如今，“创新”这个词⼏乎随处可⻅。在时代大变局之下，重新理解教育创新的的可能性与发展机遇是当今每一位教育工作者都应该关注的。

今天，让我们来听听深国预学术校长及10位不同学科老师的声音，从新的角度探索创新教育的趋势，找到教育理论与实践的连接点，共同聚焦创新教育的发展，碰撞出更多火花和机遇。

This time, let us explore the direction of innovative education from a new perspective, find the combination of theory and practice, and collide with more sparks. In fact we reached out to Dr Tracy Yu and 10 teachers at SIFC, and here are the answers I have received from them.

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“你如何理解教育创新？”围绕这个问题，我们采访了深国预学术校长及10位老师，获得以下答案。  

深国预学术校长Tracy Yu博士曾说：“创新不是一种能力，而是一种潜力。”她认为，如果说创新是一种能力的话，那么很少人拥有这项技能。她更相信创新是一种潜力，是一种从青少年时期开始发展，可以从深国预这样的校园环境中培养起来，并在一个人的生活和生命中持续发挥作用的一种潜力。

Dr. Tracy Yu, Academic principal of SIFC, once said in a speech:“Innovation is not an ability, but a potential.” She said here that innovation is not an ability, because ability may refer to someone who possess a skill that few has. However, innovation is a potential that can be developed from youth and can thrive in a place like SIFC so one eventually reaches his or her full potential in life.

数学⽼师Krishna认为，创新的目的是帮助学生通过实践获得更完整、更深刻、更丰富的知识体系。数学可以脱离课堂，与现实紧密结合。我们倡导让学生将代数、几何、微积分与音乐、经济学和金融学联系起来，感知数学的现实意义。

Krishna, the mathematics teacher, also shares the belief that the purpose of innovation is to help students gaining a richer, deeper, and proficient understanding of knowledge through hands-on projects. He believes we can take the classroom outside the classroom walls, applying mathematics in real life and connecting algebra, geometry, calculus with music, economics, and finance.

经济学老师Jordan关于创新的观点中有两个关键点：⾸先，睁⼤你的眼睛，寻找任何可以重塑你课程的新⽅法；其次，通过活动学习，创造难忘的教学时刻。作为⼀名经济学教师，他⽤有机学习的⽅式将枯燥的理论带⼊⽣活，对他来说，这就是创新的本质，实现理论与⾏动的综合。

中文老师Eva提到，中文教育应该融入哲学、社会学、人类学、语言学等知识，启发学生打破文科和理科的界限，摒弃“科目之间互不干涉”的想法。学习的形式也可以是丰富多样的，在她的中文课堂上，新闻、社交媒体上的文章也可以作为教材，学生以此探究语言表达的可能性、舆论的导向等。

Chinese teacher Eva mentioned that Chinese education should incorporate knowledge such as philosophy, sociology, anthropology, linguistics, etc., to inspire students to break the boundaries between liberal arts and science, and abandon the idea of "non-interference between subjects". The form of learning can also be varied. In her Chinese class, articles on news and social media can also be used as teaching materials, and students can use this to explore the possibility of language expression and the orientation of public opinion.

在英文老师Maria的眼中，语⾔教学的创新是提供⼀个系统，让学⽣在学习和探索兴趣⽅⾯得到充分⽀持。她要求她的学⽣⾃⼰编写试卷，通过这个过程，学⽣们必须从⽼师的⻆度考虑考试各个⽅⾯的问题，从⽽达到深度学习的⽬的。

科学⽼师Jeffery认为，创新不是来⾃整体的改变，⽽是来⾃我们定期对教学所做的微⼩改变。解决学⽣的各种学习⽅式需要创新。在他的课堂上，他让他的学⽣接触到四个阶段性领域，他们可以在其中使⽤逻辑、语⾔、视觉和建模技能，以增强学习⼒度和学⽣参与度。

Jeffery, the science teacher, believes innovation comes not from wholesale changes, but from the minor changes we make to our teaching on a regular basis. Addressing students’ various learning styles requires innovation. In his class, he exposes his students to 4 staging areas in which they get to use logical, verbal, visual and modeling skills in order to increase learning and student engagement.

⻄班⽛老师Violeta教给学生的，不仅是语言，还有文化。她相信教育的创新是摆脱传统的课堂环境，更新、寻找和调整如何让学⽣学习的⽅式。她将学生的生活视为教材，以他们的故事作为教学内容。有时，甚⾄将他们带到墨⻄哥餐厅作为她的新教学环境。

在深国预物理课堂中，Lilian的创新理念是发现新事物，⽤不同的⽅式看待问题，最终达到培养创造⼒和解决问题能⼒的⽬标。在她的课堂上，学⽣们为他们的⼩组作业设计⾃⼰的规则和评分标准。这个过程就是学生对这个知识的理解和运用，同时也对学生的创造力和对知识的探索能力的培养。

In physics education, Lilian’s idea of innovation is to uncover something new, use different ways to look at problems and finally achieve the goal of developing creativity and problem solving skills. In her classroom, students design their own rules and rubrics for their group work. 

从⼼理学的⻆度来看，⼼理学⽼师Alistair将创新定义为⼀种不同的做事⽅式，以及⼀种更好的做事⽅式。他⾸先强调，在创新发⽣之前，需要有了解错误和过时的意愿。他在课堂上⽤来加强关系的方式是使⽤基于对话的教学⽅法，让学⽣学会⼝头表达他们的担忧。

3D设计课老师Anthony提到，课堂创新不仅仅是利用新技术和方法为学生提供不断扩大的学习环境，课堂创新也来自课堂内部，通常来自学生自己。让学生自由支配项目的发展方向，通常会为平凡的问题提供有趣和创造性的概念或解决方案。

3D design teacher Anthony metioned that innovation in the classroom isn't just about the utilization of new technology and methods to provide students an ever expanding learning environment. Innovation in the classroom also comes from within the classroom, oftentimes from students themselves. Giving students free reign of where a project or design goes often provides interesting and creative concepts or solutions to otherwise mundane problems. 

