At the beginning of 2023, SIPC will continue improving its educational endeavors.
2023年伊始，万事更新，SIPC 也在自我迭代中不断求进。
Reform and innovation are the inexhaustible driving force for development, and it is also the theme for education. Various education policies are coming out frequently: the Central Committee of the Communist Party of China and the State Council issued the "National Innovation-Driven Development Strategy Outline" and put forward the "National Innovation-Driven Development Strategy", emphasizing the primary national development strategy with technological innovation and talent cultivation as the core. For this reason, primary and secondary education, as an essential base for cultivating potential talents, has to face and clarify core issues such as the popularization and development of innovative education, the participation of innovative subjectivity, the structured connection of school stages, and the cultivation of an all-round creative cultural atmosphere. Follow the law of teaching and educating people, follow the law of student growth, take students as the main body, take teachers as the leading factor, innovate the education model, update the concept of education, innovate the way of education, comprehensively improve the level of education, and continuously improve the ideological level and political awareness of students, moral character, cultural accomplishment.
改革创新是时代发展的不竭动力，更是教育发展的时代主题。各类教育政策频出:中共中央、国务 院印发《国家创新驱动发展战略纲要》提出了“国家创新驱动发展战略”，强调科技创新、人才强国为核心的国家重大发展战略。为此,中小学教育作为培养有潜力的基础人才的重要基地,不得不去直面和厘清创新教育普及化发展、创新主体性参与、学段结构化衔接和全方位创新文化氛围培育等核心议题。遵循教书育人规律、遵循学生成长规律，以学生为主体，以教师为主导，创新育人模 式，更新育人理念，创新育人方式，全面提升育人水平，不断提高学生思想水平、政治觉悟、道德品质、 文化素养。
Shenzhen SIPC thus cooperates with Shenzhen Nanshan Lishan School, gathers the goals and concepts of common struggle, integrates high-quality educational resources, learns from others, and promotes the high-quality development of cooperative schools inside and outside the system. This cooperation plays an important role in strengthening professional optimization, discipline construction, and international talent training in the compulsory education stage.
基于此，深圳SIPC与深圳市南山区丽山学校合作办学，凝聚共同奋斗的目标与理念，整合优质教育资源、博采众长、推动体制内外合作办学高质量发展。此项合作，对于加强义务教育阶段的专业优化、学科建设、国际化人才培养等有着重要作用。
Shenzhen SIPC and Shenzhen Nanshan District Lishan School cooperated to establish a joint education base, with the goal of "cultivating world citizens with physical and mental health, sound personality, family and country feelings and international vision", and compulsive education. The IPC curriculum system integrates interdisciplinary theme-based teaching content and project-based teaching methods, develops multiple innovative courses, and conducts teaching in the modes of "problem exploration" and "mind mapping", with curriculum research and development as the core and quality education as the orientation, Labor skills training is an important part, and multiple evaluations are adopted to form a set of unique educational and teaching concepts and systems. In education and teaching, both parties seek the harmony and unity of students' current development and future development, so that students' comprehensive development and specialty development can be coordinated, laying a solid foundation for students' lifelong development, and making them become political leaders, technological elites and all walks of life in the future. Lay the foundation for industry leaders.
深圳SIPC与深圳市南山区丽山学校合作成立联合教育基地，以“培养身心健康，人格健全，具有家国情怀与国际视野的世界公民”为目标，将义务教育阶段课标课纲与国际领先的 IPC 课程体系，进行跨学科主题式教学内容与项目式教学方法的融合，开发多元创新课程， 以“问题探究”“思维导图”等模式进行教学，以课程研发为核心，素质教育为导向，劳动技能培训为重要组成部分，采取多元评价，形成了一套独特的教育教学理念和体系。在教育教学中双方都寻求学生的当下发展与未来发展的和谐统一，使学生全面发展与特长发展相 协调，为学生终身发展奠定坚实的基础，更为将来他们成为政治领袖、科技精英和各行各业的领军人物奠定基础。
Curriculum Innovation and Synthesis
According to the requirements of the domestic curriculum outline, comprehensively carry out project-based learning course cooperation to stimulate students' learning potential and lay a solid foundation for future development.
