Xiehe Education2025年第1期季刊·总第25期构建面向未来的创新与科技课程幼儿园里玩AI —— 协和各幼儿园科学教育实践构建通往未来的桥梁：一场音乐、科技与数字化教育之旅三十而励，共启新程Thirty Years of Dedication, A New Journey AheadBuilding a Bridge to the Future: A Journey of Music, Technology, and Digital IntegrationBuilding Future-Ready Innovation and Technology ProgramsPlaying with AI in Kindergarten – Science Education in Xiehe Kindergartens

We're SUISERSWe're SUISERS我们是协和人我们是协和人林蔚然（左二）：教育数字化转型工作小组 组长。毕业于美国密歇根大学安娜堡分校，获得金融工程和工业工程双硕士学位，曾任上海市民办万源城协和双语学校美高副校长、协和教育中心原督导评估院副院长等职。顾煜（左一）：教育数字化转型工作小组 副组长。台盟上海市委青委会副主任，台盟黄浦区委委员，上海市黄浦区第二、三届人大代表。协和任职二十余年，长期致力于协和教育信息化建设，参与过多所协和中小学IT基础建设工作。黄华（右二）：IT从业二十余年，中国科学技术大学工商管理硕士(MBA)学位，论文研究方向为数字化转型。基于IT技术和企业数字化转型管理理论，长期致力于协和教育的信息化建设、数字化转型以及AI+教育等相关工作。罗佶（右一）：在协和从事学校、幼儿园信息技术应用的管理工作近9年，拥有国际项目管理师PMP(Project Management Professional) 资质及产品经理国际资格认证NPDP(New Product Development Professional)资质。Lin Weiran (second from the left): Leader of the Education Digital Transformation Working Group. She holds dual master’s degrees in Financial Engineering and Industrial Engineering from the University of Michigan, Ann Arbor. Previously, she served as Vice Principal of the American High School of SUIS Wanyuan and Deputy Director of the Inspection & Evaluation Institute at Xiehe Education Center.Gu Yu (first from the left): Deputy Leader of the Education Digital Transformation Working Group. He serves as Deputy Director of the Youth Committee of the Taiwan Democratic Self-Government League (Shanghai Committee), member of the League’s Huangpu District Committee, and deputy to the 2nd and 3rd Huangpu District People’s Congress. With over 20 years at Xiehe, he has been deeply involved in the development of the Group’s IT infrastructure and digitalization across multiple SUIS schools.Huang Hua (second from the right): A seasoned IT professional with an MBA from the University of Science and Technology of China, specializing in digital transformation research. Drawing on IT expertise and corporate digital transformation management theories, he has been dedicated to advancing Xiehe Education’s digitalization, AI-driven education initiatives, and IT infrastructure development.Luo Ji (first from the right): With nearly nine years of experience managing IT applications in Xiehe schools and kindergartens, he holds professional certifications such as Project Management Professional (PMP) and New Product Development Professional (NPDP).▲ 教育数字化转型工作小组Education Digital Transformation Working Group

协和是1992年邓小平南巡讲话以后，诞生的一家民办教育机构，它是时代的产物，带着时代烙印。在卷帙浩繁的历史长河当中，协和有几件事情是值得回顾的：1992年底，拿到了第一所幼儿园的批文，并于1993年2月正式对外招生。同年，发起成立上海民办教育联谊会。1995年6月，上海市教科院成立。同年，12月26日，上海民办教育研究中心（后改名为上海民办教育研究所）成立，参与创办了第一本杂志、编撰了第一套丛书、合编了民办教育“绿皮书”、承担了国家教育重大研究项目。1996年6月，协和教育集团成立。1998年，创办了第一所中外合作海富幼儿园。2003年，成立协和双语学校。1998年，国家把民办教育立法列入全国人大常委的5年规划，民办教育研究所和协和教育集团联手参与了《中国民办教育促进法》的制定。2001年，彭佩云委员长带队到上海，召开了民办教育立法的研讨会。再后来，协和持续发展，创办了一系列的幼儿园和中小学，也开启了政府委托管理的先河。2016年，国家一揽子法律法规的修订、系列民办教育新政出台，民办教育进入“引领规范”的新时代。如今，站在协和发展的重要节点来回顾历史，我们要感谢党的改革开放政策，没有改革开放，就没有协和三十年的发展。今天，我们到了新的转折点，面临外部环境的深刻变化：第一，科学技术迅猛发展。去年1月，美国白宫公布了全球18项最新的科技成果，其中包括先进计算、人工智能等。人工智能对教育的冲击非常大！未来，人工智能可能是学生全部的世界。一切都会发生颠覆性的变化，如果不迎接这场变化，我们将被历史淘汰。第二，人口的变化。2021年，全国不少地方还在大兴土木建学校。但2022年，人口锐减206万。2023、24年，全国出生人口不足900万。第七次全国人口普查显示，“十五五”期间，义务教育阶段在校生将减半。第三，政策的变化。刚刚出台的《教育强国规划纲要》，对教育发展的目标提出了三个要求：第一、政治属性，为党育人、为国育才。第二、人民属性，要解决人民群众对教育的急难愁盼，缓解社会焦虑。第三、战略属性，要畅通教育、科技、人才的良性循环，实现科学技术、国家战略牵引的学校专业课程设置的调整机制和人才培养模式。面对新形势、新要求和新任务，民办教育该何去何从？在此，提三个建议：一是处理好变与不变的关系。三十而立、砥砺前行，不变的是我们的初心，要坚持立德树人、五育并举。培养国际视野、国际胸怀、具有批判精神和创新能力的一代新人。要坚持本来、吸收外来、面向未来，就是要继续沿着中西文化融合的道路，借鉴和吸收国外教育的一切先进成果，适应数字化、智能化时代对人才培养的需要。二是持之以恒推动课程改革与建设。课程是学校的核心，我们要围绕国家战略和社会经济发展需求，构建全面、灵活的课程框架。要以教育的“多样化”来应对外部环境的不确定性。教育改革应以多元、包容和弹性为目标，为学生提供更加灵活和个性化的成长路径。三是打造面向未来的管理和师资队伍。协和的管理和师资队伍仍需要不断优化，包括年龄结构、专业结构的完善，文科、理科结构的完善。要增加数学和科学教育的人才比例，要发现和引进愿意全身心投入教育，并具有改革创新精神的教师和管理人才，引领协和教育的未来。协和三十而励！让我们共启新程！Xiehe Education was founded in the wake of Deng Xiaoping’s Southern Tour in 1992, emerging as a product of its time, deeply imprinted with the era’s transformative spirit. As we reflect on Xiehe’s history, several milestones stand out: At the end of 1992, Xiehe obtained its first kindergarten license and officially began enrolling students in February 1993. In June 1995, the Shanghai Academy of Educational Sciences was founded, and on December 26 of that year, the Shanghai Non-government Education Research Center was established, launching the first academic journal and book series, co-authoring China’s Green Paper on Non-government Education, and undertaking key national research projects in education. In June 1996, the Xiehe Education Group was formally established. In 1998, Xiehe opened its first Sino-foreign cooperative kindergarten, Fortune Kindergarten. In 2003, the first SUIS school was founded. Xiehe has since expanded into a network of kindergartens and schools while pioneering government-commissioned school management. At this pivotal moment, we recognize that Xiehe’s three decades of progress were made possible by China’s reform and opening-up policies. Now, we face a new crossroads amid profound external changes:1. Rapid Technological Advancements. AI’s impact on education is profound. Disruptive changes are inevitable, and failing to embrace this transformation would mean being left behind by history.2. Demographic Shifts. In 2021, many regions across China were still constructing new schools. However, by 2022, the national population had declined by 2.06 million. It is indicated that compulsory education enrollment is expected to halve during the 15th Five-Year Plan.3. Policy Evolution. The recently released Master Plan on Building China into a Leading Country in Education emphasizes political alignment, public needs, and strategic integration of education, technology, and talent development. Schools must adapt curricula to national priorities and technological advancements.Given these new realities, how should non-government education move forward? Here are three key recommendations:1. Balancing Change and Continuity. We must continue to cultivate students with global perspectives, critical thinking skills, and innovative capabilities. We will further adhere to the philosophy of East Meets West, adopting global best practices, and aligning with the needs of the digital and AI-driven era.2. Advancing Curriculum Reform and Development. The curriculum is the core of any school. We must build a flexible framework aligned with national strategies and societal needs, ensuring diversity, inclusivity, and adaptability to provide personalized student pathways.3. Strengthening Future-Oriented Faculty and Leadership. Xiehe will continue optimizing its faculty and leadership, balancing age and subject expertise, increasing STEM educators, and attracting passionate, innovative talents to drive future growth.As we celebrate three decades of progress, let us embark on this new journey together, embracing the challenges and opportunities ahead. （根据录音整理）三十而励，共启新程雪泥鸿爪 By: Xuenihongzhao卷首PREFACE(Based on audio recordings)

01卷首三十而励，共启新程04览和而不同，协力创新不断的探索，不断的追求，不断的奋斗我们在路上有汗水，有快乐，也有成功的收获30视觉艺满校园，花开四季通过我们的双眼，在艺术的园地中，发现美好感受同一个世界，共爱，共勉，共图34人物拥抱未来：教育与人工智能的深度融合二十年，幼儿园超级留级生，全新启程12话题构建通往未来的桥梁：一场音乐、科技与数字化教育之旅构建面向未来的创新与科技课程幼儿园里玩AI—— 协和各幼儿园科学教育实践38分享通过跨学科天文教育激发创新思维 在儿童哲学中成长：一场幼儿园教学与发展之旅跨越山海 追逐未来—— 从协和浦东到帝国理工53生活“我和上海”短视频，展现“魔都”多彩魅力这座城市无疑是，也将永远是，我的和谐之城。目录CONTENTS2444

Xiehe Education01PREFACEThirty Years of Dedication, A New Journey Ahead04OVERVIEWUnity in Diversity, Innovation through CollaborationThe path of continuous exploration, pursuit, and hard work brings challenges, happiness, and successful harvests.封面照片：海富虹桥幼儿园：活力萌娃，解锁校园新玩法Cover Photo: Fortune Kindergarten Hongqiao Campus: kids explore new ways to enjoy campus life.P12TOPIC38SHARINGUnlocking Innovation ThroughInterdisciplinary Astronomy EducationGrowing with Philosophy for Children: A Journey in Kindergarten Teaching and DevelopmentCrossing Mountains and Seas toChase the Dream – From SUIS Pudong to Imperial College London34FIGURESEducation Meets AI: Shaping theFuture TogetherTwo Decades in Kindergarten: A Principal’s Fresh Start30VISIONFlowers bloom year-round in a campus filled with artWe discover the creation of art on campus as we see it to share our world, passion, vision, and goals.Building Future-Ready Innovation and Technology ProgramsBuilding a Bridge to the Future: A Journey of Music, Technology, and Digital IntegrationPlaying with AI in Kindergarten– Science Education in Xiehe Kindergartens53LIFE“Shanghai, My City” Stories Showcasing the VibrantCharm of ShanghaiThis city truly is, and will always be, my City of Harmony.协和教育主编：卢慧文、赵霞执行主编：陈洪杰、丁玲玲编委会：高畅、陈素萍、竺佳蓉(排名不分先后)美编：唐雅菲翻译：策马翻译审校：协和教育中心通讯员：协和各学校市场部官方网站：www.xieheedu.cn地址：上海市闵行区吴中路1819号八楼 邮编201103联系电话: 021-34317858投稿邮箱：xhmagazine@suis.com.cn微信公众号：协和教育“XIEHE_Education”Chief Editor: Maxine LU, ZHAO XiaExecutive Editor: Jay CHEN, Donna DINGEditorial Committee: Grace GAO, Sophie CHEN, Cayor ZHUArt Editor: TANG YafeiTranslator: Grouphorse TranslationsProofreader: Xiehe Education CenterCorrespondent: Marketing Department of Each CampusOfficial Website: www.xieheedu.cnAddress: No. 1819 Wuzhong Rd., Minhang District, Shanghai 201103Telephone: 021-34317858Email: xhmagazine@suis.com.cn（Contributions are welcome）WeChat Public Account: XIEHE_Education

三十而励，共启新程|协和教育三十周年庆典隆重举行Celebrating 30 Years of Progress, Shaping a Prosperous Future Together The Celebration of Xiehe's 30th Anniversary览OVERVIEW三十而励，共启新程。1月10日，协和教育三十周年庆典活动在上海青浦区协和双语学校大剧场如期举行。各级领导、关心协和发展的专家顾问、教育同仁、中心决策会议成员、本部人员、各校区中外中层以上干部、幼儿园正副园长及助理、历届家委会代表、校友代表及师生代表，欢聚一堂，共庆盛会。On 10 January, Xiehe Education celebrated its 30thanniversary with a grand ceremony held at SUIS Qingpu's Qinglong Theatre. The event brought together distinguished leaders, expert advisors, peer educators, members of the Central Decision-making Committee, staff from Xiehe Education Center, Chinese and expat senior leaders from various SUIS campuses, kindergarten principals/vice-principals and assistants, as well as representatives of past parent committees, alumni, teachers and students, to celebrate this significant milestone.

协和教育62025年1月11至12日，由中国民办教育协会主办的“第十四届（2024）中国民办教育发展大会”在北京隆重举行。本次大会以“面向2035的中国民办教育”为主题，全国政协领导和国家机关等有关方面领导、中国民办教育协会领导及相关负责人、各省民办教育协会负责人、地方教育行政部门代表、有关教育研究机构的专家学者，以及来自全国的1100余位优秀民办学校负责人出席本次会议。在本次大会上，协和教育荣获“第十四届（2024）中国民办教育发展大会优秀办学案例奖”；协和获奖案例还作为精选优秀案例在大会现场展出。喜报 | 协和教育荣获“第十四届（2024）中国民办教育发展大会优秀办学案例奖”Exciting News | Xiehe Education Wins Outstanding Schooling Case Award at the 14th(2024) China Non-government Education Development ConferenceFrom 11 to 12 January 2025, the 14th(2024) China Non-government Education Development Conference, themed \"China's Non-government Education Towards 2035,\" was held by the China Association for Non-government Education (CANGE) in Beijing. The conference was attended by leaders from relevant central government authorities, CANGE and provincial associations for non-government education; representatives from local administrative departments for education; experts and scholars from educational research institutions; and more than 1,100 outstanding private school leaders from across China.At the conference,Xiehe Education was awarded the \"Outstanding Schooling Case Award at the 14th (2024) China Non-government Education Development Conference\". The winning case from Xiehe Education was also selected and showcased as an exemplary case at the conference.喜报 |“骑牛拔剑”，协和学子斩获牛津大学和剑桥大学录取Exciting News | SUIS Students Have Been Offered Places at Oxbridge2025年1月14日，牛津大学放榜，协和学子斩获3枚牛津录取（预录取），覆盖数学、生物、历史等专业，文理均衡。2025年1月30日，剑桥大学放榜，协和学子斩获5枚剑桥录取（预录取），覆盖自然科学、工程、地理、行为心理科学和教育等专业，专业覆盖广泛，一如既往保持了协和多年一贯的高学术水准。斩获牛津大学录取的三位协和学生均有12年以上的协和就读经历，而斩获剑桥大学录取的协和学生中，有3位拥有11年以上的协和就读经历。他们是协和“长程育人、各校协同贯通”的PreK-12教育体系的优秀成果代表。On January 14, 2025, the University of Oxford released its admissions results. Three ‘Class of 2025’ SUIS students have been offered places (conditional) at Oxford, with admissions to programs in Mathematics, Biology and History. This achievement highlights SUIS’s balanced educational philosophy that integrates both liberal arts and sciences. On January 30, 2025, the University of Cambridge released its admissions results. Five ‘Class of 2025’ SUIS students have been offered places (conditional) at Cambridge, with admissions to programs in Natural Sciences, Engineering, Geography, Psychological and Behavioural Sciences, and Education. This achievement maintains SUIS’s consistent tradition of high academic standards.All the three students who received Oxford offers have been studying in Xiehe system for over 12 years, while three of the five students who received Cambridge offers have been studying in Xiehe system for over 11 years, representing the excellent outcomes of Xiehe’s PreK-12 educational model featuring long-term mentorship and diversified curricula.

