国际化融合高中丨在十字路口：以专业与关怀引导学生前行

在国际化融合高中部刚结束的选课流程背后，是过去一年持续构建的学生支持系统的一次具体展现。

在选课正式启动前，所有学科老师已为学生全面讲解了课程结构、评估方式、学习重点以及它们与未来专业方向的衔接，帮助学生建立系统认知。教师同步为学生开通了Unifrog账号，使他们能在全球视角下探索职业方向、了解各国大学课程与录取标准，从而明确目标与可能性。

且在早期，学生已在学术老师的1对1引导下，完成了第一版升学规划。这个过程帮助他们探索兴趣、分析优势、规划方向，并初步形成了冲刺、匹配和保底的专业目标。

这份规划并非一成不变，而是一个会随着学生成长持续更新的动态系统，确保他们的每一步都走得明确、自信、有方向。

最终，在充分了解课程内容与未来路径之后，学生完成了选课调查。这不仅仅是一份表格，更是他们对未来方向的第一次自主表达，是经过深思熟虑后的选择与呈现。

当今专业教育者的角色，远不止于传授知识，更在于不断适应与成长，从智力、情感与社交层面精准回应学生需求。正如教育思想家安迪·哈格里夫斯与迈克尔·富兰所言，真正的专业精神需要“适应性专长”：既懂得坚定引导，亦能深度倾听，还能开启无限可能的大门（Hargreaves & Fullan, 2012）。

在弘科未来学校，我们不仅传递信息，更提供由学生自主选择、专业指导与持续支持共同构建的成长路径。

最近的AS选科家长会，我们看见学生的犹豫与恐惧，甚至泪水。一位学生颤抖的声音让我们深刻感知，这不仅关乎成绩，更关乎梦想、自我认同和希望。我们以尊重与坚定的鼓励回应他们的脆弱。

弘科未来学校坚信，最有效的学习来自学生对自我教育的掌控。若学生说：“我还没有长远规划，只想跟随兴趣走”，我们尊重他们的诚实。这并非软弱，而是出发点。正如Deci和Ryan的“自我决定理论”指出，支持学生的自主性是激发动力与成功的关键（Deci & Ryan, 1985）。

有时，学生因迷茫或外界压力而踌躇不前。面对他们对失败的恐惧，或仅想“熬过去”的心情，我们给予理解与包容。我们滋养他们的好奇心，帮助他们在兴趣中找到力量——无论那火花起初多么微弱。

一个常见疑问是：“英语基础薄弱的学生，能否走好国际教育道路？”在弘科未来学校，我们的答案是肯定的——因为我们看到的不是限制，而是机遇。借鉴Cummins的研究，语言能力是在支持与沉浸中发展，而非因门槛被拒之门外（Cummins, 2000）。我们经常见证那些默默克服语言障碍、不轻言放弃的学生。他们的成长不断提醒我们，成功绝非一蹴而就，而是通过坚持、韧性和有效支持铸就。这信念驱使我们不断努力，拓展潜能，而非设限。

教育中的真正专业精神，还体现在协作上。融合高中部构筑了一个教师、家长与学生共怀愿景的坚实共同体。我们的座右铭“团结就是力量”正体现了合作的力量。所有人齐心协力，学生才能拥有迈向成功的信心与清晰。学校深知这条路对家庭来说也可能充满压力，但是我们愿与他们并肩前行，聆听他们的期盼与担忧，营造信任，共同建立自信，即使面对疑虑也能坚定前行。

未来属于那些不仅有知识支撑，更受敢于革新的教育者支持的学生。在中山市弘科未来学校，我们正致力于成为这样灵活、有爱心且专业的教育者。

我们呼吁教育同行和领导者共同反思：尊重每个学生的独特性并切实满足他们的需求，以及赋予学生面对人生十字路口所需的勇气与清晰判断力，是我们共同的责任。因为教育的终极意义，从来不是为学生铺设既定的道路，而是点亮他们前行的灯。

The recent subject selection meeting marked only the surface of a well-structured, long-term support system we’ve built over the past year.Long before students made any decisions, our teachers had already introduced each subject in depth—explaining the curriculum framework, assessment methods, core learning content, and how each subject connects to potential university majors.

Meanwhile, students were given access to Unifrog, a global platform that allows them to explore careers, compare university courses across countries, and understand admissions expectations from a worldwide perspective.Even earlier, each student had already completed their first version of a college counselling plan through one-on-one guidance with academic advisors. These sessions helped students explore their interests, reflect on their strengths, map potential career paths, and identify aspirational, solid, and safe university options. 

This plan is not static—it is designed to be periodically reviewed and refined as the student grows, ensuring they always move forward with clarity and confidence.Finally, once students had received full academic and career guidance, we conducted a subject choice survey to collect their preferences. This was not a casual questionnaire, but a thoughtful reflection—students' first independent expression of how they envision their future.

The role of a professional educator today goes far beyond delivering lessons. It means adapting, growing, and meeting students where they are-intellectually, emotionally, and socially. As educational thought leaders Andy Hargreaves and Michael Fullan remind us, true professionalism demands adaptive expertise: knowing when to guide firmly, when to listen deeply, and when to open doors to new possibilities (Hargreaves & Fullan, 2012). 

At IHS, this means providing more than information - we provide a pathway shaped by student choice, informed guidance, and ongoing support. 

When students and parents gathered recently for the AS subject choice meeting, we witnessed moments of hesitation, fear, even tears. One student’s trembling voice as they shared their worries reminded us that this is about more than grades - it’s about dreams, identity, and hope. That vulnerability was met with respect and steady encouragement. 

We believe the strongest learning happens when students take charge of their own education. If a student says, ‘’I don’t have a long-term vision yet; I just want to follow my interests,’’ we honor that honesty. This isn’t a weakness - it’s a starting point. As Deci and Ryan’s Self-Determination Theory teaches us, supporting a student’s autonomy is key to motivation and success (Deci & Ryan, 1985). 

Sometimes, students come to us weighed down by uncertainty or external pressures. When they express fear of failure or a desire to just ‘’get through’’their studies, we hold space for those feelings. We nurture their curiosity and help them find strength in their interests, no matter how small the spark may seem at first. 

A common question arises: Can a student with limited English really succeed on an international path? At IHS, we say yes - because we don’t see limitations, only opportunities. Drawing on Cummins’ research, we understand that language proficiency develops through support and immersion, not by denying access (Cummins, 2000).We often see the quiet determination of students who struggle silently with language barriers but refuse to give up. Their progress reminds us daily that success is rarely immediate - it is forged through persistence, resilience, and the right support. This belief fuels our commitment to expand potential rather than limit it.

True professionalism in education also means collaboration. We build a strong community where teachers, parents, and students share the same vision. Our motto, ‘’Togetherness is our strength’’, reflects the power of partnership. When everyone works in harmony, students gain the confidence and clarity they need to succeed.We understand that this journey can feel overwhelming for families as well. By walking alongside them- listening to their hopes and fears -we foster a shared trust that builds confidence, even in moments of doubt.

The future belongs to students who are supported not only by knowledge but by educators who dare to evolve. At Ardingly College Zhongshan, we commit to being those educators - flexible, compassionate, and professional.We invite our peers and leaders in education to reflect on their own practice. Are we meeting our students’ needs in ways that honor their individuality? Are we empowering them to face their crossroads with courage and clarity?Because ultimately, education is not about fixing a path but lighting the way.