根据国内课程大纲要求，全面进行项目制学习课程合作，激发学生学习潜能，为未来发展夯实基础。
(1) Let project learning enter the normal school schedule to ensure that every student has the opportunity to benefit from it. A large number of foreign studies have shown that project learning can not only improve students' academic performance, but also promote thinking ability, deep learning, interdisciplinary learning ability, and sustainable development learning ability. Let project learning enter the normal school schedule, and there is a fixed time every week (at least two classes, preferably half a day) for students to carry out project learning. At the same time, encourage holistic teaching experiments with project learning as the main teaching method to ensure that every A student has the opportunity to benefit from it for sustainable development.
让项目学习进入正常的学校课表，确保每一位学生有机会从中受益。国外大量研究表明，项目学习不仅可提高学生学习成绩，而且思维能力、深度学习、跨学科学习能力、可持续发展的学习能力等具有很好的促进作用。让项目学习进入正常的学校课表，每周有固定的时间(至少两节课，最好是半天)供学生进行项目学习，同时，鼓励以项目学习为主要教学方式的整体性教学实验，确保每一位学生有机会从中受益，得到可持续发展。
(2) Design project learning courses for problem-solving in real situations to realize the integration and application of interdisciplinary knowledge. With the rapid growth of the total amount of knowledge in modern society, traditional subject-based knowledge can no longer reflect the true appearance of the world, and the traditional curriculum concept represented by subject-based teaching has also been greatly challenged. When the task of project learning is to solve problems in real situations, learners are required to understand and identify the essence of problems beyond the boundaries of disciplines, apply multidisciplinary knowledge and different skills to solve problems, and finally make decisions or produce products. In such a process, education is no longer about cultivating encyclopedic knowledge owners, but about people who can use knowledge to explore new knowledge and create knowledge. Knowledge itself moves from an end to a means.
设计真实情境问题解决的项目学习课程，实现跨学科知识的整合和运用。随着现代社会知识总量的快速增长，传统的分科知识已经不能反映世界的真实面貌，以分科教学 为代表的传统课程理念也受到了巨大的挑战。当项目学习以真实情境的问题解决为任务，就需要学习者超越学科界限理解和识别问题的本质，应用多学科的知识和不同的技能解决问题，最终做出决策或制作成产品。在这样的过程中，教育不再是培养百科全书式的知识拥有者，而是能够运用知识去探索 新知识和创造知识的人，知识本身从目的走向手段。
(3) Construct national, local and school curricula to form a complete project learning curriculum system. In order to implement the fundamental task of cultivating people by virtue, promoting the deepening of quality education, and improving the talent training system for the comprehensive development of morality, intelligence, physical education, art, and labor, the country has continuously reformed basic education courses in recent years. On the basis of the original national curriculum, new curriculum forms continue to emerge, such as comprehensive practical activities, research learning, labor education, STEAM education, interdisciplinary theme learning, etc. However, the time and space for students in primary and secondary schools to study in the school are limited. These new courses are integrated with the concept of project learning, and the national curriculum, local curriculum, and school curriculum of project learning are constructed to form a multi-level project learning curriculum in different content areas. A complete system breaks through the barriers between inside and outside of the subject, inside and outside the class, inside and outside the school, school and society, and develops the richness of students' lives with rich courses.
建设国家、地方和学校课程，形成完整的项目学习课程体系。为落实立德树人的根本任务，推进素质教育的深入，完善德智体美劳全面发展的人才培养体系， 近年来国家对基础教育课程不断进行改革。在原有国家课程的基础上，新的课程形态也不断出现，如综合实践活动、研究性学习、劳动教育、STEAM 教育、跨学科的主题学习等。但中小学阶段学生在校学习的时间和空间都是有限的，以项目学习理念整合这些新课程，建设项目学习的国家课程、地方课程和学校课程，形成不同内容领域、多层次的项目学习课程完整体系，打通学科内和学科外、课内和课外、校内和校外、学校和社会的壁垒，以课程丰富性发展学生生命的丰富性。
(4) Strengthen the teacher training in project learning and promote the development of project learning courses. As a new form of learning, project learning requires fundamental changes in learners, teachers, learning materials, and learning environments. Teachers are the builders, leaders, and evaluators of the curriculum. Only when teachers change their teaching concepts and teaching methods can students truly benefit from project learning. Project learning is a new challenge for teachers. The SIPC international teacher team closely contacts and cooperates with the teachers of Lishan School to study together, strengthen the theoretical study and case teaching practice, and jointly explore teacher training and curriculum development.
