在培训研修班的伊始，校长Chris精心策划了霍兰德职业性格卡片测试及人生故事讲述，旨在协助新进的教职员工们深入了解自身性格和行事风格的特质。这项活动不仅迅速拉近了彼此间的距离，也促进了同事之间更深入的互相认识。

At the beginning of the training workshop, Principal Chris meticulously planned the Holland Occupational Personality Card Test and shared his personal life story, aiming at assisting new teaching staff members to gain a deep understanding of their own personality traits and behavioural styles. This activity not only quickly help these colleagues bond with each other, but also promoted deeper mutual understanding among them.

外方校长Chris强调，我们新进的教职员工们拥有多元化的教育背景、工作履历和技能爱好。这些丰富多彩的元素为宏润博源教职团队提供了一个重要的学习平台，也是影响塑造学生成长的重要来源之一。他还建议新进的教职员工在日常教育工作中培养善于观察学生和教学环境的能力，深入分析现象背后的逻辑和原因。同时，他鼓励老师们不要被既有的教育轨迹和认知所限制，而是要敢于挖掘学生潜在的可能性，充分发挥创造力。此外，他还鼓励教师们积极参与学科组内的合作备课，并跨学科地进行联动备课，以提升教育质量。

Chris (foreign principle) emphasized that our new teaching staff members possess diverse educational backgrounds, work experiences, and skill sets. This diversity provides an important learning platform for the SHBS teaching team and is also a crucial source of influence in shaping student growth. He advised new teaching staff members to cultivate the ability to observe students and the teaching environment in their daily educational work, delve deep into the logic and reasons behind everything. At the same time, he encouraged teachers not to be limited by existing educational trajectories and cognition, but to dare to explore the potential possibilities of students and fully unleash their creativity. Furthermore, he encouraged teachers to actively participate in collaborative lesson planning within subject groups and engage in interdisciplinary collaborative lesson planning to enhance the quality of education.

陈文国总校长发表重要讲话，对新进教职员工们寄予殷切的希冀。希望新教师能利用好学校提供的资源和搭建的平台，携手新伙伴，站稳新阵地，拓展新人生！执行校长刘校带领着各位新进教师们回顾了宏润博源的办校历程、办学理念以及学生发展，从宏润博源1.0的创设一直到2.0版本标准的确立，让新教师建构了价值认同，同时为新教师提出相应的成长要求。

Chief Principal Bowen Chen delivered an important speech, expressing sincere hopes for the new teaching staff members. He hoped that new teachers would utilize the resources and the platforms provided by the school, join hands with new colleagues, establish themselves firmly in new positions, and expand a new chapter of life. Executive Principal Ms Liu led the new teaching staff members in reviewing the history of the school’s establishment, educational philosophy, and student development, from SHBS version 1.0 to establishing standards for the version 2.0. This helped new teachers construct value identity and presented corresponding growth requirements.

接着，学校各部门组织新进教职员工们开展多主题的工作坊，主要分几大板块：团队建设融入、课堂管理和分层次教学，GIA课程体系及大纲教案，校园文化&学生活动，德育管理等。

Following that, various school departments organized workshops on multiple themes for new teaching staff members, covering several major areas: team building, classroom management, differentiated teaching, GIA curriculum and lesson plans, school culture & student activities, moral education management, etc.

针对日常教学活动和课堂管理，学术校长Chris设计了一个充满创意的教学任务，旨在激发新进教师的创造力和教学能力。这个任务要求新进教师们两两分组，从教师的角色，向一群从未踏足过地球的外星人传授一个简单的知识点。这个任务不仅挑战了教师们的创造力，还要求他们通过多样化的教学方法确保外星听众的知识习得效果。

In terms of daily teaching activities and classroom management, academic Principal Chris designed a creative teaching task aimed at stimulating the creativity and teaching abilities of new teachers. This task required new teachers to pair up and, from the perspective of a teacher, teach a simple concept to a group of extraterrestrial beings who have never set foot on Earth. This task not only challenged teachers' creativity but also required them to use diverse teaching methods to ensure effective knowledge acquisition by the extraterrestrial audience.

在备课、上课和组织课堂教学活动等日常任务方面，新进老师们与同伴们进行了针对性的探讨。这种协作让他们能够相互借鉴经验，分享教学方法，并在实践中不断改进。同时，这个任务的创意性和挑战性为新进教师们提供了一个宝贵的学习机会，使他们能够尝试不同的教学策略，培养创新思维，并在常规教学中不断提升自己的教育教学能力。

In terms of daily tasks such as lesson preparation, delivering class and organizing classroom teaching activities, the new teachers conducted targeted discussions. This collaboration allowed them to learn from each other's experiences, share teaching methods, and continuously improve through practice. Moreover, the creative and challenging nature of this task provided new teachers with a valuable learning opportunity, enabling them to try different teaching strategies, cultivate innovative thinking, and continuously enhance their educational and teaching abilities in daily teaching.

关于课堂管理和分层次教学管理的方法，教务长林楚漫老师为新进教师们带来了深度的探讨和具体案例分析。林老师强调，课堂管理不仅仅是为了维持正常的教学秩序，而更是要营造一个舒适、有组织、吸引人并尊重他人的学习环境。这种环境能够让学生专注于学习，积极主动地参与，并创造出有利于学习的条件，从而确保教学效果最大化。

Regarding classroom management and differentiated teaching management, Director of Academic Affairs Chuman Lin brought in-depth discussions and specific case analyses for new teachers. She emphasized that classroom management is not only about maintaining normal teaching order but also about creating a comfortable, organized, engaging, and respectful learning environment. Such an environment helps students focus on learning, actively participate, and create conditions conducive to learning, thereby maximizing teaching effectiveness.

 为了更好地说明这一点，新进教师们通过具体的课堂管理策略和案例，分组讨论，分享各自的经验和观点。这种互动讨论不仅能够加深新进老师们对课堂管理的理解，还能够从不同角度理解和应用课堂管理的策略，激发了教师们更多的创意和实践思路。

To better illustrate this point, new teachers discussed and shared their experiences and viewpoints through specific classroom management strategies and cases, contributing to a deeper understanding of classroom management. This interactive discussion not only deepened new teachers' understanding of classroom management but also allowed them to comprehend and apply classroom management strategies from different perspectives, sparking more creativity and practical ideas.

在分层次教学管理的研讨会中，林老师引导着新进教师们深入探究汤姆林森教授所倡导的差异化教学方法。从课程内容、教学过程、学习成果展示，到营造学习环境，老师们进行了深入的分层次探讨，并进行了具体的实践。让教师们在备课上课中真切地按照班级根据每个学生的个人兴趣、需求和优势量身定制课程，真正实现因材施教。

In the workshop on differentiated teaching management, Chuman guided new teachers to delve into Professor Tomlinson's advocated differentiated teaching methods. From curriculum content, teaching processes, learning outcome presentations, to creating a learning environment, teachers engaged in in-depth discussions on different levels and carried out practical exercises. This allowed teachers to design customized lessons based on individual students' interests, needs, and strengths, truly achieving personalized instruction.