7协和教育当“历史喵”撞上协和！国际读书日，协和学子站在中国故事年轻化表达的最前沿When “Meowing History” Meets Xiehe! SUIS Students Present Chinese Stories through a Fresh Lens国际读书日，上海闵行区协和双语教科学校（协和教科）融合部携手出版社举办《如果历史是一群喵》新书阅读会，联合打造了一场打破次元壁的阅读盛宴。当《哪吒》用三头六臂颠覆神话叙事，《如果历史是一群喵》正用12只萌猫解码五千年文明！协和教科融合部用国漫顶流破译文化基因，以创新教育重构阅读未来！活动现场，出版社揭秘12只\"历史喵\"角色原型，学生参与有奖知识竞答、创意猫咪绘画及猫爪印章打卡，并获赠最新卷图书。此次活动不仅以创新形式激发学生的阅读兴趣，更展现了学校将流行文化转化为教育资源的领先理念，强化了学生对中国故事的现代表达力。On International Book Day, the EMW Stream of SUIS Jiaoke partnered with the Publisher to host a book launch event for When History Meows, and curated a groundbreaking reading experience. While Nezha reimagines mythology with a three-headed, six-armed hero, When History Meows decodes 5,000 years of civilization through the lens of 12 adorable felines. This event blended top-tier Chinese animation with cultural exploration and used innovative education to redefine the future of reading. During that day, publisher-exclusive reveals the 12 \"history cat\" character origins, students competed on creative cat drawing for paw-print stamp collection, and there was complimentary distribution of the latest book volume. Beyond sparking reading enthusiasm, the event showcased SUIS Jiaoke’s pioneering approach to transforming trending IPs into educational assets—empowering students to reinterpret Chinese cultural narrative through contemporary lenses.实验室×舞台×公益，协和少年用行动定义“我们的主场”Lab × Stage × Public Service—SUIS Students Define \"Our Arena\" through ActionAt SUIS Hongqiao, students are pushing the boundaries of education with hands-on experiences. During STEAM Week, they formed independent teams to design experiments and blend science with art. In the How to Get Away with Murder stage production, students took full control—from script refinement to lighting design—turning the entire process into an intellectually challenging experience. Meanwhile, in the \"Sunshine Xieli Fund\" charity project, students transformed creativity into meaningful acts of kindness. As learning shifts from teacher-led instruction to student-driven exploration, SUIS students are proving that true growth begins with intellectual curiosity and thrives on a strong sense of responsibility.在春日上海市民办协和双语学校的校园里，教育的边界正在被学生亲手打破——STEAM Week之中，他们自主组队设计实验，让科技与艺术自由碰撞；《逍遥法外》表演中，从剧本打磨到灯光操控，台前幕后皆是学生自己主导的“烧脑现场”；而“阳光协励金”公益项目中，他们更将创意化为自发的关爱行动。当学习的方向盘从“教师主导”转向“学生自驱”，协和少年们正在用行动证明：真正的成长，始于对知识的主动探索，成于对责任的自觉担当。

协和教育8Dora Yao, an outstanding student at SUIS Gubei, has earned a place on the national equestrian team through her exceptional skills and unwavering dedication. This milestone marks a new chapter in her equestrian career and is a source of pride for the entire SUIS Gubei community. Representing China on the global stage, Dora will compete against top riders worldwide. This is not only a testament to her talent but also to her perseverance and rigorous training. Her journey embodies SUIS’s commitment to excellence, inspiring students to chase their dreams, push boundaries, and reach new heights.上海协和双语高级中学（协和古北）卓越学子Dora Yao同学，凭借着在马术领域的优异表现与持之以恒的努力，成功入选马术国家队！这不仅是Dora同学个人马术生涯的重大里程碑，更是全体协和古北师生的骄傲。入选国家队，意味着Dora将登上更高的竞技舞台，代表国家出征，与全球顶尖骑手一较高下。这不仅是对她精湛骑术的高度认可，更是对她多年来坚持不懈、刻苦训练的最好回报。对于学校而言，Dora同学的入选有力见证了协和的教育理念与成果，激励着每一位协和学子勇敢逐梦、挑战自我、勇攀高峰。祝贺协和古北学子成功入选马术国家队Congratulations! Dora Is Selected into Chinese Equestrian Team!上海浦东新区民办协和双语学校（协和浦东）的雄狮赛艇队再次用他们的汗水和拼搏，书写了属于协和的辉煌篇章。本学期，在浦东新区阳光体育联赛中，协和浦东雄狮赛艇队展现出了非凡的实力和默契的配合，一举夺得中、小学组的一等奖。这一荣誉不仅是对队员们辛勤训练的肯定，更是对他们团队协作精神的最好证明。协和雄狮赛艇队的优秀队员卫芳泽同学，在香港赛艇锦标赛U19组别的比赛中，成功夺得第二名;在2024全国陆上赛艇年终总决赛中，她不仅在500米和2000米两个项目中夺得第一名，还打破了全国纪录。SUIS Lions Rowing Team: A Legacy of Glory and Breakthroughs协和雄狮赛艇队：荣耀与突破，书写辉煌篇章The SUIS Pudong Lions Rowing Team has once again showcased their dedication and teamwork, securing top honors at the 2024 Pudong Sunshine Sports League. Winning first place in both the primary and middle school divisions, the team’s success highlights their relentless training and strong team spirit. Standout team member Wei Fangze secured 2nd place in the U19 category at the Hong Kong Rowing Championships. She also claimed 1st place in both the 500m and 2000m events at the 2024 National Indoor Rowing Championships, setting a new national record.探究进行时 | 协和尚音五年级健康博览会——带你玩转健康新世界Inquiry in Action—Grade 5 World Health Fair at SUIS Shangyin在上海市民办协和双语尚音学校（协和尚音），我们一直致力于培养孩子们的健康意识，让他们从小树立正确的健康观念，掌握科学的健康知识，拥抱更美好的未来！一年一度的World Health Fair是协和尚音五年级的特色探究课程《人体》单元的重头戏！这个活动通过寓教于乐的方式，引导学生关注健康问题，提升健康素养，并培养他们的团队合作、探究创新和演讲及表达沟通能力。At SUIS Shangyin, we are committed to fostering health awareness from an early age, equipping students with essential knowledge for a brighter future. The annual World Health Fair is the highlight of the Grade 5 inquiry-based learning unit The Human Body. This event blends education with entertainment, encouraging students to explore health-related issues, enhance their health literacy, and develop teamwork, innovation, and communication skills.

9协和教育During the winter study tour, 11 students from the SUIS Pudong-Sanlin, specializing in Spanish and the arts, embarked on a nine-day educational journey to Spain, accompanied by their teachers—Mr. Tsui, Ms. Yan, and Ms. Kaur. Their journey centered around Madrid, home to three world-renowned museums: the Prado, Reina Sofía, and Thyssen-Bornemisza. Students explored masterpieces spanning different artistic periods, including works by Goya, Velázquez, El Greco, and, of course, Picasso. Beyond their studies, the group also experienced an authentic European Christmas. They visited churches adorned with nativity scenes and explored the festive markets at Plaza Mayor. Art students drew inspiration from Madrid’s architecture and artworks to create their own pieces, while Spanish language students practiced verb tenses and expanded their vocabulary throughout the trip.在冬季研学期间，协和教育浦东课程中心11名学习西班牙语和艺术的学生在三位老师——Mr.Tsui,Ms.Yan,和Ms.Kaur的陪同下，进行了一段为期9天的西班牙学习之旅。此行主要目的地马德里，拥有三个世界著名博物馆：普拉多博物馆、雷纳索非亚博物馆以及蒂森-博内米萨博物馆。学生们有机会亲眼目睹跨越各个时期的标志性艺术家杰作，包括戈雅、委拉斯开兹、埃尔·格雷科，当然，还有毕加索。本次研学，带队老师还为学生们提供了一次真正的欧洲圣诞体验，学生们参观了装饰有圣诞马槽的教堂，探索了主广场上的圣诞集市。艺术学生从马德里的艺术作品和建筑中，获得灵感，完成作品。而西班牙语学生则在整个旅程中，练习西班牙语的时态和词汇。SUIS 研学| Viaje a Espana 西班牙语、艺术学习之旅！SUIS Study Tour: Viaje a España—A Spanish & Arts Learning Journey!~SUIS Wanyuan’s robotics team, 10120 Wulfa the Wolf, made a stunning debut at the 2025 First Robotics Competition in the U.S., securing 18th place in the ranking rounds at the Hueneme Port Regional. The team advanced to the playoffs as the second pick of the sixth alliance and ultimately reached the semifinals, winning the Rookie All-Star Award! A week later, 10120 Wulfa the Wolf competed at the 2025 FRC Shanghai Regional, held at East China Normal University, and claimed the championship alongside two allied schools. As one of the most competitive and prestigious youth robotics competitions worldwide, FRC’s official return to China after six years made this victory even more significant. The team’s self-developed robot and exceptional coordination skills shone in the competition, proving their technical expertise. Looking ahead, 10120 Wulfa the Wolf will continue refining its design and elevating its performance, striving for even greater achievements in future seasons.上海市民办万源城协和双语学校（协和万源）机器人校队10120 Wulfa the Wolf首次出征在美国举行的2025年FRC国际机器人大赛即创佳绩，在Hueneme Port Regional中获得排位赛第18名，并以第六联盟二选身份进入淘汰赛，最终挺进四强，并荣获了Rookie All-Star Award（新秀全明星奖）！时隔一周，校队又在上海华东师范大学竞逐2025 FIRST机器人竞赛（FRC）上海国际区域赛，同另外两所中学组成的联盟获得此次区域赛冠军！作为全球各类青少年机器人竞赛中水平最高、最具观赏性、竞技性和影响力的顶级赛事，这也是FRC正赛时隔6年首次返场中国。校队凭借自主研发的机器人及高效协作能力，在攻防对抗中展现了出色的技术实力。未来协和万源机器人校队10120Wulfa the Wolf将继续优化设计，提升技术水平，迎接新赛季的挑战，力争在未来的赛事中取得更加优异的成绩。协和万源机器人校队10120 Wulfa the Wolf创佳绩SUIS Wanyuan Robotics Team 10120 Wulfa the Wolf AchievesRemarkable Success!

协和教育10Over the 2024 winter holiday, students at SUIS Hefei embarked on global journeys, expanding their perspectives and deepening their understanding of different cultures. Some ventured into snowy Nordic landscapes to explore innovative education models, while others walked the historic halls of universities in UK, immersing themselves in academic excellence. Some students explored cutting-edge technology hubs, experiencing the forefront of innovation, while others stepped into workplaces for their first professional explorations. Though their destinations varied, their shared thirst for knowledge and firsthand experiences shaped their personal growth, equipping them with invaluable insights for the future.足履万里，阅见世界——这个寒假，他们收获满满！Exploring the World—A Winter Break Full of Growth2024学年寒假，合肥市包河区协和双语学校（合肥协和）学子带着求知的热忱，走访了不同的国家和城市，感受文化的碰撞，在旅途中拓展视野，收获成长。有人选择前往雪国，感受北欧教育的魅力；有人向往学术殿堂，走进英伦的古老学府；有人前往科技之都，深入体验创新前沿；也有人走进职场，开启自己的第一场职业探索。不同的目的地，相同的求知热忱。在世界的课堂里，他们感知知识的深度，在实践探索中锻造自我，为未来的人生航程积蓄力量。协和培明登上央视新闻，“AB餐&光盘积分”打造生动食育课堂SUIS Peiming Featured on CCTV News for Creatingan Engaging Food Education Classroom2月28日，上海市静安区协和双语培明学校（协和培明）在食育领域的创新做法登上央视新闻：学校通过推行的“AB餐”与“光盘积分制”，将午餐时间打造成生动的食育课堂。（央视新闻报道原标题《上海从“光盘积分”到“美食鉴赏”午餐时间变食育课堂》，具体请见央视新闻13套2025年2月28日上午9点51分新闻报道，或扫描右侧二维码了解全部内容。）On 28 February, Shanghai United International School Peiming Campus (SUIS Peiming) was featured on CCTV News for its innovative approach to food education. By implementing the \"AB Meal\" initiative and the \"Clean Your Plate Points System\", the school has transformed lunchtime into an engaging food education classroom.(CCTV News report titled, \"Shanghai: From 'Clean Your Plate Points' to 'Gourmet Appreciation' – Turning Lunchtime into a Food Education Classroom\", aired on CCTV-13 on 28 February 2025, at 9:51 AM. Please watch the full report for more details.)请扫上方二维码观看新闻

11协和教育多彩生活 | “植”此青绿 共“树”未来Embracing Green: Growing a Sustainable Future早春三月，绿意萌萌，冬天的寒意还未褪尽，春天就带着绿色的气息向我们走来。普陀区甜馨幼儿园的宝贝们用自己的行动为环境添绿，感受大自然的魅力，给我们的家园增添活力。播撒一抹绿色，收获一份成长。在种植活动中，孩子们亲身体验松土、锄地、播种的劳动，感受春日播种的乐趣，热爱大自然、热爱生活的情感在孩子们的心中生根发芽。As early spring breathes new life into the world, children at Shanghai Putuo Tianxin Kindergarten are doing their part to nurture the environment. With bright-eyed enthusiasm, they planted greenery, felt the joy of nature, and added a touch of vitality to their surroundings. Through hands-on activities such as loosening soil, digging, and sowing seeds, the children experienced the magic of spring firsthand. These moments of planting and growth instill in them a lifelong appreciation for nature and a love for life itself.Recommended by Xiehe Education Center and selected through a rigorous evaluation process by the Foreign Affairs Office of the Shanghai Municipal People's Government, Liam Austin from SUIS Shangyin and Adam Neufield from SUIS Qingpu successfully became International Experience Ambassadors. Recently, they attended the International Experience Ambassador Night event organized by the Foreign Affairs Office of the Shanghai Municipal People's Government. Mr. Kong Fuan, the Director of the Foreign Affairs Office of the Shanghai Municipal People's Government, personally presented them with their appointment certificates.Appointment ofInternational Experience Ambassadors“洋智囊”初体验 | 协和外籍管理层受聘为“国际体验官”经过协和教育中心推荐，并通过上海市人民政府外事办公室(市政府外办)的层层筛选与评审，来自协和尚音的Liam Austin与协和青浦的Adam Neufield成功入选，成为“国际体验官”。近日，他们参加了市政府外办组织的“国际体验官”年度活动。在活动中，市政府外办主任孔福安亲自为他们颁发了聘任证书。

协和教育12启程！我与协和虹桥初中部的缘分始于学校创办之初，当时我担任音乐教师。自那以来，学校发展显著，而我也有幸与其共同成长，在担任不同职务的过程中，充分融入我对音乐、教育和技术的热情。我来自塞尔维亚，2018年初抵达北京，不久后搬至广东，随后又来到上海，成为协和虹桥创校团队的一员。这段独特的经历使我能够深度参与课程建设和学校愿景的构建，推动学校致力于以学生为中心、科技赋能学习的理念。最初担任音乐组组长时，我负责设计一套全面的音乐课程，旨在连接学生小学至高中阶段的学习经历，同时强调科技在音乐教育中的潜力。挑战显而易见：如何将传统音乐教育与创新科技应用结合，创造出引人入胜的学习体验？如今，看着第二批初中生顺利升入高中，显然我们的工作已经颇具成效。我们的音乐课程基于三个核心内容：音乐理论、音乐历史和使用技术创作。学生们不仅学到了音乐理论的基本知识，还通过使用iPad和iMac等工具，创作出了独特的作品，以全新的方式表达自己。这门课程不仅让学生们了解音乐历史和理论，还通过实践创作项目激发了他们的创造力。然而，随着新学年的到来，我意识到这段旅程远未结束。今年，我很高兴能担任信息通信技术（ICT）组长和数字化教育组长，这也反映了学校对教育技术飞速发展的积极响应。担任这些职务让我有机会帮助学校师生应对数字化转型，为未来做好准备，并进一步强化协和虹桥作为一个教育机构，在积极拥抱创新方面做出的努力。2024-2025学年：新角色、新职责今年，我的职责不仅限于教学，还肩负起推动协和虹桥初中部数字化愿景的重要任务。作为数字化教育组长，我主导的项目不再局限于传统的教育技术应用，而是将数字化工具深度融入到教学实践，构建学校数字化发展的有序路径。此外，作为信息通信技术组长，我负责制定全面的信息通信技术课程，指导学生掌握一系列数字化技能，为他们的未来学习和职业生涯奠定坚实基础。这两个角色都与学校的目标紧密契合，即不把技术作为次要的补充，而是将其作为教育体验的重要组成部分。对我来说，承担这些职责是顺理成章的事情，尤其是目睹人工智能（AI）逐渐成为主流，并迅速重塑包括教育在内的社会方方面面。通过担任这些职位，我得以将自己对技术发展的热忱转化为切实的行动，让协和虹桥初中部的师生都从中受益。我们已经开始看到这种方式的影响，学生们通过参与数字化项目，不仅学到了新技能，还学会以批判性思维审视技术在全球化中的作用。让我们深入了解信息通信技术学科的新教学方法，以及我校的综合数字化发展框架及其各阶段的实施情况。焕然一新的信息通信技术课程全新的信息通信技术课程是我们实现目标的主要途径之一。该课话题 TOPIC构建通往未来的桥梁：一场音乐、科技与数字化教育之旅文/上海市民办协和双语学校 Damir Odobasic▲ 上海市民办协和双语学校（协和虹桥）Damir Odobasic来自塞尔维亚，是一位音乐与教育科技专家，于2018年来到中国，最初在广东工作，后来加入协和。过去五年来，他一直在上海市民办协和双语学校（下文简称为协和虹桥）任职，是创校团队的一员，一直担任音乐组长和信息通信技术（ICT）组长等职务。2024-2025学年，Damir同时被任命为数字化教育组长，负责学校教育科技应用的指导和规划工作。