加强项目学习的师资培训，促进项目学习课程开发。项目学习作为学习方式的新样态，要求学习者、教师、学习材料和学习环境都发生根本性的变 化。教师是课程的建设者、领导者、评价者，只有教师转变教学理念，改变教学方式，才可能让学生在项目学习中真正受益，项目学习对教师而言是一种全新的挑战。SIPC国际教师团队与丽山学校老师紧密联系与合作，共同学习，加强理论学习和案例教学实践，共同探索师资培训和课程研发。
SIPC and Nanshan Lishan School cooperated to establish a joint education base. On top of the school-based curriculum in the compulsory education stage, it expanded from the dimensions of mathematics and logic, science and technology, humanities and art, citizenship and society, health and life, practice and innovation, etc. The depth and breadth of the courses combine the basic courses of the compulsory education stage with the interdisciplinary special courses of IPC. In terms of the overall structure of the curriculum, three principles are emphasized, namely, the principle of comprehensive and harmonious development, the principle of curriculum integration (interdisciplinary curriculum), and the principle of innovative education. Three levels can be set in the curriculum system: basic compulsory courses, club activity courses, and comprehensive practice courses.
SIPC与南山区丽山学校合作成立联合教育基地，在义务教育阶段的校本课程之上，从数学与逻辑、科学与技术、人文与 艺术、公民与社会、健康与生活、实践与创新等维度拓宽课程深度与广度，将义务教育阶段的基础课程 与 IPC 跨学科特色课程相结合。在课程整体结构上，注重 3 个原则，即全面和谐发展原则，课程融合 (跨学科课程)原则，创新教育原则。在课程体系上可设置 3 个层面:基础必修课、社团活动课、综合实践课。
The basic compulsory courses are mainly based on the national school-based curriculum, and also include the characteristic courses of international schools to ensure the main effect of the national curriculum. According to the characteristics of students' school age, cognitive level, and development needs, the knowledge reorganization of the compulsory courses in the current compulsory stage is carried out.
基础必修课以国家校本课程为主，兼收国际学校的特色课程，保证发挥国家课程的主体效应。根据 学生学龄特质及认知水准、发展需求，对现有义务阶段的必修课程进行知识重组。
(1) 语文课程与国际视野课程的结合
Combination of Chinese courses and international perspective courses: The unity of instrumentality and humanity is the basic feature of Chinese courses. Chinese courses should be dedicated to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-around development and lifelong development. Modern society requires citizens to have good humanistic and scientific literacy, innovative spirit, cooperative awareness and open vision, basic abilities in many aspects including reading comprehension, expression and communication, and the ability to use modern technology to collect and process information. Chinese education should and can play an essential role in bringing up a new generation of people needed by modern society. On the basis of Chinese courses, we integrate international perspective courses, focus on cultivating children's thinking and judgment ability, creativity, and social skills, promote children's humanistic care, protect the ecological environment, and understand and care for different cultures, so that they can Become a citizen of the world with a global perspective.
