将于明年9月开学。由在英国和上海等地拥有超过27年教育经验，持有英国牛津大学文学学士学位和硕士学位、英国剑桥大学教学专业资格，任上海牛津和剑桥校友会主席的James担任武汉爱莎外籍人员子女学校校长，学校将因地制宜结合本地教学特色，囊括K-12全流程外籍人员子女学校及外国语国际学校，开启华中地区顶级国际化教育新篇章。

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