13协和教育程经过精心的重新设计，旨在培养学生基础的数字化技能，同时鼓励他们探索技术更广泛的可能性。今年，我们引入了几个新的元素，让信息通信技术课程更具互动性、参与性和相关性。例如，我们在课程中融入了BBC Microbit设备，这对七年级的学生来说是一次突破性的改变。Microbit提供了一种实践型的编码方式，有助于学生理解物理运算的基本原理。学生可以使用这些设备进行实验、创建项目，从而直观地看到自己代码的实际效果。这种实践体验不仅加深了他们对编码的理解，也让学习过程变得更加有趣。对于八年级学生，我们在Visual Studio Code中加入了Blackbox人工智能插件。该插件提供了人工智能辅助编码的功能，让学生在进行前端网页开发项目时，可以获得实时的技术支持。在项目中集成人工智能工具，学生不仅能更加高效地完成任务，还能接触到与职业环境日益相关的前沿技术。未来，人工智能将在许多领域发挥重要的作用，这种将传统编码技能与人工智能辅助工具相结合的方式，将帮助我们的学生为适应未来做好准备。除了编码之外，我们还引入了新兴技术项目，让学生研究深度伪造、人工智能伦理以及技术对社会的影响等趋势。这些项目的最终成果以学生演讲展示的形式呈现，不仅培养学生的批判性思维和公共演讲能力，还促使他们对现代技术的利弊进行深入反思。全新的课程旨在让学生掌握实践技能，更深入地了解技术的广泛影响，确保他们做好充分准备，能够自信、负责地应对数字化世界的挑战。协和虹桥初中部数字化发展框架协和虹桥初中部数字化发展框架旨在系统推进学校的数字化教育。该计划分为四个阶段，以教师和部门负责人的反馈意见为基础，为构建数字化教育的学习环境勾勒出清晰的路线图。以下是每阶段的目标以及目前取得的进展。目前，我们正处于数字化发展框架的第一阶段：基础建设。该基础阶段至关重要，旨在确定和满足教师及学生的实际需求，为有效实现全校范围内的数字化教育奠定基础。以下是我们的进展情况和未来计划：进行需求评估我们的首要任务是了解各部门教师的数字化需求。通过调查和面谈，我们正在收集有关技术如何促进备课、课堂管理等教学环节的信息。初步结果显示，教师们对数字化工具兴趣浓厚，同时也希望获得更系统的支持和培训。评估教师的技术熟练度我们正在评估教职工使用不同数字化工具的熟练程度。这项评估有助于我们发掘已具备技术能力的教师和可能需要基础培训的教师。根据这些信息，我们将为未来的培训课程进行分组，确保每位教师都能得到与其技能水平相匹配的支持。通过及早确定这些需求，可以确保所有教职工都能顺利使用计划引入的技术工具。评估现有基础设施第一阶段的另一个关键组成部分是评估我们目前的技术基础设施。我们正在对硬件、软件和网络能力进行审查，确定可能妨碍顺利融合的问题。这一审查将为后续必要的升级（如改善Wi-Fi连接、更新设备等）提供依据，以确保所有教室都为更高水平的技术整合做好准备。随着第一阶段的完成，数字化发展框架的后续步骤将基于这些基础见解展开。第二阶段：设定目标和任务在完成需求评估和技术熟练度评估后，我们将着手设定清晰且可量化的目标。这些目标将侧重于提高数字化流畅度、促进协作以及将技术融入课程。此阶段将为我们的数字化教育工作定下方向，并为未来活动提供指导。第三阶段：小规模实施与提高关注度第三阶段将通过小范围试点的方式，首先在部分教室进行技术应用。通过“小规模起步”的方式，我们可以测试这些举措的有效性，收集反馈意见，并在全校推广之前进行调整。我们希望通过展示成功范例，进一步激发教师使用数字化工具的兴趣，并逐步形成积极的应用氛围。第四阶段：数字化实践的制度化最后一个阶段是在全校范围内融入数字化实践，确保其成为我们教育方法的核心部分。包括建立定期反馈机制，赋能学生成为技术领袖，并通过家长研讨会促进家长参与，打造一个支持性的、与技术相融合的社区。期望成果与至今取得的成就通过这一系统化的方式，我们希望创造一种融合环境，让技术能够提升教育体验，同时又不会让教师或学生感到负担。协和虹桥初中部的数字化发展框架不仅仅是一个计划，还是一幅能通时合变、富有生命力的路线图，以支持持续的改进调整。以下是我们迄今为止取得的一些重要成就：▲ BBC Microbit单板电脑：七年级▲ 研究和展示项目：八年级

协和教育14提升教师信心与协作：通过企业微信海外版（Wecom）“技术与人工智能支持群聊”提供的针对性培训和实时支持，教师们更有信心尝试新工具，从而提供更具活力和吸引力的课程。提高学生参与度：通过使用BBC Microbit等工具和人工智能驱动的应用程序，学生更容易在技术项目中获得技术体验，同时表现出更大的学习兴趣和更高的参与度。人工智能应用的初步实施：由人工智能驱动的浏览器扩展工具“Brisk for teachers”显著减少了教师在制作教案和其他资源的时间投入，让他们能将更多精力集中在互动和以学生为中心的教学上。该工具在试点课堂中的成功，将为后续全校推广奠定基础。总体而言，协和虹桥初中部的数字化发展框架为我们迈向数字化教育的未来奠定了坚实基础，确保教师和学生都能为不断变化的教育环境做好准备。通过结构化的阶段实施和持续的反馈，我们正在建设一个数字化社区，支持各层级的学习发展。2024年马来西亚亚洲教育装备展览会（Bett Asia 2024）洞察作为新任数字化教育组长，我有幸参加了在吉隆坡举办的2024年马来西亚亚洲教育装备展览会（Bett Asia 2024）。本次展会吸引了4000多名教育工作者、技术专家和政策制定者，共同探讨人工智能和技术在全球教育变革中的巨大潜力。展会主题为“技术进步和人工智能推动积极变革”，重点讨论如何帮助学生为互联互通、人工智能驱动的全球经济做好准备。Bett Asia不仅讨论了教育者如何适应这些变化，还探讨了如何战略性地应用技术来培养学生的批判性思维、问题解决能力和创造力。这与协和虹桥初中部的数字化愿景密切吻合，因为我们致力于创建一个让师生既能精通技术、又能就其广泛影响有批判性认识的社区。展会最重要的主题之一是人工智能在个性化教育中的作用。人工智能可以根据每个学生的需求、学习节奏和风格，为其量身定制学习路径，从而提升学习体验。微软和谷歌在Bett Asia上展示了助力教育工作者的创新技术。例如，微软Teams推出的人工智能辅助功能，有助于教师根据学生数据分析提供有针对性的支持。谷歌则展示了其全新的Chromebook Plus，该产品从设计之初就融合了人工智能，可以优化学生的学习体验，同时为教育工作者提供有效的课堂管理工具。除了课堂教学，Bett Asia还探讨了人工智能在提高学校运营效率方面的应用。从自动化日常行政工作到协助评分、考勤甚至课程编排，人工智能正被用来减少教师的时间投入和减轻其工作负担。来自印度尼西亚的Anindito Aditomo博士分享了一个由人工智能驱动的课程支持平台，该平台拥有超420万用户，每月处理40万份提交材料。此类工具为协和虹桥初中部继续开发数字化发展框架提供了有益启示。这些见解启发我们去思考如何应用类似的人工智能工具来支持教师，使其日常工作更易于管理，并能够专注于以学生为中心的创造性教学。Bett Asia的另一个重点是展示人工智能打破教育壁垒的潜力。多位发言人强调了人工智能如何为面临学习挑战或社会经济障碍的学生提供接受高质量教育的机会。例如，展会重点介绍了日本的GIGA倡议，该倡议旨在为每个学生提供一台设备，让他们能够平等地获取数字化资源和知识。在柬埔寨，人工智能驱动的项目正在通过创建量身定制的教育资源来支持残疾学生，特别是有听力或视力障碍的学生。这些讨论深深触动了我，因为协和虹桥初中部一直致力于实现包容性和机会均等。对无障碍环境的强调进一步强化了我们的目标，即确保协和虹桥初中部的所有学生，无论有何特殊需求，都能从技术中受益。人工智能在教育中的伦理考量是该展会的另一主要议题，与会发言者讨论了教育者在集成这些工具时应承担的责任。来自柬埔寨的Vathana Sann博士谈到了各国在引入人工智能教育时所面临的文化和伦理挑战。人工智能并不是人类互动和指导的替代品，而是一种辅助工具。可画平台（Canva）的Yani Hornilla-Donato讨论了如何在课堂上使用人工智能，在不削弱教师作用的同时，提高他们的创造、教学和互动能力。这一道德层面的思考与协和虹桥初中部的愿景不谋而合：我们致▲ 协和虹桥初中部数字化发展框架▲ 来自赫瑞瓦特大学马来西亚校区的Mushtak Al-Atabi教授

15协和教育力于负责任地使用人工智能。通过向学生教授技术的伦理意义，我们希望培养他们的责任感和批判性思维，让他们以深思熟虑的态度应对数字化世界。最后，未来技能和职业准备是展会教育愿景的核心。展望2030年及未来，我们越来越需要适应性强、掌握数字化技能、能够应对不断变化的就业市场的学生。新加坡管理大学的Venky Shankararaman教授预测，随着人工智能的普及，数百万个工作岗位将发生变化，这凸显了终身学习和数字化能力的重要性。因此，教育必须不断发展，培养学生的可迁移技能，确保他们不仅掌握传统学科知识，还能适应新技术和不断变化的职业环境。不论是更新的信息通信技术课程，还是在所有年级推广数字化素养，我们在协和虹桥初中部所做的工作都切实践行这一理念。Bett Asia给予的启示帮助我们强化了数字化教育方法，并将重点放在培养学生适应未来技术发展的能力，因为在未来，技术将成为几乎所有职业道路上不可或缺的要素。从本质上讲，Bett Asia 2024展会强调了人工智能和技术对教育的深远影响，既提供了创新的解决方案，也提出了重要的道德考量。在我们继续慎重使用人工智能的过程中，这些启示将成为协和虹桥初中部的战略规划的重要指导，帮助我们在数字化转型的时代中，提升师生的综合能力。总结回顾迄今为止的发展进程，我们在协和虹桥初中部取得的成就令人欣慰。从设立音乐课程，让学生利用技术进行创作，到推动全校的数字化教育工作，我们都取得了长足的进步。我们的信息通信技术课程比以往任何时候都更加完善，引领学生接触了编码、人工智能和数字化研究，使他们为迎接技术主导的未来世界做好准备。我们的数字化发展框架为教师提供了必要的工具和支持，帮助他们自信地将技术融入课堂教学，同时，我们积极参与Bett Asia等全球会议，确保我们始终走在教育技术发展的前沿。展望未来，我们的目标明确：我们希望继续发展，协和虹桥不仅要适应数字化世界，更要在塑造数字化世界的过程中发挥积极作用。随着技术的不断迭代，我们致力于打造一个可赋能学生和教师，使其有知识储备并准备好拥抱未来的社区。通过每一项新举措，我们不断加强协和虹桥作为一所具有前瞻性思维、重视教育创新和责任的学校的作用。总而言之，我们在协和虹桥的旅程不仅仅要融合数字化工具，更要创造持久的影响，让我们的师生能够从容迎接充满变化的未来。 Building a Bridge to the Future: A Journey of Music, Technology, and Digital IntegrationBy: Damir Odobasic, SUIS HongqiaoDamir Odobasic is a music and EdTech specialist originally from Serbia. He arrived in China in 2018 and worked in Guangdong before joining SUIS. For the last 5 years he has been working at HongQiao Middle School. Damir joined the school as a founding member of staff in the school’s inaugural year, and has held positions as both the Head of Music and Head of ICT. For the 2024-25 academic year, Damir was appointed to the position of Head of Digital Integration, overseeing the school’s plan and vision for the use of technology in education.Journey Begins!My journey with SUIS HongQiao Middle School (HQMS) began with the opening of the school, where I joined as a Music Teacher. Since then, our school has experienced substantial growth, and I’ve had the privilege to grow alongside it, taking on various roles that allowed me to merge my passions for music, education, and technology. Originally from Serbia, I arrived in Beijing, in 2018. Shortly after, I relocated to Guangdong, then moved to Shanghai, where I became part of the founding staff at HQMS in its inaugural year. This unique journey has enabled me to play a significant role in establishing a curriculum and building a vision that reflects our school’s commitment to student-centred, tech-enhanced learning.In my initial role as Head of Music, I was responsible for designing a comprehensive music curriculum that could connect students’ experiences from primary through to high school, all while emphasizing the potential of technology in music education. The challenge was clear: how could we bring together traditional music education with innovative technological applications to create an engaging learning experience? Today, as we see our second cohort of middle school students progressed to high school, it’s clear that we have achieved a lot. Our music curriculum stands firmly on three content pillars: music theory, music history, and composition through technology. Students have not only learned the essentials of music theory but have also created unique compositions, leveraging tools like iPads and iMacs to express themselves in new

协和教育16ways. This curriculum has equipped our students with skills that make them informed about music history and theory, while fostering creativity through hands-on composition projects.As we move into a new academic year, however, it’s clear that the journey is far from over. This year, I’m excited to take on additional roles as Head of ICT and Head of Digital Integration, reflecting our school’s response to the rapid advancements in educational technology. These roles offer me the chance to help both our students and faculty navigate the world of digital transformation, preparing us for the future while reinforcing HQMS’s role as an institution that actively embraces innovation.New Roles and Responsibilities for the 2024-2025 School YearThis year, my expanded responsibilities include not only teaching but also overseeing HQMS’s digital vision. As Head of Digital Integration, I am leading initiatives that go beyond traditional education technology use, embedding digital tools into our educational practices and creating a structured path for our digital development. Additionally, my role as Head of ICT allows me to shape our ICT curriculum, guiding students through a range of digital skills they will carry with them into their future studies and careers. These two roles align closely with our school's objective to embrace technology not as a secondary addition but as an essential part of the educational experience.Taking on these responsibilities feels like a natural progression for me, particularly as we are witnessing AI step into the mainstream and rapidly reshape various aspects of society, including education. With these appointments, I can channel my excitement for technological advancements into practical actions that benefit HQMS’s students and teachers alike. We have already begun to see the impact of this approach, as students engage in digital projects that not only teach them new skills but also help them think critically about technology’s role in the world.Let's take a closer look at the new approach to teaching the ICT subject, along with our school's comprehensive digital development framework and its various stages.A Refreshed ICT CurriculumOne of the primary ways we are achieving these goals is through an updated ICT curriculum. This curriculum has been carefully re-designed to equip our students with foundational digital skills while encouraging them to explore the broader possibilities of technology. This year, we’ve introduced several new elements that make ICT lessons more interactive, engaging, and relevant.For example, the addition of BBC Microbit devices into our curriculum has been a game-changer for our students in grade 7. The Microbit provides a hands-on approach to coding and helps students understand the fundamentals of physical computing. Students can experiment with these devices, creating projects that allow them to see the direct impact of their code in a tangible way. This hands-on experience not only deepens their understanding of coding but also makes the learning process more enjoyable.For our grade 8 students, we have incorporated the Blackbox AI plugin in Visual Studio Code. This plugin offers a form of AI-assisted coding, allowing students to receive real-time support as they work on front-end web development projects. By integrating AI tools into their projects, students not only complete tasks more efficiently but also gain exposure to cutting-edge technology that is becoming increasingly relevant in professional environments. This combination of traditional coding skills with AI support prepares our students for the future, where AI will play a significant role across many fields.In addition to coding, we’ve also introduced projects on emerging technologies, where students research trends such as deepfakes, AI ethics, and the implications of technology in society. These projects conclude with student presentations, fostering critical thinking and public speaking skills, and encouraging students to reflect on both the benefits and challenges of modern technology. The refreshed curriculum aims to equip students with practical skills and a deeper understanding of the broader impact of technology, ensuring they are well-prepared to navigate the digital world confidently and responsibly. HQMS Digital Development FrameworkThe HQMS Digital Development Framework was designed to systematically enhance digital integration at Hongqiao Middle School. This four-stage plan, grounded in feedback from teachers and department heads, will outline a clear roadmap for developing a digitally cohesive learning environment. Here’s a closer look at each stage, what we aim to achieve, and the progress we’ve made so far:We are currently in the initial Stage 1: Foundation Building of the HQMS Digital Development Framework. This foundational stage is essential for identifying and addressing the specific needs of our teachers and students as we lay the groundwork for effective digital integration throughout the school. Here’s a breakdown of our progress and our plans moving forward:Conducting a Needs AssessmentOur first priority has been to understand the digital needs of our teachers across all departments. Through surveys and interviews, we are gathering information about how technology can enhance various aspects of teaching, from lesson planning to classroom management. Initial findings indicate a strong interest in ▲BlackBox VSCode Plugin for AI-assisted coding: Grade 8