工具性与人文性的统一，是语文课程的基本特点。语文课程应致力于学生语文素养的形成与发展。语文素养是学生学好其他课程的基础，也是学生全面发展和终身发展的基础。现代社会要求公民具备良 好的人文素养和科学素养，具备创新精神、合作意识和开放的视野，具备包括阅读理解与表达交流在内 的多方面的基本能力，以及运用现代技术搜集和处理信息的能力。语文教育应该而且能够为造就现代社 会所需的一代新人发挥重要作用。我们在语文课的基础上，融合国际视野课程，着力培养孩子的思考判断能力，创造能力和社会技能，促进孩子的人文关怀，对于生态环境的保护，以及对不同文化的了解与关怀，使其成为具有全球视野的世界公民。
(2) 英文课程将与英文阅读、以及戏剧结合
Combination of English courses, English reading, and drama. The English courses in the nine-year compulsory stage include language knowledge, language skills, and comprehensive application, so as to develop students' English language skills and ability to use English in practice and improve their humanistic quality. On the basis of English courses, English reading courses are added, not only "listening, listening and reading", but also triggering children to think independently and build thinking habits in the course; and letting children master core vocabulary through repeated repetition and emphasis on pronunciation; combined with scene plots In-depth understanding of word meaning, part-of-speech and usage; through the deductive teaching method, the classroom is more lively, the children's attention is attracted, and the interest in learning is naturally higher.
九年义务阶段的英文课程包括语言知识、语言技能以及综合运用，以发展学生的英语语言技能和实 际运用英语的能力，提升人文素养。在英文课程基础上，加入英文阅读课程，不仅有”听说读“，更在课程中引发孩子进行自主思考构建思维习惯;并通过反复的重复和读音的强调让孩子掌握核心词汇;结合场景情节的学习深入理解词义、词性和使用;通过演绎性的授课方式让课堂更生动活泼，孩子的注意 力被吸引，自然学习的兴趣更高。
(3) 艺术课程的跨学科项目
Interdisciplinary projects for art courses The art course is a comprehensive course, which inherits and develops the tradition of "music education" integrating poetry, song, dance, and painting of the Chinese nation, promotes the comprehensive development of student's artistic ability and humanistic quality and is of great significance to the construction of socialist spiritual civilization. Interdisciplinary art courses, based on the framework of humanities and sociology, science, and art, integrate art courses into real-life examples, based on the "Design Thinking" (Design Thinking) methodology of the Stanford University School of Design, link students Go to real events, cross the boundaries of disciplines, mobilize the knowledge you have learned, focus on cultivating the ability to solve problems practically and achieve the purpose of applying what you have learned.
艺术课程是一门综合课程，它继承和发扬中华民族诗、歌、舞、画为一体的“乐教”传统，促进学生艺术能力和人文素养的综合发展，对社会主义精神文明建设具有重要意义。跨学科的艺术课程， 以人文社会学、科学为框架，与艺术交叉融合，将艺术课程融入到真实的生活示例中，基于斯坦福大学设计学院的“设计思维”(Design Thinking)方法论，把学生链接到真实的事件中去，去跨越学科边界，调动所学知识，着重培养切实解决问题的能力，达到学以致用的目的。
(4) STEAM课程
The "Compulsory Education Information Technology Curriculum Standards" emphasizes: "The essential purpose of offering computer information technology courses in the compulsory education stage is to enable students to master basic computer theoretical knowledge and operational skills, so as to lay a good foundation for their future study, life, and employment.” STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. STEAM education is a comprehensive education that integrates science, technology, engineering, art, and mathematics. It emphasizes cross-border knowledge, diverse scenarios, problem generation, critical construction, and innovation-driven. It not only reflects the characteristics of curriculum integration, practice, and activity, but also reflects the essential appeal of the curriculum to return to life, society, and nature.
根据《义务教育信息技术课程标准》强调:“义务教育阶段开设计算机信息技术课程的本质目的在 于让学生掌握基本的计算机理论知识与操作技能，为其日后更好的学习、生活以及就业奠定良好的基 础。” STEAM 代表科学(Science)，技术(Technology)，工程(Engineering)，艺术(Arts)，数学 (Mathematics)。STEAM 教育就是集科学，技术，工程，艺术，数学多领域融合的综合教育。它强调 知识跨界、场景多元、问题生成、批判建构、创新驱动，既体现出课程综合化、实践化、活动化的诸多 特征，又反映了课程回归生活、回归社会、回归自然的本质诉求。
(5) 丰富的社团活动
Resourceful Clubs and Extracurricular Activities. Clubs (4:30 class) are chosen by students according to their own interests, hobbies, abilities, and learning penchant, so as to expand students' knowledge and enrich their humanistic and scientific literacy. For example, a variety of clubs and international competition courses can be added to the school, such as "Hi World! World Culture Day", "Mecha Master", "Music Drama", "Art Design", "Golf", "Equestrian", etc. Introducing the rich associations of international schools into the system can not only cultivate students' basic abilities, but also develop their individual strengths, cultivate their interests and hobbies, and promote their overall quality development.