科学老师Casandra认为，教育创新是让学生用自己的方式发现和探究问题，最终得到解决方案。在她的课堂上，她会鼓励学生自己发明口诀来记忆复杂的知识点。用有趣的故事来结合相对枯燥的知识点来进行学习，学生记住了故事，也就记住了知识。

Science teacher Casandra believes that innovation in education is to let students discover and explore problems in their own way, and finally get solutions. Using of interesting stories to combine relatively boring knowledge for learning. Students are most likely to be interested in the stories, and they will also remember the knowledge.

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对于教育创新，深国预的每位老师都有自己的看法，没有唯一正确的答案。创新教育本身不重要，重要的是回归到人。

For educational innovation, every teacher at SIFC has his own opinion, and there is no single correct answer. Innovation education itself is not important, it is more important to discover the potential of students.

深国预学术校长Tracy Yu博士分享到：“从深国预各位老师的精彩答案中，我们可以看出，深国预始终以创新创造的方式来激发学生对学习内在兴趣，从而持续不断地学习。这也与深国预的教育理念完美契合——‘唤醒’。深国预所提倡的‘唤醒’，指的是唤醒学生的自我效能感和内在的学习动力。因为在深国预，我们相信，并非所有学生都具备相同的天赋，在一个专业领域被评估为天才的学生，可能在另一个专业领域不是很有天赋，反之亦然。”

Dr. Tracy Yu, Academic Principal SIFC said:“ From the fantastic answers provided by our teachers, one can tell in educationspecifically, the magic that we wish to create with innovation is the love for learning. With innovative ways we have discovered and explored through theories and practices, schools can implement brand new ways to stimulate intrinsic interest in learning so learning can persist over time. This also aligns perfectly with SIFC’s education value: which is awakening.Awakening in our school education means to wake up the students’ self-efficacy, their intrinsic interest in learning and creative and critical thinking skills. Because here at SIFC, we firmly believe, not all gifted individuals excel in the same talents. Gifted students who have been evaluated in one talent area as talented may not be very talented in another talent area, and vice versa. "

学科老师和导师会关注学生身上不同类型的天赋与才能，引导并鼓励学生发展潜能。在这种多元的评估方式下，每一位学生都是有才华的，各有各的优势之处，并非仅仅是“聪明与否”。只要能发挥自己最大的潜能，每一位学生都能获得飞跃，所谓“优秀的学生可以变得更优秀，不够优秀的可以变得优秀”。

Teachers and counselors will focus on different types of talents and talents in students, guide and encourage students to develop their potential. In this multiple evaluation method, each student is talented and has his own advantages, not just "smart or not". As long as they can exert their greatest potential, every student can make a leap. The so-called "excellent students can become better, and those who are not excellent can become excellent".

我们的目标是为深国预学生创造丰富的学习体验，让学生可以专注于挖掘自己的潜能，在拥有优质校园生活的同时，找到自己独特的发展之路。我们设置了导师制、走班制、学生社团、心理咨询、分院制度、研学以及各种形式的校园活动，为学生的个性化成长勾画蓝图。

Our goal is to best provide experiences and support in school so students can focus on discovering themselves to find their own unique paths while having a quality school life. These aspects may include but not limited to counseling, student clubs, academic advising, house systems, student union, and events and performances on a regular basis.

在深国预，自我实现的意义不仅仅是去顶尖的大学。学生通过自己喜欢的、擅长的事来寻找热情和方向，培养多元化的能力，才是我们对自我实现的追求。我们的⽬的，是为他们的成⻓创造机会，并为他们在⾼中期间提供体验世界⽂化所需的所有资源。

Here at SIFC, self actualization is not only going to a top university. Our teachers and students celebrate international cultures with student-led activities. Students finding passions and directions and developing leadership and organization skills through doing the things they love, that is our definition of self actualization. Our purpose is to create opportunities for their growth and give them all resources that they need to experience the world while in high school.

当我们的学生意识到他们可以为他人产生影响时，我们的教育就获得了巨大的成功。例如，我们的学⽣Eason写的⼀⾸关于疫情的原创歌曲，他与他的同学和⽼师合拍MV，成为轰动⼀时的歌曲，感动了很多⼈；Nick带领⼀个由4名学⽣组成的团队，前往湖南的⼩村庄支教，将积极⼼理学的概念植根在当地小学生的心中；Sharon投⼊到对性别刻板印象的研究中，和团队一起执导了⼀部电影以提⾼社会对平等的认知……这些学生在青少年阶段就找到了自我实现的途径，为社会和他人做出努力，这意味着他们已经在自己的成长道路上迈出了一大步。

The highest level of the hierarchy is the need for transcendence. This is when our students realize that they can do so much more for others to make an impact. For example, a song on Covid-19 written by our student Eason was performed online together with his classmates and teachers, became such a sensational piece that it touched many people. Nick led a team of 4 students and went to a small village in Hunan and brought the concept of positive psychology in his connections with the locals. Sharon devotes her time in gender stereotypes and directed a film to raise awareness in the society about equality. These are attempts to make a difference for the society, and for the people. Finding their passion at such a young age, these students are already seeking steps to go further on the roads they have chosen for themselves.