17协和教育digital tools but highlight the need for more structured support and training.Assessing Teacher Tech ProficiencyWe’re currently evaluating the proficiency levels of our staff with different digital tools. This assessment helps us identify teachers who are already proficient and those who may need foundational training. This information will allow us to segment future training sessions, ensuring that each teacher receives relevant support tailored to their skill level. By identifying these needs early, we can make sure all staff are comfortable with the technology we plan to introduce.Reviewing Existing InfrastructureAnother key component of Stage 1 is reviewing the current state of our technology infrastructure. We are conducting an audit of our hardware, software, and network capabilities to identify any gaps that might hinder smooth integration. This audit will inform decisions about necessary upgrades, such as improving Wi-Fi access and updating devices, to ensure all classrooms are ready for a higher level of tech integration.As we complete Stage 1, the next steps in the Digital Development Framework are designed to build upon these foundational insights:Stage 2: Setting Goals and ObjectivesOnce we’ve completed the needs assessment and proficiency evaluations, we’ll move to defining clear, measurable goals. These goals will focus on increasing digital fluency, fostering collaboration, and embedding technology across the curriculum. This stage will set the direction for our digital integration efforts, guiding our activities in the coming months.Stage 3: Small-Scale Implementation and VisibilityIn Stage 3, we will begin implementing technology on a small scale, starting with pilot projects in select classrooms. This “start small” approach will allow us to test the effectiveness of our initiatives, gather feedback, and make adjustments before rolling them out school-wide. By showcasing successful examples, we hope to build momentum and encourage more teachers to embrace digital tools.Stage 4: Institutionalizing Digital PracticesThe final stage involves embedding digital practices throughout the school and ensuring they become a core part of our educational approach. This includes establishing regular feedback loops, empowering students as tech leaders, and involving parents through workshops to create a supportive, tech-integrated community.Desired Outcomes and Achievements So FarThrough this structured approach, we aim to create an environment where technology enhances the educational experience without overwhelming teachers or students. The HQMS Digital Development Framework is more than just a plan; it’s a living, adaptable roadmap that supports continuous improvement. Here are some of the key achievements we’ve reached so far:Enhanced Teacher Confidence and Collaboration:With targeted training and real-time support via the Tech & AI Support Group Chat on Wecom, teachers feel more confident experimenting with new tools, resulting in more dynamic and engaging lessons.Increased Student Engagement:Tools like the BBC Microbit and AI-driven applications have made tech-based projects more accessible and interesting for students, significantly boosting their engagement.First Steps in AI Implementation: The “Brisk for teachers”, an AI powered browser extension has saved teachers considerable time in creating lesson plans and other resources, allowing them to focus more on interactive and student-cantered learning. The success of this tool in pilot classrooms will most certainly pave the way for wider adoption across the school.Overall, the HQMS Digital Development Framework is setting a solid foundation for a digitally integrated future, ensuring that both students and teachers are prepared for the evolving educational landscape. Through structured stages and continuous feedback, we are building a digitally empowered community that supports learning at all levels.Bett Asia 2024 InsightsAs a part of my newly appointed role – Head of Digital Integration, I had the opportunity to attend the Bett Asia 2024 conference in Kuala Lumpur. With over 4,000 educators, tech experts, and policymakers in attendance, the event underscored the vast potential of AI and technology in transforming education worldwide. The conference, themed \"Driving Positive Change with Technological Advancements and AI,\" focused on preparing students for an interconnected, AI-driven global economy. Bett Asia addressed not only how educators can adapt to these changes but also how to strategically implement technology to support critical thinking, problem-solving, and creativity among students. This aligns closely with HQMS’s digital vision, as our aim is to build a community where students and teachers are both tech-savvy and critically informed about its broader impacts.

协和教育18One of the most prominent themes at the conference was AI's role in personalizing education. AI has the power to transform learning experiences by creating customized pathways that adapt to each student’s needs, pace, and style of learning. Microsoft and Google, two tech giants presented at Bett Asia and showcased innovations that can directly assist educators. For instance, Microsoft introduced AI-driven features in Teams that allow teachers to provide targeted support based on student data insights. Google highlighted its new Chromebook Plus, designed to be AI-integrated from the ground up, optimizing students' experiences and giving educators valuable tools for managing their classrooms effectively. Beyond classroom learning, Bett Asia also explored how AI can make school operations more efficient. From automating routine administrative tasks to assisting in grading, attendance, and even curriculum curation, AI is being leveraged to save teachers’ time and reduce their workload. Dr. Anindito Aditomo from Indonesia discussed a platform with AI-powered curriculum support that has over 4.2 million users, handling 400,000 submissions per month. Such tools could greatly benefit HQMS as we continue developing our Digital Development Framework. These insights have inspired us to think about how we could implement similar AI tools to support our teachers, making daily tasks more manageable and allowing them to focus on creative, student-centered teaching.Another powerful focus of Bett Asia was AI's ability to break down educational barriers. Several presenters emphasized how AI can provide access to high-quality education for students who face learning challenges or socioeconomic barriers. For example, the event highlighted Japan’s GIGA initiative, which aims to provide every student with a device, enabling equal access to digital resources and knowledge. In Cambodia, AI-powered programs are supporting students with disabilities, particularly those with hearing or visual impairments, by creating tailored educational resources. These discussions resonated deeply, as HQMS has a commitment to inclusivity and equal opportunity. The emphasis on accessibility further reinforced our goal to ensure all HQMS students can benefit from technology, regardless of their unique needs.The ethical considerations of AI in education were another major topic, with speakers discussing the responsibilities educators have when integrating these tools. H.E. Dr. Vathana Sann from Cambodia spoke about the cultural and ethical challenges different countries face as they introduce AI into education. AI is not a replacement for human interaction and guidance but rather a tool to complement it. Canva’s Yani Hornilla-Donato discussed how AI could be used in classrooms without undermining the role of teachers, instead enhancing their ability to create, teach, and interact. This ethical dimension aligns with HQMS’s vision, where we are committed to using AI responsibly. By teaching our students about the ethical implications of technology, we hope to instil a sense of responsibility and critical thinking, equipping them to navigate the digital world thoughtfully.Finally, future skills and career preparation were central to the conference’s vision for education. As we look toward 2030 and beyond, there is a growing need for adaptable, digitally skilled students who are prepared for an evolving job market. Professor Venky Shankararaman from Singapore Management University predicted that millions of jobs will shift as AI becomes more prevalent, underscoring the importance of lifelong learning and digital competency. Education, therefore, must evolve to equip students with transferable skills, ensuring they are not only knowledgeable in traditional subjects but also capable of adapting to new technologies and changing career landscapes. This perspective reinforces the work we are doing at HQMS, from our updated ICT curriculum to our commitment to digital literacy across all grades. The insights gained from Bett Asia have helped us reinforce our own approach to digital education, with a strong focus on preparing our students for a future where technology will be integral to nearly every career path.In essence, the Bett Asia 2024 conference highlighted the profound impact AI and technology can have on education, offering both innovative solutions and important ethical considerations. These takeaways are guiding HQMS’s strategic approach as we continue to implement AI thoughtfully, aiming to empower our students and staff in this era of digital transformation.ConclusionReflecting on the journey so far, it’s rewarding to see how much we have accomplished at HQMS. From establishing a music curriculum that empowers students to create with technology to leading digital integration efforts across the school, we have made great strides. Our ICT curriculum is more robust than ever, introducing students to coding, AI, and digital research that prepare them for a future where technology will play an integral role. Our Digital Development Framework is providing teachers with the tools and support they need to confidently incorporate technology into their classrooms, while our involvement in global conferences like Bett Asia ensures we remain at the forefront of educational technology trends.Looking ahead, our goal is clear: we aim to continue evolving, to make HQMS a school that not only adapts to the digital world but also actively shapes it. As technology continues to advance, we are committed to fostering a community where students and teachers alike feel empowered, knowledgeable, and ready to embrace the future. With each new initiative, we strengthen HQMS’s role as a forward-thinking institution that values both innovation and responsibility in education.In conclusion, the journey we’re on at HQMS is not just about integrating digital tools; it’s about creating a lasting impact that prepares our students and staff for a future defined by change.▲Bett Asia 2024 – Opening Conference

19协和教育话题 TOPIC构建面向未来的创新与科技课程文/上海市静安区协和双语培明学校 Daniel Grover本篇文章既是对教育实践的反思，也是对未来课程建设的探索。结合我近期参加的一场航天产业大会的经历，本文将重点探讨创新与科技课程应具备的核心要素，并对如何规划此类课程提供初步建议。三大关键启示2023年10月，我有幸获得专业发展支持，前往美国参加了ASCEND（AcceleratingSpace Commerce, Exploration, and New Discovery）航天产业大会。在为期三天的活动中，我聆听了来自美国国家航空航天局（NASA）、欧洲航天局（ESA）、日本宇宙航空研究开发机构（JAXA）、各大火箭制造公司、高校及相关产业的领导者分享，他们正积极推进地球之外的研究、工程建造及资源开采。会议嘉宾涵盖企业CEO、项目负责人、大学研究员及知名作家等。作为一名关注创新与科技课程的教育者，我从中收获了三大关键启示。1.前沿科技的发展需要跨学科融合。以科罗拉多大学的“空间资源项目”为例，该课程将工程学、行星科学及商业管理相结合。此外，亚利桑那大学的代表也强调，他们已在法律、社会学及公共政策等课程中融入STEM教育，以培养未来所需的人才。2.协作是推动各层级创新与决策的关键。拥有不同背景经历和专业知识的团队，其整体价值远超个体能力的简单叠加。与个人专家相比，有组织的互动能带来更大的创造力和更好的决策。洛克希德·马丁的企业代表分享了横向领导力及利用批判思维模型的决策方法，例如Donella Meadows与Peter Senge的“冰山模型”和Peter Senge的“系统思维”。3.STEM课程在反映科技及其应用的快速发展方面至关重要。会议中专家强调的不仅包括生物技术、医学、机器人、自动化、人工智能及资源开采等传统科技主题，还涉及低重力环境下满足生活需求的技术，例如，如何制作适合低重力环境的护发产品？这三大启示——尤其是跨学科融合与团队协作——或许对教育管理者而言并不陌生，但它们再次提醒我们这些能力在现实世界中的重要性。这也为构建创新与科技课程提供了初步的方向：课程不仅要教授知识，更要提供跨学科及超学科的学习机会，使学生在沟通、领导力、团队合作及决策制定等方面得到充分锻炼。多学科、跨学科及超学科教学法是众多协和课程体系的核心理念。Erich Jantsch在其1972年的《迈向跨学科与超学科教育与创新》中对三者的区别作出了清晰界定：多学科指不同学科独立研究同一主题或问题；跨学科指各学科协作完成同一项目，并展示学科之间的关联性；超学科指不仅融合多个学科知识，还纳入政策制定者及社会利益攸关者的意见，形成全新的知识框架。在协和，我们在沟通研究、学习技能课程和全球视野课程等各种课程中强调合作的重要性。这不仅深植于协和“中西融合”的核心价值观中，也融入于教师专业发展活动之中。例如，在MichaelIannini的培训中，他鼓励学校领导和教育团队“打破壁垒”，创造“沙盒环境”。“壁垒”指的是各部门或团队各自为政，专注于自身目标而缺乏跨部门沟通。而“沙盒”源自计算机领域，意指创造一个自由交流、共同探索和质疑实践的协作环境，以推动创新。利用这三点启示，各级学校领导在开设或评估创新与科技课程时就有了方向。我有幸在小学、初中和高中教授过科学、计算机科学、全球视角和设计与技术等课程。以下内容基于我的这些教学经验、观察以及与协和和其他学校的优秀同事/同侪进行的多次讨论。组建创新与科技课程的师资团队以目标为导向的规划。与所有规划工作一样，精心设计的方案在创新与科技课程团队的建设中起着至关重要的作用。学校需夯实基础，确保管理者具备对科技发展趋势的敏锐洞察，或建立由相关专业人士组成的委员会，为课程规划提供专业、可靠的建议。以下内容可作为学校管理者在创新与科技教育领域建立领导力素养的起点。▲ 宇航员Loral O'Hara和Jasmin Moghbeli在2023年ASCEND大会上分享她们的广泛教育背景以及她们在国际空间站的研究如何有助于解决一系列世界性问题。▲ 学科方法的直观描述▲ 在不同部门之间建立合作关系，为具有创造力的领导和员工提供明确的创新场所，是创新型科技公司和创新型教育项目的重要方面。

协和教育20学校管理者无需成为技术专家，但应具备对新兴技术、伦理考量和教育策略的基本认知。这样的科技素养能帮助管理者制定清晰的课程规划目标，为教师团队提供有力支持，并确保创新与科技课程能够有效培养学生迎接未来挑战的能力。对于希望进一步了解现代科技趋势的管理者，建议参考以下资源：·《麻省理工科技评论》（MIT Technology Review）·《哈佛商业评论》（Harvard Business Review）·《计算机学会通讯》（Communications of the AMC）·《自然》（Nature）·《教育技术研究与发展》（Educational Technology Research and Development）明确愿景，设定课程目标每所学校都有独特的文化和发展重点，因此，在组建创新与科技课程团队时，清晰界定学校的愿景和目标至关重要。例如，创新在你所在学校的背景下意味着什么？你所在学校注重的是实践型问题解决能力、技术知识与技能，还是跨学科协作？学校管理者可采用SMART原则设定目标，即确保目标具体（Specific）、可衡量（Measurable）、可实现（Achievable）、相关（Relevant）、有时间节点（Timed），以提高成功率。制定SMART目标可从以下问题入手：·我们希望学生具体学习哪些内容？·如何定义创新与科技教育的成功？明确的答案能为团队建设和课程规划提供方向。例如，课程目标可能是教授编程与工程设计的基础知识，通过设计思维培养创造力，引入人工智能与机器人等新兴技术，帮助学生理解其实际应用，鼓励学生探索科技如何在现实世界中解决问题。有了清晰的目标，学校便能更精准地筛选与培养具备特定技能和专业背景的教师团队。以下是我校创新和技术举措中两个具体目标规划示例。具体目标：·25%的学生能够使用VEX机器人进行构建和编程（scratch、python）。·所有学生都能解释什么是人工智能、人工智能如何与技术相结合，以及作为学生如何合乎道德地使用人工智能。从规划到实施：迈向课程目标在《从优秀到卓越》这一专著中，作者吉姆·柯林斯（JimCollins）强调，实现组织目标的第一步是确保“合适的人在合适的岗位上，做正确的事”。对于创新与科技课程的建设，许多学校可能尚未完全具备“合适的人才”。然而，学校管理者可以通过以下方式逐步迈向目标：·与教师团队讨论课程目标，识别并挖掘现有专业知识；·将教师的专业发展目标与学校发展愿景对齐，激励教师通过学习新技能和知识拓展职业发展，同时促进学校整体发展；·在必要时，与社区资源和第三方专业机构合作。以下是我们已启动的部分课程示例，它们不仅体现了未来职业发展的趋势，也展现了如何通过系统规划，逐步推进课程建设。STEM周STEM周是每年春季在全校范围内举办的一项针对各年级的挑战活动，旨在强调跨学科学习的价值。该活动以静安区科技英语演讲比赛为基础，所有学生均可参与教师主导的以科技、科学原理及演讲技巧为专题的辅导课。辅导话题涵盖外骨骼技术、暗物质研究，以及“袖珍公园”城市改造等社会倡议。与此同时，STEM周还设有同样主题的平行艺术竞赛，学生通过艺术手法呈现未来科技和创新如何影响社会生活。2024年最受欢迎的主题之一是轨道、太空或低重力环境下的生活将如何影响日常生活和技术。每项挑战任务都能激发学生以不同方式创新，并帮助他们发现自身兴趣与新兴技术的交汇点。VEX EXP机器人联合课程和课外课程协和科技课程的具体目标之一是让所有学生都具备构建、操作及编程机器人的信心。因此，我们选择了VEX EXP机器人套件。尽管该套件在正式竞赛中使用较少，但其设计非常适合STEM课堂教学。目前，超过25%的学生已参与机器人项目，他们以小组形式完成了机械爪机器人、投石机等工程挑战，并通过基础编程控制其运动。由于机器人和联合课程项目对师资要求较高，我们在第表1：开发创新与科技课程的核心要素▲ 教师培训现场，探讨跨学科STEM教学方法的有效实施。▲ 学生作品展示低重力环境下的日常生活，例如举起重物、乘坐宠物狗，以及利用气球漂浮。▲ 七年级学生在测试磁悬浮赛车设计。