社团活动课(4 点半课堂)由学生根据自己的兴趣、爱好、能力、学习精力自行选择，拓展学生的知识面，丰富人文及科学素养。如，可在学校增设丰富多样的社团及国际赛事课程，如 “Hi World!世界文化日”、“机甲大师”、“音乐戏剧”、 “艺术设计”、“高尔夫”、“马术”等，将国际学校的丰富社团引进体制内，在培养学生基础能力的同时也能发展学生个性特长，培养兴趣爱好，促进其全面素质发展。
The newly revised curriculum plan and curriculum standards for compulsory education clarified the educational goals at the national level, calibrated the reform direction, optimized the curriculum content and its organizational presentation form, and is a programmatic document to realize the high-quality development, mobilization, and redeployment of compulsory education. The cooperation between SIPC and Lishan School aims to separate labor, information technology, and its class hours from the comprehensive practical activity curriculum, optimize the curriculum, and integrate the original morality and life, morality and society of elementary school and the original ideology and morality of junior high school. "Ethics and the rule of law", a nine-year integrated design.
新修订的义务教育课程方案和课程标准从国家层面厘清了育人目标、校准了改革方向、优化了课程内容及其组织呈现形式，是实现义务教育高质量发展再动员再部署的纲领性文件。SIPC与丽山学校的合作，旨在将劳动、信息科技及其所占课时从综合实践活动课程中独立出来，优化课程设置，整合了小学原品德与生活、品德与社会和初中原思想品德为“道德与法治”，进行九年一体化设计。
The comprehensive practical course is mainly based on interdisciplinary learning courses, cultivating students' innovation and research ability, cooperation and development awareness, focusing on the goal of educating people, refining practical themes or main issues, and establishing connections between subject knowledge in the class, from humanities, nature, etc. The interdisciplinary task design can be carried out according to the dimension, and the implementation can adopt thematic inquiry activities, subject research, project design, and other methods. Such as community service, volunteer activities, education support, research activities, theme month events, concerts, art weeks, debate competitions, etc.
综合实践课则以跨学科学习课程为主，培养学生创新与研究能力、合作与发展意识，聚焦育人目标，提炼实践主题或主要问题，课内学科知识建立关联，从人文、自然等多个维度进行跨学科任务设计，实施时可以采用主题探究活动、课题研究、项目设计等方式。如:社区服务、志愿者活动、支教帮扶、研学活动、主题月赛事、音乐会、艺术周、辩论赛等。
Multi-dimensional project-based classrooms and curriculum settings promote students' thinking, learning, and practice; quality education cultivates students' awareness of cooperation and communication and the ability to sustainable learning; diverse social practice and labor skills training expand students' vision and practical ability so that they can stand High-level thinking about the world and the times. Curriculum research and development, quality education, and labor skills training are interoperable and integrated, so that knowledge can be mastered, cultivating students' ability to learn from life, learn from one example, and learn from one example. Gradually, students' potential can be maximized, individuality can be fully displayed, and the future can be greatly developed.
多维的项目式课堂与课程设置促进学生思考、学习和实践; 素质教育培养学生合作交流意识与可持续学习的能力; 多样的社会实践与劳动技能培训拓展学生视野和实践能力，使其能够站在世界与时代的高度思考问题。课程研发、素质教育、劳动技能培训互通互融，让知识融会贯通，培养学生活学活用、举一反三的能力沉淀，逐步使学生的潜能得以最大发掘，个性得以充分展示，未来得以长足发展。
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