21协和教育二年通过内部专业培训及外部合作方式，支持初级和高级学生群体的学习。全球视野研究和AI春季学期的全球视野活动包含了一项名为“游戏护照”（Game Passport）的小组挑战，要求六年级学生设计一款桌游，以介绍一个他们不熟悉的国家的历史和文化。该单元不仅强调在线研究能力，还鼓励学生借助AI进行头脑风暴，并使用可靠资源创建游戏内容。在学习如何判断信息来源的可靠性时，学生们也深入探讨了AI的构建原理、优势、局限性，以及如何将AI作为研究、创意构思、语言学习及编辑的工具。该挑战任务的超学科特性要求学生练习团队契约制定、决策技巧及团队协作能力。总而言之，构建有效的创新与科技课程，需要清晰的规划、跨学科及超学科的教学方法，并注重培养学生的协作、创新及伦理意识。通过设定明确目标、推动教师专业发展及加强社区合作，学校可以确保其教学团队具备相应的技能和知识，为学生应对快速发展的技术挑战做好准备。STEM周、VEX机器人课程及全球视野研究等项目展示了如何将新兴科技与现实应用相结合，从而让学生切实参与其中。随着创新重塑产业与社会，学校需要赋能学生，让他们具备批判性思维、团队协作能力，并抓住机遇，在不断变化的世界中发挥领导作用。▲ VEX机器人联合课程和课外活动课中，学生们正在就机械爪机器人编程以参与环形挑战赛。Building Future-Ready Innovation andTechnology Programs By：Daniel Grover, SUIS PeimingThis article is part reflection and part prescription. Using my experience attending a recent space industry conference, this article will highlight essential characteristics of innovation and technology courses. Second it will provide an initial recommendation for planning innovation and technology programs.In October 2023, I was fortunate enough to receive professional development support to attend the Ascend Conference of Space Industry and Government leaders in the United States. Over three days, we heard from leaders from NASA. European Space Agency, the Japan Aerospace Exploration Agency, along with rocket companies, universities, and industries preparing to do research, construction, and resource extraction beyond the earth. Panelists included everybody from company CEOs to project leaders, university research chairs, and popular authors. Three takeaways from the conference that have impacted my role as a school leader emphasizing innovation and technology courses are the following:1. Current work in cutting edge fields requires interdisciplinary study. The University of Colorado exemplified this through the presentation of the Space Resource Program, which combines engineering, planetary science, and business studies. University representatives from Arizona emphasized the importance of STEM education now in their law, sociology, and public policy programs to prepare workers of the future.2. Collaboration is essential at all levels for innovation and decision making. Teams with different experiences and expertise are more than the sum of their parts. The organized interaction allows for greater creativity and better decisions than individual experts. Panelists, like those from Lockheed Martin emphasized horizontal leadership and decision-making techniques that use critical thinking models like Donella Meadows and Peter Senge’s “Iceberg model” and Peter Senge’s “systems thinking”.3. Importance of STEM programs in reflecting fast paced progress in technology and its applications. Areas emphasized by panelists included not only the general themes of biotech, medicine, robotics, automation, AI, and resource extraction, but also technologies to support doing what people normally do in low gravity (how to make a hair product that keeps us looking good?)These takeaways, especially the first two, are likely not a surprise to education leaders, but help remind us of their real-world importance. They also provide initial direction for what building innovation and technology programs should look like. Innovation and Technology programs should emphasize not only the knowledge, but provide interdisciplinary and transdisciplinary learning opportunities where students can practice the skills of communication, leadership, team work, and decision making.Multidisciplinary, interdisciplinary, and transdisciplinary teaching and learning are a cornerstone for many of our curriculum approaches. In Erich Jantsch’s 1972 “Towards Interdisciplinary and Transdisciplinary Learning in Education and Innovation”, the difference is well defined: multidisciplinary approaches study a topic or issue independently from the perspective of different disciplines; an interdisciplinary approach results in a single project where each discipline collaborates to create a single outcome and demonstrate connections between disciplines; and finally, transdisciplinary approaches go further, bycreating new framework that includes not only the diverse disciplines but also the perspective of policy makers and community stakeholders.

协和教育22We teach the importance of collaboration in a variety of courses ranging from communication studies, study skills courses, and global perspectives classes. It is also built into the core values of Xiehe’s “East meets West” and professional development activities by presenters, like Michael Iannini, who encourage leaders and education teams finding ways to “break down silos” and create “sand box” situations. Silos refer to insular departments and groups that focus on their own goals without communicating with other departments. Sand boxes, a term borrowed from the computing, means creating group work situations where people can freely discuss, create, and question practices to innovate.Using the three takeaways, school leaders at all levels now have direction in establishing or evaluating their innovation and technology courses. I’ve been fortunate to have taught courses in science, computer science, global perspectives, and design & technology at the primary, lower secondary, and high school level. The following is based on this experience, my observations, and the many discussions with excellent colleagues at SUIS schools and beyond. Building a Teaching Team for Innovation andTechnology CoursesPlan with purpose. As with all planning, carefully planned approach to building a team for innovation and technology courses can make all the difference. Schools need to set a solid foundation by having leaders familiar with current trends in technology or establishing a committee with this knowledge who can provide reliable proposals. The following is meant to provide a starting point for leadership literacy in innovation and technology.School leaders don’t need to be technology experts, but they do need a strong foundational understanding of new technologies, ethical considerations, and educational strategies. This literacy enables them to define clear planning goals, support their teaching teams, and ensure that innovation and technology courses prepare students for the challenges and opportunities of the future.Leaders who may need to spend some time catching up on modern trends are recommended to look up the following resources.· MIT Technology Review· Harvard Business Review· Communications of the AMC (Association for Computing Machinery)· Nature· Educational Technology Research and DevelopmentDefine the Vision and Set Goals for Your Program ClearlyEvery school has its own unique culture and priorities. To build a successful team for innovation and technology courses, it’s essential to define the school’s vision and goals clearly. What does innovation mean in your context? Do you value hands-on problem-solving, technical knowledge and skills, or collaboration across disciplines? School leaders are familiar with using SMART goals: developing Specific goals and ensuring your goals are Measurable, Achievable, Relevant, and have Timed deadlines ensures greater likelihood of success. Developing smart should begin by asking the following: ·What do we specifically want students to learn? ·How do we define success in innovation and technology education?For example, does your program aim to teach coding and engineering fundamentals, foster creativity through design thinking, integrate emerging technologies like artificial intelligence and robotics, or have students explore applications of specific technology to real-world challenges? With these goals in mind, schools can identify the specific skills and expertise needed in a teaching team. Below is an example of Specific goal planning for two goals of our school’s innovation and technology iniatives:Specific Goals·Twenty-five percent of students are able to build and program (scratch, python) with VEX robotics·All students can explain what is AI, how it is integrated into technologies, and how to use it ethically as a student.Moving from Planning to Development towards program goalsIn his book Good to Great, author Jim Collins emphasizes that one of the first steps toward achieving organizational goals is ensuring that the right Table #1 Key Understanding for Developing Innovation and Technology Programs

23协和教育people are in the right roles, doing the right things. For developing upto-date innovative and technology programs, many schools may not have the “right people” yet. Leaders can start moving towards their goal by the following methods:·Discussing program goals with staff to identifying expert knowledge·Aligning staff professional development goals with school aims. Most educators are excited at the opportunity to develop new skills and areas of knowledge that will further their career and support their school.·Leveraging community and third-party providers when necessary. ·Here are just a few examples of courses and programs we have initiated and how they reflect future work and emphasize the planning process above. STEM WeekSTEM Week is a school-wide event in the Spring offering different challenges for different grade levels that emphasizes an interdisciplinary approach . The week uses the Jing’an district science and technology English speaking contest as a foundation, where all students are invited to participate teacher-led tutorials around technology, science, and presentation skills. Topics ranged from exoskeletons and dark matter to “pocket park” civil initiatives. A parallel art competition takes place around the same themes, where students use art techniques they’ve learned to represent how future technology and innovation affect society. In 2024, the most popular theme was representing how life in orbit, space, or other low-gravity environments would affect daily life and technology. Each challenge provides students a different way to innovate and find how their interests intersect with new technologies.VEX EXP Robotic Co-Curricular andExtra-Curricular ProgrramSpecific goals of our technology program are to give all students the confidence that they can participate in building, operating, and programming robotics. For this reason, we selected VEX EXP robotics kits, which although not used regularly in competition, are designed for STEM class challenges. Currently just above 25% of our students have worked in groups to build clawbots, catapult bots, and learned to program their movements with basic coding. Staffing fo robotics and co-curricular programs can be challenging, so during the second year both internal professional development and external contracting was used to support a beginning and advanced student group.Global Perspectives Research & AIThe Spring Semester Global Perspectives Group Work Challenge titled “Game Passport”, requires grade 6 students to design board games that teach the history and culture of a country they are unfamiliar with. This unit emphasizes conducting online research and AI use for brainstorming, making use of reliable resources and creating content for the game. As students learn about reliability of resources, they learn how an AI is constructed, its strengths, weaknesses, and how it can be used as a tool for students for research, brainstorming, language learning, and editing. Transdisciplinary in nature, this challenge also requires practicing group contracts, decision making techniques, and teamwork skills.In conclusion, building effective innovation and technology programs requires purposeful planning, interdisciplinary and transdisciplinary approaches, and a focus on fostering collaboration, creativity, and ethical awareness. By combining clear goals, professional development, and community partnerships, schools can ensure their teaching teams have the skills and knowledge to prepare students for rapidly evolving technological challenges. Programs like STEM Week, VEX Robotics, and Global Perspectives Research demonstrate how integrating emerging technologies with real-world applications can engage students meaningfully. As innovation reshapes industries and society, schools must inspire students to think critically, work collaboratively, and embrace opportunities to lead in an ever-changing world.▲ An example of a sandbox, SUIS staff discuss how to potentially integrate the machine learning automatic driving deep racer into middle school Design & Technology curriculums.▲ Grade 6 students discussing the science behind launching rockets.

协和教育24幼儿园里玩AI——协和各幼儿园科学教育实践文/协和教育中心 学前管理部 陈素萍以生成式人工智能为代表的AI时代已经到来，新一轮科技革命正在集群式爆发，教育改革与创新发展势在必行。科学教育作为幼儿园教育体系中不可或缺的组成部分，对幼儿认知发展、情感态度和社会性发展都具有广泛而深刻的意义。学前教育的“科学探究”更关注儿童探究的过程和儿童思维的发展、语言的表达和科学认识的自我建构。在科学活动中，幼儿表现出持续的探究欲望和抗挫能力，同时在合作探究和小组实验中，幼儿的合作能力、同伴交往能力等都能获得积极的锻炼。儿童在探究过程中，是否通过积极的动手、动脑寻找问题的答案？是否能在观察、比较与分析中发现事物的特征？是否能用自己的方式表达自己的发现？是否能用一些简单的方法验证自己的猜想？是否能运用数字、图画、图表或其他符号记录探究的过程和结果？是否能与同伴合作探究，交流自己的发现和问题？这些是儿童科学探究的真正价值所在。协和所属各幼儿园结合当前高科技发展，在科学教育的实践中，通过科学环境创设、科学课程实施，科学资源整合等，多途径、全方位激发幼儿的科技兴趣，丰富幼儿的科技体验，锻炼幼儿的科学思维，培养幼儿的科学素养。一、创设多元开放的科学环境，培养幼儿的科技感。幼儿天生对周围世界充满好奇，有趣的科学环境能够激发幼儿对科学的浓厚兴趣。多元开放的科学环境，如科探专用功能室、科技长廊、班级创设各种科学探索区，包括自然角、科学实验区（简单的杠杆、磁铁等）等，能够为幼儿提供丰富的科学探究情境。幼儿可以通过与环境中各种材料的互动，感知科学现象，获得科学知识，让幼儿在“玩科学”的过程中感受科学的神奇，这种积极的情感体验会使幼儿从小就热爱科学。开放的科学环境能鼓励幼儿自主思考和解决问题，通过不断地尝试和调整，学会分析问题的因果关系，发展逻辑思维能力。同时，在科学环境中进行大胆猜测和验证也是培养科学思维的重要方式。当幼儿在多元开放的科学环境中成功完成一项探索任务，如拼好一个复杂的机械模型或者准确地预测了某种科学现象的结果时，他们会获得强烈的自信心和成就感。例如，在机器人编程区，幼儿通过不断地调试程序，让机器人按照自己的指令行走，这种成功的体验会让他们相信自己有能力解决问题，对自己在科学领域的学习产生积极的影响。▲ 上报海富幼儿园创设科探专用室，将高科技与融媒体有机结合▲ 绿世界实验幼儿园科探专用室创设宇宙空间和航天科技环境▲ 海富龙阳幼儿园通过创设充满科技感的专用活动室和公共环境，激发幼儿探究兴趣话题 TOPIC

25协和教育二、构建生动有趣的科学课程，提升幼儿的探究能力。陶行知先生说：“教育不能创造什么，但它能启发儿童创造力以从事于创造工作。”对未知世界的好奇和探究是儿童的天性，也是科学精神的内核。让儿童通过做科学来学习科学，……通过询问幼儿感兴趣的问题，应用科学过程来探索问题的答案，利用幼儿已经拥有的知识，形成个人的知识结构，来构成新的发现。我们始终坚持“儿童视角”，不仅保持与儿童的视线一致，更是教师与儿童在思想和立场上的统一，我们探寻幼儿如何构建信息并把丰富的知识与创造的灵活性联结起来，以多种方式构建和重新构建课程，开展各类科学教育活动，倾听幼儿的困惑和解释，对孩子的思维方式和语言表达时刻保持好奇，尊重每位幼儿的探究想法，陪伴每位幼儿的探究过程，展现全体幼儿的探究成果。案例一：协和实验幼儿园开设“幼儿编程”拓展课程协和实验幼儿园根据不同年龄段幼儿认知结构和学习特点，开设不同内容的编程课程，激发幼儿对高科技的兴趣，丰富幼儿的科技体检，尝试初步的编程。如大班搭建机器人，即通过搭建一辆可以运送物体的Milo机器人，要求Milo机器人可以快速且精准完成快递配送任务，根据要运送的距离编写电机的速度、转动方向、运行时间等参数。同时培养幼儿应用电机模块解决问题，每两个小朋友为一组，共同设计，合作完成配积木块的任务，在互动过程中，根据实际情况修改参数，确保机器人可以完成任务。案例二：海富虹桥幼儿园科学专用室“3D打印”活动海富虹桥幼儿园根据不同年龄段幼儿对科学的兴趣，结合幼儿园多元文化活动和主题实施要求，制定丰富的科学专用室活动计划。如大班的“3D打印”科学活动，就是在尝试3D打印的活动中，幼儿学习使用软件完成建模，根据自己的想法独立设计并创作毕业徽章，喜欢探索3D打印技术。活动中，教师首先向幼儿展示3D打印机器，和幼儿演示3D打印机是如何工作的。展示打印所需要用到的物料，通过加热完成打印工作。在每次打印之前都需要先点击预热按钮，物料需要一段时间加热后才能达到打印所需要的温度，教师演示进料和预热的过程。在平板中下载软件——XMaker，打开建模软件，幼儿操作如何登录和下载。幼儿设计毕业徽章，打开徽章设计程序，选择自己喜欢的徽章图案，文字和花纹可以自己设计和修改的。完成后可以加挂钩，保存作品，并编写好作品名称和自己的姓名。案例三：金汇实验幼儿园举办“科技节”活动金汇幼儿园的孩子们有一颗好奇的心，对世界充满疑问，更渴望了解更多与自己国家科技发展相关的事情。随着科学教育主题逐步深入，孩子通过视听之旅、科学小实验、科学爸爸智囊团等途径积累了许多活动经验，为“科技节”大活动的展开奠定了良好的经验基础。“奇思妙想，点亮未来”的国庆节大活动孕育而生。各种“特异功能”的机器人、机器狗“争相登场”，各种未来感十足的交通工具“竞相亮相”……“机器人发布会”上，幼儿向同伴介绍自己设计的机器人，有“毛毛虫扫地机器人”“汽车机器人”“绘画机器狗”……▲ 幼儿设计的“机器人”作品展▲ 合肥协和幼儿园科探专用室为幼儿营造充满未来感的科学探究环境

协和教育26三、整合丰富多样的科学资源，拓展幼儿的学习视域。协和各幼儿园坚持“大课程观”，始终将丰富多样的社会资源融合幼儿园教育中。在科学教育过程中，幼儿园利用科技馆中的各种互动展品和实验装置，让幼儿通过亲身体验，感受科学的神奇和乐趣，激发对科学的兴趣。利用博物馆中的高科技展示手段，如虚拟现实(VR)、增强现实(AR)等，生动地呈现历史、文化、自然等方面的知识，拓宽幼儿的知识面。组织幼儿参观科研机构、高科技企业，了解科研人员的工作和高科技产品的研发过程，培养他们对科技的向往和探索精神。同时，幼儿园利用互联网上的丰富资源，如在线课程、科普视频、电子绘本等，为幼儿提供多样化的学习内容。联合一些科技公司，请智能设备如智能机器人来到幼儿园，与幼儿积极互动，增强幼儿的科技体验感。通过丰富多样的社会资源，幼儿能获取大量校园外的知识和经验，如了解不同职业的特点、学习基本的社会规则等。在社会资源利用过程中，幼儿有机会展示自己的才能，激发对不同领域的兴趣，为今后的学习和发展奠定基础。▲ 幼儿借助AI技术创作绘画作品▲ 幼儿设计的“航空器”“运载火箭”作品展▲ 海富新里城幼儿园结合“走进经典 梦幻西游”主题探究活动，带领孩子们来到上海电影博物馆，观赏《大闹天宫》4D电影。▲ 协和罗阳幼儿园幼儿参观上海航天科普馆，在孩子们的心田种下“中国航天科技”的种子。▲ 幼儿园里托小班弟弟妹妹不会玩机器人，中大班的哥哥姐姐设计“机器人”使用说明书▲ 青浦协和海富幼儿园的孩子们在玄风飞行基地体验波音737模拟舱的魅力，感受无人机的科技力量。▲ 金汇实验幼儿园请了“机器人”来，幼儿可以与“机器人”做朋友啦！▲ 幼儿园里的中大班幼儿设计AI展板，带托小班弟弟妹妹了解AI

27协和教育The AI era is here! With generative AI leading the way, a new technological revolution is changing the world, making education reform and innovation more important than ever. Science education is a key part of kindergarten learning, helping with children’s cognitive, emotional, and social development. In early childhood education, scientific exploration focuses on how children explore, think, express themselves, and build their own understanding of science. During science activities, children show a constant curiosity and the ability to cope with challenges. Through group experiments and explorations, they could build teamwork and social skills.But what really matters in scientific exploration? Are children actively using their hands and minds to find answers? Can they discover patterns by observing, comparing, and thinking things through? Are they able to explain their findings in their own way? Can they test their ideas using simple methods? Can they record the process and results using numbers, drawings, charts, or other symbols? And most importantly, are they working together, sharing their findings and questions with peers? At Xiehe kindergartens, we bring the latest technologies into science education. Through well-designed environments, engaging science lessons, and well-curated resources, we aim to spark children’s curiosity in technology, enrich their hands-on experiences, sharpen their scientific thinking, and nurture their scientific literacy from an early age.I. Creating an Open and Diverse Science Environment to Spark Kids’ InterestChildren are naturally curious about the world around them, and an engaging environment can fuel their passion for discovery. A diverse and open science space—like scientific exploration labs, technology corridors, and classroom science zones (e.g. nature corners, simple experiment stations with levers and magnets, etc.)—provides rich opportunities for endless inquiry. By interacting with different materials in these spaces, kids learn scientific phenomenon firsthand and acquire knowledge through play. This sense of wonder and excitement helps them develop a lifelong love for science.An open science environment also encourages children to think and solve problems independently. Through trial and adjustment, they learn to analyze cause-and-effect relationships and develop logical thinking skills. Meanwhile, making predictions and testing ideas are also key to fostering a scientific mindset. When kids complete a task, such as assembling a tricky mechanical model or correctly predicting the outcome of an experiment, they get confidence and a sense of achievement. For example, in the robotics programming zone, children fine-tune their code to make a robot follow their commands. Seeing it work not only builds their problem-solving skills but also boosts their confidence in learning science.协和各幼儿园重视儿童探究的外部环境创设与心理环境建设，给予自由且安全的探究条件；教师时刻鼓励儿童建立自己对科学概念的理解，以对自己有意义的方式把科学运用到生活中去；教师更充分理解儿童的个体差异，认识到学前儿童心智的限度和长处，把兴趣、能力与每个幼儿个体联合起来。协和儿童对自己的探究和思考能力有自信，拥有独立自主的学习和思考权利。在AI时代，协和各幼儿园将继续拥抱科技，丰富环境，拓展课程，开发资源，让协和儿童拥有更丰富的科技体验，参与更多元的科技活动，▲ 协和南苑幼儿园请来机器人“下棋高手”，与幼儿“对弈”。获取更前沿的科技资讯，为积极投身科技革命和未来生活打下稳固根基。Playing with AI in Kindergarten – Science Education in Xiehe KindergartensBy：Sophie CHEN, Early Childhood Education Management Department of Xiehe Education Center▲A scientific exploration lab at Fortune Kindergarten Jing'an Campus that combines high-tech with integrated media approaches▲A scientific exploration lab at Shanghai Green World Experimental Kindergarten that creates an environment for space and aerospace technology

协和教育28II. Designing Fun and Engaging Science Lessons to Enhance Kids’ Inquiry SkillsAs educator Tao Xingzhi once said, “Education can’t create anything, but it can inspire and liberate children’s creativity to engage in creative work.” Curiosity and exploration are children’s nature and the essence of the scientific spirit. The best way for kids to learn science is by doing it: asking questions that spark children’s interest, guiding them through experiment steps, helping them connect new discoveries with what they already know, and building their own knowledge structure. At Xiehe kindergartens, we see the world through a child’s eye, seeing what they see and thinking about what they think. We explore how they process information, combine knowledge with creativity, design and refine our curriculum, carry out various science activities, listen to children’s questions, encourage their explanations, stay curious about how they think and express themselves, and respect every child’s unique ideas. In doing so, we walk alongside them on their exploration journey and celebrate their discoveries.Case 1: “Kids’ Coding” at Shanghai Xiehe Experimental KindergartenAt Shanghai Xiehe Experimental Kindergarten, we offer age-appropriate programming courses tailored to different age groups, cognitive levels, and learning styles. These lessons ignite children’s interest in technology, provide hands-on experience, and introduce children to the basics of coding. For example, in K2, children build a Milo robot that can transport and deliver objects quickly and accurately. By adjusting parameters like motor speed, direction, and runtime based on the delivery distance, they learn to solve problems using motor modules. Working in pairs, they design and build their robots together, fine-tuning the parameters as needed to ensure the robot completes its task.Case 2: 3D Printing Activities at Fortune Kindergarten Hongqiao CampusAt Fortune Kindergarten Hongqiao Campus, science activities are designed based on the interests of children of different age groups and in alignment with the school’s multicultural activities and themes. One exciting project for K2 students is 3D printing, where children get hands-on experience with 3D printing technology and software to design their own graduation badges. To start, teachers introduce the 3D printer, demonstrating how it works and the materials it needs. Kids learn that the printer heats up the materials before printing, and teachers walk them through the feeding and preheating process. Next, they explore XMaker, a modeling software, by logging in and downloading it on tablets. They then create their own badge designs, choosing patterns, customizing text, and adding decorations. Once the design is complete, they can attach a hook, save their work, and label it with their name.Case 3: Science Festival at Shanghai Jinhui Experimental KindergartenKids at Shanghai Jinhui Experimental Kindergarten are naturally curious about the world around them and about their country’s technological advances. As they dive deeper into science education, they become more experienced through activities such as virtual tours, mini-experiments, and the Science Dad Think Tank, setting the stage for the school’s Science Festival. Under the theme “Creative Ideas Light Up the Future,” the festival kicked off during the National Day holiday, featuring cutting-edge innovations such as AI-powered robots, robotic dogs, and futuristic vehicles, sparking curiosity and imagination among young learners.▲Science-themed activity room and public space at Fortune Kindergarten Longyang Campus that sparks kids’ interest in exploration▲A scientific exploration lab at Hefei Baohe Xiehe Kindergarten that creates a futuristic science environment for children▲An exhibition of robots designed by children▲Children at K1 and K2 design user manuals to teach the younger kids in Toddler Class and PreK how to play with robots.▲Artworks created by children using AI technology

29协和教育III. Expanding Kids’ Vision by Integrating Real-World ResourcesXiehe kindergartens follow a “big curriculum” approach that integrates various social resources into early childhood education. In science education, we set up interactive exhibits and devices in science labs for children to explore the wonders and joy of science. High-tech displays that are usually employed in museums, such as Virtual Reality (VR) and Augmented Reality (AR), bring history, culture, and nature to life, broadening children’s horizons. We also take children on visits to research institutions and high-tech companies, where they learn the work of researchers and the development of cutting-edge technology, nurturing their curiosity and inspiring their exploration spirit for science.At the same time, we offer a variety of learning resources for children, including online courses, science videos, and e-books. We also invite tech companies to bring smart robots and other intelligent devices into our kindergartens, giving children handson experiences with cutting-edge technology. These diverse social resources expand learning beyond the classroom, helping children explore different careers and understand basic social rules. The process of using these social resources also creates opportunities for children to show their talents, discover new interests, and lay a solid foundation for learning and development in the future.Xiehe kindergartens are dedicated to creating both physical and psychological environments where children feel safe and free to explore. Teachers guide children in developing their own understanding of scientific concepts and applying science to daily life in meaningful ways. By recognizing each child’s unique strengths, challenges, interests, and needs, teachers nurture their cognitive growth while respecting their individuality. As a result, Xiehe children grow confident in exploring, reasoning, and thinking independently.In the age of AI, Xiehe kindergartens will continue to embrace technology, enhance learning environments, expand the curriculum, and leverage greater resources. By offering diverse scientific activities and access to the latest technological advancements, we aim to lay a solid foundation for children’s future life and prepare them for their potential roles in the evolving technological landscape.▲Kids at K1 and K2 design an AI exhibition board to introduce AI concepts to the younger kids in the Toddler Class and PreK.▲During“Science Month”at Shanghai Yangpu Shidai Kindergarten, a “robotic dog”visits and interacts with kids.▲Kids at Shanghai Minhang Xiehe Luoyang Kindergarten visit the Shanghai Aerospace Enthusiasts Centre, learning about China’s space technology and getting inspired for future exploration.▲Kids at Fortune Kindergarten Qingpu Campus experience the thrill of a Boeing 737 simulator and drones at the Funtastic Flight Base.

协和教育30上海市静安区协和双语培明学校 G7(6) 张逸宸 《欣欣向荣》（国画）协和师生课程作品精选SELECTION艺满校园 花开四季视觉VISION

31协和教育 P4B 王树晗 P4C 武思衡P5F 成诺高二（1）班 褚铮 高二（3）班 杨佳逸上海市民办协和双语学校 学生作品《锦溪古镇写生》（速写）《冬季音乐会海报》（创意设计）

协和教育32ArtStudentP2B 魏国《蛇年》 P2C班 史宸瑒《蛇年》P2C 盛峻熙《蛇年》P2G 吕苏阳《蛇年》（英文海报）（手工）（艺术画）（艺术画）合肥市包河区协和双语学校 学生作品无锡市协和双语学校 7H3孙艺泽《蝴蝶立体画》（彩铅）无锡市协和双语学校 7H1 周潼恩《蝴蝶立体画》（彩铅）

33协和教育上海市民办万源城协和双语学校上海市民办万源城协和双语学校上海市民办万源城协和双语学校上海市民办万源城协和双语学校上海浦东新区民办协和双语学校7C 周玲珑《彩虹祈愿》（水彩画）黄滢《捉迷藏的小男孩》（创意画） P3A 李诺恩《惊蛰时节万物复苏》P3A 周昱彤《惊蛰》蝴蝶班 郑安然《雪中赏梅》（手绘插画）（水彩画）（吹画+泥工）P3C 金欣玥《万物生长》（动漫手绘）杨浦区时代幼儿园花开四季艺满校园Flowers bloom year-roundin a campus filled with art

协和教育34人物 FIGURES拥抱未来：教育与人工智能的深度融合林蔚然协和教育中心质量评估院 院长教育数字化转型工作小组 组长自2022年ChatGPT横空出世以来，人工智能深刻地改变了我们的学习和工作方式。2025年，国产大模型DeepSeek的诞生，更是让这场技术革命在中国迅速演变为一场全民认知变革。作为一名教育工作者，我的内心交织着技术跃迁带来的振奋与对未来发展的不安，仿佛被扔入了一部科幻小说之中。20多年前，在大学的算法（Algorithm）课堂上，我首次接触“人工智能”这一概念。当时，我将其视为一种基于规则与逻辑构建起来的高级系统，用于执行一些简单的自动化任务。然而，当教授谈及利用神经网络理论来模拟人脑的工作模式，处理并学习复杂的数据模式时，我感到难以置信。人脑的功能真的能够被复制吗？它是否会被超越呢？带着这些疑问，我开启了对人工智能的学习认识之旅。人工智能由“人工（Artificial）”和“智能（Intelligence）”组成，它指的是一种模拟人类智能的技术，凭借强大的计算硬件和大数据技术，使机器能够像人类一样自主学习、推理并解决问题，模仿人类的思考与行为方式。那么，人工智能究竟会如何影响教育呢？或许从萨尔曼·可汗所著《教育新语：人工智能时代教什么，怎么学》一书中找到一些答案。2023年，可汗学院联合OpenAI推出了Khanmigo，这是一个能够与学生进行对话，提供个性化学习体验的智能体。萨尔曼在书中提出：（1）人工智能可以通过个性化的学习路径和即时反馈，帮助每个学生按照自己的节奏掌握知识；（2）人工智能不是来取代教师，而是帮助教师转变为学习的引导者和促进者，未来教师应专注于培养学生的批判性思维、创造力和情感理解能力；（3）人工智能技术可以为家长提供情绪支持和实用建议，增强家庭教育的有效性。（4）人工智能有潜力缩小教育资源的不平等。成立于2022年的美国Alpha学校，采用全AI教学模式。人工智能系统会根据每个学生的学习进度和兴趣偏好定制课程，并提供一对一的个性化指导。目前Alpha School学生的学习速度是传统课堂学生的2倍且在标准化测试中表现优异，90%的学生成绩高于全国平均水平，SAT平均分高达1545分。▲ 学生与机器人对弈（上海市民办协和双语学校供图）

35协和教育在我们的身边，也不乏各种人工智能赋能教育的尝试，有协和学校的智慧校园建设，有杭州云谷学校AI教育创新实践、有上海市教委推行的“三个助手”，中小学和大学各类AI课堂实践，等等。在学习了解人工智能的过程中，我意识到未来教育挑战与机遇并存。一方面，人工智能的出现让我意识到传统教育模式的局限性，它促使我思考如何更好地利用技术为学生提供个性化的学习体验。另一方面，我也担心教师的角色可能会被削弱，甚至被部分取代。然而，随着对人工智能的深入了解，我逐渐认识到，教师与人工智能并非对立的关系，而是可以相互协作、相互补充的。首先，以培养“思想者”作为核心目标。人脑的记忆、运算和推理能力难以超越机器脑，那些简单重复以及仅需简单推理分析的工作正逐步被机器所取代。在这样的背景下，教育应更注重培养学生的批判性思维能力和创新精神。我们要鼓励学生对信息进行质疑、分析与评估，培育他们独立思考和解决问题的能力。以解决问题为导向，人工智能推动跨学科项目化学习的构建与丰富，无疑是培养“思想者”的有效路径之一。其次，采用人机协同模式重构教学评价。人工智能也许会削弱教师决策权威，但并不意味着教师将被取代。教师需要学会和人工智能分工互补，从知识传授者转向学习环境的建构者和协同者、学生学习的引导者和情感陪伴者。人工智能可以自动执行批改作业、出勤管理、报告撰写等任务，节省时间让教师专注于教学设计与学生互动，为教师的教学提供了更多的可能性和创新空间。各类人工智能工具，如智能教学助手、教学资源推荐系统等，将帮助教师更高效地备课、授课和评估学生。教师还可以与人工智能共同开展教学活动。例如，在课堂上，教师利用人工智能驱动的虚拟现实（VR）或增强现实（AR）技术，为学生创造沉浸式的学习体验。又或是凭借互动问，答实现个性化自主学习的高效辅导。人工智能还可以帮助教师对学生开展多元化的评估。例如，通过人工智能对学生学习过程中的各种数据进行分析，快速了解班级的整体学习情况和每个学生的学习进度，从而更有针对性地调整教学策略。再者，推动学生个性化自适应学习。每个学生都有着不同的学习风格、兴趣爱好和知识基础。传统的以知识获取为目的的教育模式既难以满足多样化的学习需求，也难以培养素养导向的未来人才。借助先进的数据收集与分析技术，人工智能深入剖析每个学生的学习特点和薄弱环节，为其量身定制个性化学习计划，并配备自适应学习工具，实现同一课堂中因材施教的差异化学习路径。例如，人工智能可以根据学生在数学学习中的表现，推荐适合他们的数学题目和学习资源。人工智能还可以通过智能辅导系统，为学生提供实时的反馈和指导。人工智能使得学习可以随时发生，进一步模糊了课堂的边界。人工智能技术强化了在线学习资源和自主学习平台的功能，引导学生选择自己感兴趣的课程进行学习，并通过智能学习应用，进行语言学习、编程练习等，又通过游戏化学习、项目式学习等方式，激发学生的学习兴趣和创造力。最后，需要应对人工智能带来的挑战，特别是其引发的一系列伦理和安全问题。例如，人工智能的数据收集和使用可能会涉及学生隐私；人工智能的不当使用可能会引发学术不端，或导致学生浅层学习而非促进高阶思维。这需要教育工作者、技术开发者和社会共同探讨和制定相关的伦理准则和规范，明确人工智能作为辅助工具而非替代品。同时，也需要加强对学生和教师的数字安全教育，提高他们的数据保护意识和网络安全意识。我们正处于一个充满机遇与挑战的时代。人工智能技术的出现为我们提供了前所未有的教育变革动力，我们需要积极拥抱人工智能技术并谨慎考虑其伦理和安全问题，不断提升自己的教育技术能力和素养，与人工智能协同合作，为学生提供更加公平、个性化、高效和创新的教育。让我们携手共进，在人工智能时代培养出具有创新精神和全球视野的新一代人才。▲ 人工智能辅助教学（上海闵行区协和双语教科学校EMW融合课程供图）▲ 学生体验VR技术（上海市民办协和双语学校供图）

协和教育36人物 FIGURES二十年，幼儿园超级留级生，全新启程黄思韵上报海富幼儿园园长毕业于华东师范大学学前教育系市级公办示范园工作2年海富幼儿园 教研组长 2年海富龙阳幼儿园园长 20年曾获得上海浦东新区“优秀园丁奖”上海浦东新区第七届教育科研成果奖常常会有家长惊讶地说：“什么？园长你居然已经在这里工作二十年了？”或者“你和我们想象中的园长不太一样呀！”对，我就是那个幼儿园的超龄留级生，不太像“正经”园长的园长：喜欢和孩子玩在一起，有什么有趣的、好玩的会迫不及待带到班级里去显摆。在认同自己是一位园长身份之前，我永远认为自己的第一身份是一名幼儿园老师，我的专业在哪里，我的热爱便在哪里。来到海富团队至今已经22年。记得当年刚从一所公办示范园来到海富，陈晓韵园长亲自带我参观，当时我就被所看到的一切震惊了。幼儿园里，不管是孩子还是工作人员，看起来都是那么愉快、享受且自在的样子，用现在的流行词来形容，那就是“松弛感”。

37协和教育在海富总园工作的两年，让我着实感受到了教育的纯粹。在幼儿园里只围绕孩子们每天“玩什么？怎么玩？学什么？怎么学？”这些问题来展开。中外同事对学前教育的不同理念，不同做法在这个神奇的地方碰撞、融合、互相支持，形成了海富独有的“开放、包容、多元、尊重、创新”的文化氛围。也正是得到了海富独有的文化氛围的滋养，使我能够后来在海富龙阳幼儿园的工作上传承、发扬与创新。2004年，我有幸与海富区域主任刘晓红一同参与了海富龙阳幼儿园的创办，这20年可能是我最值得骄傲和夸赞的岁月。我们将一个“海富宝宝”逐步培养成一个品质优秀、专业规范、口碑良好，在所有海富校区中起到表率作用的骨干校区。在2011年得到了上海市评估院专家的好评，获得了“一级园”的认定。之后，分别在2016年和2022年的复验中，得到了专家对于幼儿园各个方面进步的肯定。回首海富龙阳的成长之路，其实也是我不断成长与成熟的路。在办园过程中，我深知一所优秀的幼儿园必须拥一支优秀的团队和一套科学的课程。为此，平时我把大量的精力花在这两个方面。教师团队的成长，直接关系到幼儿园品质的提升。海富所倡导的“Life-LongLearning”的理念，不仅仅是针对我们培养的孩子，同时也是教职员团队一致认同的理念。在协和教育国际化、“中西融合”的理念下，我们接触到很多新的教育理念与课程内容，这些内容很快会变成可实施操作、具体化的内容。例如：中外教师合作教学、PYP课程的实施、价值引领下的幼儿活动、P4C儿童哲学，等等。在这个“既要…又要…”的当下，学习，充实了我们作为学前教育人的自信与底气。一个人的“初老”是从停止学习开始的，所以，保持好奇心、探索欲，一直是我用来鼓励自己和教师团队成员的。教师们可以自由组合成专项研究小组，对共同感兴趣的内容展开学习、讨论与研究。这依靠的是来自自身对专业爱好的内驱力。所以说，只有热爱才可以激发探索欲和学习欲，幼儿和老师都是如此。这样的专项组活动展开，不仅满足了教师的个别化专业需求，同时也锻炼了许多骨干教师的组织能力与领导能力。通过看似漫不经心的教师专业化的培养，从海富龙阳陆陆续续输送了7位主管到各个海富区域的幼儿园。在幼儿园课程实施方面，我一直坚持“幼儿园就是要变着法儿玩”的想法，因为玩是幼儿阶段最有效的学习方法，也是爱因斯坦所说的“玩是最高级的研究形式。”当然，好玩和良好的学业水平其实并不矛盾。课程的内容或者课程实施的途径，必须是让幼儿感兴趣，想玩想学的。因此，我们花了大量时间，围绕海富特色的多元文化融合活动以及幼儿园主题活动的实施，进行了与之相关的研究。策划设计出有趣好玩，幼儿参与感强又不失教育意义的各类多元文化融合活动。经年累积，在老师们20年的共同努力下，海富龙阳本身已经就是一个强大的教学资源库，在课程建设方面是属于相当成熟的。就在海富龙阳20岁，已经成为一所十分成熟完善的校区之际，我又迎来了新的挑战：接手一位新的“海富宝宝”，我们的上报海富幼儿园。虽然上报海富创办不到一年，大家对海富的办园理念和课程目标还不太熟悉，但优异的地理位置、宽敞大气的校舍和得天独厚的户外设施，使得她已经受到了大量的关注。在日后的工作中，我将继续秉持集团“中西融合”的办学理念，和海富“开放、包容、多元、尊重与创新”的理念，打造出与硬件相般配的校园文化。一切从爱开始，我们将在这里打造又一座全新的海富乐园！

协和教育38分享 SHARING通过跨学科天文教育激发创新思维文/上海青浦区协和双语学校 Adam Neufield（教育博士）前言在上海青浦区协和双语学校(协和青浦)，我们充分利用天文学这一本质上具有高度跨学科特性的学科，为学生打造创新、融合科技的学习体验。过去两年半的时间里，我有幸负责一项以天文学为核心的课程辅助活动，让小学、初中和高中不同学段的学生都能以理论与实践相结合的方式探索宇宙的奥秘。正如著名天体物理学家尼尔·德格拉斯·泰森所言：“天文学是一门引导人们走向未知领域的学科。”这一点我深有体会。通过激发学生对宇宙的好奇心，天文课程辅助活动使我能够自然而然地整合多个学科——包括历史、数学、地理、物理学、古文字学和化学。这能够培养他们在21世纪必备的批判性思维、问题解决能力和团队协作能力。在活动设计上，我会根据学生的年级调整内容，小学阶段主要涉及基础数学、地理、太阳系及宇宙的基本知识；初中阶段则更加深入；而在高中阶段，我们则会探索更为复杂的内容。天文学的跨学科特性天文学作为一门科学学科，其广度与深度赋予了它天然的跨学科属性，使其成为建立学科联系、培养整体性思维的理想载体。例如，天文学的历史背景深厚。数千年来，不同文明通过观测星空，发展出复杂的时间测算、航海导航和农耕体系。从中国、希腊、阿拉伯世界的古代天文学家，到伽利略、开普勒、哈勃等科学巨匠的突破性发现，天文学的发展轨迹与人类文明史紧密相连。在课程辅助活动中，学生会探究这些历史脉络，理解天文学如何塑造了人类文明的发展进程。值得一提的是，古老文明中，中国的天文学家主要关注北极星及其周围恒星，以及天球赤道，这与北方和中国皇帝（及其身边之人）的联系密切相关。而希腊和阿拉伯天文学家则更关注黄道带及星座研究。数学在天文学中的作用至关重要。从计算距离模数（即到恒星或其他遥远天体的距离）所用的对数函数，到描述行星运行轨迹的几何原理，数学语言深植于我们对宇宙的认知中。学生可以通过测算星团的距离、分析行星的椭圆轨道或推导开普勒定律，不仅提高数学素养，更能理解数学概念在现实世界中的应用价值。此外，天文学也承载着语言与文化的丰富内涵。恒星（如天狼星-Sirius，大犬座-α Canis Majoris；辇道增七-Albireo，天鹅座β-β Cygni、参宿五-Bellatrix、猎户座γ-γ Orionis）、行星（如天王星Uranus、海王星Neptune）及星座（如仙后座Cassiopeia、大熊座Ursa Major、飞马座 Pegasus）的命名，均源自古希腊、拉丁及阿拉伯文化。这反映了人类探索宇宙的全球化合作历史。为了更深入理解恒星、行星和星座的名称，学生们需要掌握希腊字母系统（如α Canis Majoris、β Cygni、γ Orionis），并熟悉拉丁文单复数后缀规则（如星云nebula/nebulae，超新星supernova/supernovae）。同时，学习拉丁语的动名词用法对理解“拜耳命名法”至关重要——这一命名体系采用希腊字母属格形式加上星座来标记恒星。这种语言探索不仅加深了学生对天文学全球渊源的认知，也培养了他们的逻辑思维、记忆力和词源学能力。此外，通过研究世界各地的星空神话和传说，学生还能了解到不同文化如何通过各自的传统和世界观来解读宇宙。当然，天文学的核心仍然扎根于自然科学。无论是研究天体运动规律，还是分析恒星与星系的化学成分，课程辅助活动都为学生提供了丰富的科学探究机会。例如，我们研究光与电磁波的特性、模拟恒星的生命周期等，将物理、化学和生物学知识与天文活动紧密结合。

39协和教育通过整合这些学科内容，天文课程辅助活动帮助学生建立对宇宙及人类在其中位置的整体性认知。在思考宇宙起源等宏大命题的过程中，他们不仅积累了学科知识，还培养了批判性思维、创造力和跨学科协作能力——这些都是21世纪不可或缺的素养。创新实践：动手探索天文学天文课程辅助活动成功的关键，在于强调动手实践与科技融合的学习体验。我们不仅仅依赖课堂讲授，而是让学生亲身参与科学探索，成为主动的学习者。课程的一大亮点，是充分利用在线天文模拟资源。例如，我们借助NASA提供的在线太阳系仪探索太阳系及小行星和矮行星；利用在线行星仪软件不受地点限制地观察过去与未来的夜空；借助恒星演化模拟应用研究恒星从诞生到死亡的全过程。此外，我们即将开启系外行星探索之旅。协和青浦也是“福克斯望远镜项目”的成员，该项目使我们能够与拉斯坎布雷斯天文台——一个全球自动化天文望远镜网络建立联系，该网络支持前沿天文学研究与教育，在全球部署了众多程控望远镜。通过这一网络，我们的学生可以在全年任何时候进行天文观察和开展研究。他们已在几次观测活动中远程操作了设在美国夏威夷、澳大利亚等地的望远镜。除了计算机实验室，天文课程辅助活动还提供了大量的实践活动。例如，学生使用学校的8英寸施密特-卡塞格林望远镜进行天体观测，制作日晷来探索地球、太阳与时间的关系，甚至用粉彩画描绘月球表面的陨石坑、月沟和山脊。这些动手实践不仅加深了学生对天文概念的理解，也培养了他们的创造力、问题解决能力和科学探究精神。这些创新学习活动的核心，是营造一个充满好奇、合作和乐趣的学习环境。通过鼓励学生亲自尝试、探索和发现，我见证了他们对天文学的热爱逐步超越课堂，成为他们真正的兴趣所在。天文学知识的实践应用天文课程辅助活动不仅关注抽象概念和历史背景，还强调天文学在现实世界中的实际应用。例如，学生们学习如何在夜晚通过辨认北斗七星找到北极星，从而确定正北方向。他们还发现，观测北极星的高度可以测定自己在地球上的纬度。理解流星雨等天文现象同样具有实际意义。当学生了解到“流星”实际上是陨石或彗星碎片在地球大气层中燃烧的结果时，他们对宇宙环境的运作方式有了全新的认识。这类实践性探索活动——从学习天体坐标系统到研究流星活动——不仅帮助他们掌握天文学知识，也培养了他们将理论知识应用于现实世界的能力。培养对宇宙的好奇心在我们的天文课程辅助活动中，核心精神就是激发学生对宇宙的深厚好奇心——即不断探索宇宙奥秘的驱动力。正如著名宇宙学家卡尔·萨根所言：“天文学是一种令人谦卑且塑造人格的体验。”的确，学习得越多，我们就越意识到自己对宇宙了解的局限性。通过动手实践和探索，天文课程辅助活动鼓励学生探究并思考重大科学问题。例如：为什么太阳在一年中的不同时间，相对于我们的子午线会出现偏移，从而导致其看起来比标准时间快或慢？宇宙是如何诞生的？它是否会永远膨胀？潮汐的涨落是如何产生的？极光又是如何形成的？在探索这些谜题的过程中，学生不仅积累了学科知识，还锻炼了批判性思维能力。他们学会提出假设、设计实验并分析数据，同时也保持着对宇宙的无限好奇。（注：目前我仍在不断优化这些课程辅助活动的探究过程。）更重要的是，这一探究过程让学生深刻体会到科学探索的协作性和累积性。他们逐渐意识到，即便是最基础的科学理论，例如我们对引力或恒星生命周期的理解，都是通过不同时代、不同文化的科学家们历经数百年的努力才逐步建立起来的。因此，天文课程辅助活动不仅培养了学生的学科素养，还塑造了他们的合作解决问题的能力、学术谦逊精神以及终身学习的态度。随着他们对宇宙奥秘的探索愈加深入，他们也逐步培养出适应未来的思维敏捷性和求知欲，无论未来选择何种职业道路，这些能力都将为他们带来深远影响。未来的教育研究与GCSE天文学考试尽管天文课程辅助活动已经取得了令人欣喜的成果，但让我尤为期待的，是即将开展的研究项目，它将进一步深化我们对学生如何学习天

协和教育40IntroductionAt SUIS Qingpu, we have been leveraging the inherently interdisciplinary subject of astronomy as a powerful vehicle for fostering innovative, technologyinfused learning experiences. For the past two and a half years, I have had the privilege of leading an astronomy-focused Co-Curricular Activity (CCA) that has engaged primary, middle, and high school students in a theoretical and hands-on exploration of the cosmos.As renowned astrophysicist Neil deGrasse Tyson has eloquently stated, \"Astronomy is a gateway science, leading to unexpected places.\" I have found this to be so very true. By tapping into students' natural curiosity about the universe, the astronomy CCA has allowed me to seamlessly integrate a diverse array of academic disciplines - from history and mathematics to geography and physics, from ancient languages to chemistry. In doing so, we have been able to cultivate the critical-thinking, problem-solving, and collaborative skills that are essential for innovation in the 21st century.I modify the content of my CCA sessions to suit primary school students' (limited) understanding of mathematics, geography, the solar system, universe, etc. while going more deeply with middle school students, and even more so with the high school students.The Interdisciplinary Nature of AstronomyAt the heart of astronomy's power as an interdisciplinary learning tool lies its remarkable breadth and depth as a scientific field. Astronomy draws upon a vast range of academic subjects, making it an ideal vehicle for fostering 文学的了解。在完成教育学博士学位后，我中断了五年的学术研究，如今我正计划重返科研领域，重点研究青少年学习者对天文现象通常持有的另有概念。研究表明，即使是年幼的孩子，在进入学校之前就已经形成了自己对太阳、月亮、恒星等天体的直觉性理解。然而，这些“直觉概念”往往与课上教授的科学理论相悖，给有效教学带来了挑战。通过深入研究这个问题，我希望不仅能揭示这些误解产生的根源，还能设计更具针对性的教学策略来加以引导和纠正。这项研究将首先重点研究小学生对地球、月球、太阳、引力和太阳系等基础知识的了解，这些基础知识将为后面的天文学习奠定基础。我计划通过访谈、课堂观察和评估，分析学生的心智模式如何随学习天文学内容而演变（或未能正确演变）。这些洞察将有助于我开发创新的、基于研究的课程和活动内容，以更有效地促进学生概念的转变，使其建立起正确、科学的天文认知。这项研究不仅能直接惠及我所在的学校，还可能对更广泛的天文学教育领域做出贡献。此外，我还将指导10年级参与天文课程辅助活动的学生备战6月的Pearson Edexcel GCSE天文学考试。该正式评估不仅是对他们学习成果的认可，也将为他们未来的学术道路提供一项有价值的资格认证。结语如今，如何将创新和科技深度融合，是每所学校和教育机构都在思考的重要课题。而我的天文课程辅助活动经验表明，借助天文学这一天然具有跨学科属性的学科，我们能够有效培养学生适应未来的技能、思维模式和学科素养，使他们在快速变化的世界中不断成长。通过整合多学科内容、实践活动和前沿教育技术，天文课程辅助活动为学生提供了全面、创新性的学习体验，这对于21世纪教育来说至关重要。同时，我即将开展的关于对天文学误解的研究，也有望推动未来的天文学和科学教育发展。Unlocking Innovation ThroughInterdisciplinary Astronomy EducationBy：Adam Neufield, EdD, SUIS Qingpu

41协和教育cross-curricular connections and holistic understanding. Consider, for example, the historical foundations of astronomy. For thousands of years, civilizations around the world have looked to the heavens, using celestial observations to develop sophisticated systems of timekeeping, navigation, and agricultural practices. From the ancient astronomers of China, Greece, and the Arab world, to the groundbreaking discoveries of luminaries like Galileo, Kepler, and Hubble, the history of astronomy is intertwined with the human story. In our CCA, students explore these historical narratives, gaining insight into how astronomy has shaped the course of human civilization.With respect to ancient civilizations, it is interesting that Chinese astronomers focused on Polaris (and circumpolar stars) and the celestial equator due to the connections between the northern sky and the emperor (and all those who surrounded him). Meanwhile, the Greeks and Arabs focused more on the ecliptic and constellations of the zodiac.The mathematics underlying astronomy is both elegant and essential. From the logarithmic functions used to calculate the distance modulus i.e., the distance to stars and other very distant celestial objects, to the geometric principles governing celestial mechanics, the language of numbers is deeply embedded in our understanding of the cosmos. By engaging students in activities like measuring the distance to a star cluster, examining the elliptical orbits of planets, or deriving Kepler's laws, we can not only deepen their mathematical fluency, but also demonstrate the practical relevance of these concepts.We cannot overlook the linguistic and cultural dimensions of astronomy. The names of stars (e.g., Sirius, α Canis Majoris; Albireo, β Cygni; Bellatrix, γ Orionis), planets (e.g., Uranus, Neptune), and constellations (e.g., Cassiopeia, Ursa Major, Pegasus) draw upon a rich tapestry of ancient Greek, Latin, and Arabic terminology, offering a glimpse into the historical, global efforts that have advanced our understanding of the cosmos. Introducing students to the ancient Greek and Latin languages, which are deeply intertwined with the history and nomenclature of this field, has been a rewarding experience. To grasp the names of stars, planets, and constellations, my students have had to become familiar with the Greek letter system (e.g., α Canis Majoris, β Cygni, γ Orionis) as well as the singular and plural suffixes used in Latin (e.g., nebula/nebulae, supernova/supernovae).Furthermore, understanding the gerundive case in Latin has been essential for unpacking the Bayer naming convention, where stars are denoted by Greek letters \"of\" or \"belonging to\" a particular constellation. This linguistic exploration not only deepens students' appreciation for the global origins of astronomical knowledge, but also cultivates valuable skills in logic, memorization, and etymology. As students delve into the mythology and folklore surrounding the night sky, they also discover how different societies have sought to make sense of the universe through the lens of their own traditions and worldviews.Of course, the core of astronomy also firmly grounds the discipline in the natural sciences. From the laws of physics governing the motion of celestial bodies, to the chemical composition of stars and galaxies, the CCA provides ample opportunities for students to explore fundamental scientific principles. Whether investigating the nature of light and electromagnetic radiation, or modeling the life cycle of stars, our astronomy activities seamlessly integrate concepts from fields like physics, chemistry, and biology.By weaving together these diverse academic strands, the astronomy CCA has enabled our students to develop a truly holistic understanding of the universe and our place within it. As they grapple with the big questions of cosmic origins, they are not only building domain-specific knowledge, but also honing essential 21st century skills like critical thinking, creativity, and crossdisciplinary collaboration.Innovating Through Hands-On AstronomyCrucial to the success of our astronomy CCA has been our emphasis on hands-on, technology-infused learning experiences. Rather than limiting ourselves to passive lecture-based instruction, we have sought to immerse students in the process of scientific discovery, empowering them to become active learners.One of the hallmarks of our programme has been the use of astronomical simulations freely available on the internet. Thanks to NASA, we've used an

协和教育42orrery to tour our Solar System and explore asteroids and dwarf planets. Using web-based planetarium software, we have been able to explore the night sky as it was last week or what it will look like a year from now, from any location on the Earth. Using a star simulation app, we have been able to observe the life cycle of a star, from its birth to its death. And soon, we will be on the hunt for exoplanets.SUIS Qingpu is a member of the Faulkes Telescope Project, which in turn connects us with Las Cumbres Observatory. Las Cumbres Observatory is a global network of automated/robotic telescopes that enables cuttingedge astronomical research and education. This global network of robotic telescopes, strategically located around the world, allows astronomers and students to make observations and conduct research 24 hours a day, 365 days a year. We have ourselves used a telescope in Hawaii (USA) and Australia for several observational sessions.Beyond the computer lab, the astronomy CCA has also provided ample opportunities for students to engage in hands-on activities. This has included using our school's 8-inch Schmidt-Cassegrain telescope, constructing sundials to explore the relationship between the Earth, sun, and time, and yes, using pastels to draw close-ups of craters, rilles and ridges on the Moon…art! These kinesthetic learning experiences have not only deepened students' conceptual understanding, but have also cultivated their creativity, problem-solving skills, and sense of scientific agency.Underlying all of these innovative learning activities is a commitment to fostering an environment of curiosity, collaboration, and fun. By encouraging students to tinker, explore, and discover for themselves, I have seen them develop a genuine passion for astronomy that transcends the boundaries of the classroom.Practical Applications of Astronomical KnowledgeOf course, the astronomy CCA does not merely focus on abstract concepts and historical narratives. We also emphasize the practical, real-world applications of this scientific discipline. For instance, students learn how to find true north at night by locating the North Star, Polaris, in relation to the Big Dipper, and they discover that by observing the altitude of Polaris, they can determine their latitude on the globe.Understanding phenomena like meteor showers also provides tangible, everyday relevance. When students learn that a \"shooting star\" is actually a small piece of debris (leftover from a disintegrated asteroid or comet) burning up in the Earth's atmosphere, they gain a newfound appreciation for the workings of our cosmic neighborhood. These kinds of practical explorations, from reading celestial coordinates to comprehending meteor activity equip them with knowledge and skills that can be applied beyond the classroom.Cultivating Cosmic CuriosityAt the heart of our astronomy CCA lies a profound sense of curiosity - a driving desire to understand the fundamental workings of the universe around us. As renowned cosmologist Carl Sagan once said, \"Astronomy is a humbling and character-building experience.\" Indeed, the more we learn about the cosmos, the more we realize how much we have yet to discover.Through our hands-on activities and explorations, students in the astronomy CCA are encouraged to embrace this spirit of inquiry and ask the big questions. Why, for example, does the Sun sometimes appear faster or slower compared to civil time, shifting east or west of our meridian at noon throughout the year? How did the universe begin, and will it continue expanding forever? What causes the ebb and flow of tides, or the dazzling

43协和教育displays of the aurora borealis?By grappling with mysteries like these, students not only build content knowledge, but also develop essential critical thinking skills. They learn to formulate hypotheses, design investigations, and analyze evidence - all while tapping into their natural sense of wonder about the celestial realm. (Note: I am still developing these processes within my CCA sessions.)Just as importantly, this process of inquiry fosters a profound appreciation for the collaborative, cumulative nature of scientific discovery. Students come to recognize that even the most fundamental theories, like our understanding of gravity or the life cycle of stars, were discovered gradually over centuries through the efforts of countless researchers from diverse cultures and eras.In this way, the astronomy CCA cultivates not just content mastery, but also a spirit of collaborative problem-solving, intellectual humility, and lifelong learning. As students journey deeper into the mysteries of the cosmos, they develop the agility of mind and insatiable curiosity that will serve them well, no matter what future paths they may choose.Upcoming Educational Research and GCSEAstronomy ExaminationsAs rewarding as the successes of our astronomy CCA have been, I am particularly excited about research that I am preparing to conduct that will further enhance our understanding of how students learn about the cosmos. After a five-year hiatus from active research following the completion of my doctorate in education, I am eager to resume my investigations into the alternative conceptions that young learners often hold about astronomical phenomena.It is a well-documented phenomenon that even young children arrive at school with their own intuitive ideas about the nature of the sun, moon, stars, and other celestial bodies. These \"alternative conceptions\" can sometimes clash with the scientific explanations presented in the classroom, posing a significant challenge for effective teaching and learning. By delving deeper into this issue, I hope to not only uncover the root causes of these misconceptions, but also develop more targeted instructional strategies to address them.This research agenda will begin with a focused study of primary school students' ideas about the Earth, moon, our Sun, gravity and the Solar System - fundamental topics that lay the foundation for later astronomy learning. Through a combination of interviews, observations, and assessments, I aim to gain a nuanced understanding of how children's existing mental models evolve (or fail to evolve) as they engage with astronomy content. Armed with these insights, I can then work to design innovative, research-backed lessons and activities that better facilitate conceptual change and the construction of accurate scientific understanding. Ultimately, this research will not only benefit the students in my own school but could also offer valuable contributions to the broader field of astronomy education.Finally, I will also be working with our Grade 10 Astronomy CCA students to prepare them for the Pearson Edexcel GCSE Astronomy examinations in June. This formal assessment will not only validate their learning but also provide them with a valuable credential as they continue their educational journeys.ConclusionThe integration of innovation and technology is a critical priority for schools and educational organizations today. And as my experiences with the astronomy CCA have demonstrated, tapping into the inherently interdisciplinary nature of this scientific field has been a uniquely powerful way to cultivate the skills, mindsets, and knowledge that students need to thrive in our rapidly evolving world.By weaving together diverse academic disciplines, hands-on activities, and cutting-edge educational technologies, the astronomy CCA has enabled our students to engage in the kind of holistic, innovative learning that is vital for the 21st century. And hopefully, the research that I will eventually conduct on understanding and addressing alternative conceptions in astronomy will help to further astronomy and science education in the future.

协和教育44分享 SHARING一场幼儿园教学与发展之旅 在儿童哲学中成长：文/上海浦东新区海富耀华幼儿园 Josh Michael Nardone引言如果我告诉你，五岁的孩子可以就公平、身份认同和真理展开讨论，并且见解独到，你会相信吗？几年前，我自己都不敢想象。那时，我知道孩子天生好奇，总是抓住一切机会问“为什么？”，但我以为他们的思维只能停留在表面，哲学应该属于大学讲堂，而不是幼儿园课堂。直到我接触到儿童哲学（Philosophy for Children,P4C），一切都发生了改变。P4C不仅改变了我的教学方式，更颠覆了我对儿童本身及其能力的认知。在我的课堂上，四五岁的孩子开始思考并提问关于公平、身份和真理的深刻问题——这些问题不仅超出了我的预期，他们甚至能够自信地展开讨论。看到他们与这些宏大概念“较劲”的过程，我意识到，幼儿并不仅仅是信息的接收者，他们天生就是思想者，具备推理、质疑，并形成自己世界观的能力。这种观念上的转变，不仅影响了我的课堂，也彻底改变了我的职业与学术道路。P4C的学习深深影响了我作为教育者的成长轨迹，正是它，让我重新思考教育的意义，并走上了如今的道路。我的P4C成长之路当我初到海富耀华幼儿园时，我并未预料到自己对教育的理解即将迎来巨大的转变。我本科学习古典文学，并获得了该专业的硕士学位，对苏格拉底式的对话方式早已熟悉——通过提问拆解概念、探讨价值观与伦理。然而，彼时的我若被问及这类哲学思维是否适用于幼儿园课堂，我一定会毫不犹豫地说“不”。在我看来，哲学属于学术殿堂，是研究者的领域，而学龄前的孩子还在忙着学习什么时候该停下脚步、如何系好鞋带。他们能理解公平、爱与奉献这样复杂的概念吗？那时的我对此深表怀疑。然而，我的认知很快被彻底颠覆了。在P4C China接受基础课程培训后，我迎来了真正的“转折点”——第一次在课堂上实践P4C，那节课的主题是《爱心树》。在共同读完故事后，我向孩子们提问，如何看待书中大树与小男孩的关系。一位刚满五岁的小女孩举起手，说道：“我觉得这棵树就像小男孩的妈妈，因为我妈妈也那么爱我，就像大树爱小男孩一样。”那一刻，我的整个教育观被彻底颠覆了。这样一个年幼的孩子，竟然能如此敏锐地捕捉到故事背后的深层含义。她不仅仅看到了一棵树和一个孩子，而是读出了牺牲、无条件的爱，以及给予的本质——这甚至是许多成人都难以清晰表达的情感！那一刻，我意识到，P4C不仅不是对幼儿来说过于复杂的理念，反而恰恰是他们需要的——也是我所需要的。从那天起，我便沉浸其中。我开始深入学习P4C的教学方法，研读Matthew Lipman的经典著作《教育中的思考》和《课堂中的哲学》，不断尝试新的教学方式，并逐步将其融入日常课堂。我不再只是关注教授识字、数字和生活技能，而是为孩子们创造更多深度交流的空间，鼓励他们质疑、探索，并建立联系——就像那位小女孩在《爱心树》课程中所做的那样。

45协和教育在探究中成长多年后，P4C带给我的最大启示之一便是：孩子天生就是思想者，只是需要一个合适的环境来表达他们的想法。如今，我的学生们无时无刻不在提问、对世界充满好奇，并能建立意想不到的联系——就像当年那位从《爱心树》课程中看到了母爱的五岁女孩一样。P4C不仅帮助孩子们发展语言表达能力和推理能力，同时也培养他们的社会认知，教会他们如何形成独立见解、自我调节情绪、质疑概念与价值观，并在与同伴互动中建立更深层次的情感联系。对于我而言，P4C是一种结构化的方式，让孩子们在对话中探讨人生的重大主题。曾经，我以为哲学过于复杂，幼儿无法理解；而现在，我认为哲学至关重要，并已成为我每一堂课、每一个学科教学中不可或缺的一部分。更深入地运用“思考步法”随着我对P4C探索的深入，我在持续的职业发展过程中学习到了“思考步法”（Thinking Moves）。起初，我只是将它视作一个有助于引导讨论的框架，为孩子们提供元认知词汇，使他们能更好地在讨论中表达自己。但很快，正如P4C带给我的一样，它的意义远远超出了这一层面。这些思考步法及其承载的含义成了我日常教学中不可或缺的一部分。如今，不仅我每天都在课堂讨论中使用它，我的学生们也同样在使用。我们形成了一种共同的语言，孩子们可以用它来解释自己的思维过程——无论是推理、反思还是提问。这种共同语言的建立，进一步营造了探究式学习社区，让孩子们敢于在彼此的想法上继续深化思考，挑战不同观点，并以更有意义的方式完善自己的思维。让我最欣喜的是，孩子们很快就将这些“思考步法”内化，它们不再是需要刻意教授的技巧，而是成为了思维的一部分。它为年轻的学习者提供了一个思维框架，让他们不仅能够使用，还能在听到时主动识别，并几乎每天都能欣喜地意识到自己是如何思考的。例如，当有人对故事内容产生深刻的联想时，另一个孩子会兴奋地指出：“你在建立联系！”如果有同学解释自己的想法，他们会欢快地回应：“你在给出理由！”如果在讨论过程中出现了争议，孩子们会立刻喊道：“我不同意这个！让我们想出一些新点子吧。”看到孩子们逐渐意识到自己的思维方式，并逐渐主动掌控自己的思考过程，这真是令人惊喜。“思考步法”赋予了他们表达思维活动的语言，让他们对自己的想法更加自信，以欣赏不同视角的价值。原本只是用来支持哲学探究的工具，现在已经成为课堂上的一部“思维词典”，这对于校园日常生活非常重要。随着我和学生们不断运用“思考步法”，我渐渐意识到，它的影响不仅限于课堂成果——它正在重塑我的教学理念教学的蜕变与职业成长P4C对我的学生产生的影响越深，我作为教师就越渴望加深理解并改进实践。我不满足于仅仅在课堂上使用P4C——我想要像和学生在一起时一样，全身心地投入其中，深入理解P4C的精髓，并更有意识地引导课堂讨论。这促使我寻找更高级的引导培训，包括通过教育中的哲学探究与反思促进学会（Society for the Advancement of Philosophical Enquiry and Reflection in Education,SAPERE）——一家总部位于英国的领先慈善机构，致力于推动儿童哲学教育——接受高级引导培训。此外我还在Dialogue Works——一家在英国及国际范围内提供P4C培训的权威机构——完成了P4C+及“高级思考步法”课程的学习。这些培训不仅巩固了我已有的知识，更彻底改变了我在课堂中引导探究的方式。我学会了如何更精确地设计开放性问题，如何在不过度干预的前提下引导讨论，并如何给予学生足够的空间和信心，让他们自主引领探究。我逐步将P4C更自然地融入日常教学，使哲学思维不仅仅局限于特定的P4C课程，而是渗透到所有学习环节之中。但这次蜕变的受益者不仅是我，更是我的学生。随着我的引导能力不断提升，学生的投入度也逐渐增强。我们的探究变得更具深度，更富有思考性，也更紧密地联系现实世界。最初的讨论往往仅限于课堂，学生们主要是围绕特定的刺激物表达自己的观点。而如今，我看到他们开始挑战彼此的想法，主动提出自己的问题，并将课堂探究与现实生活经验相联系。我最喜欢的一次经历发生在我们去动物园的校外实践中。当我们站着观察时，一名学生转头问我：“你觉得这只熊猫是开心还是难过？”我还没来得及回答，他接着说道：“我觉得它是开心的，因为它每天都有很多食物吃，还有很多朋友来看它。”紧接着，他眼睛一亮，兴奋地喊了起来：“我刚刚用了想象（Picture）！”——这是我们在课堂上使用的“思考步法”方法之一，“因为我在想，如果我是熊猫，我会开心还是难过？”这个孩子完全自主地引导了这场对话，不仅将哲学问题应用到现实世界，还能够识别并说出自己的思维方式。

协和教育46随着我不断提高自己的引导能力，这样的时刻变得越来越多，也越来越深刻。我的学生们开始更加自觉地掌控自己的思考过程，并能主动调整思维模式。这种成长不仅源于他们天生的好奇心，也得益于我对自身学习的投入。我在SAPERE和P4C+课程中的学习，使我掌握了帮助学生深入思考的方法，让他们超越最初的直觉反应，真正进入探究的世界。学术成长的蜕变随着P4C逐渐成为我教学与职业成长的核心，它也开始更深层次地影响我的学术发展。当我开始考虑攻读教育管理硕士学位时，我毫不犹豫地确定了自己的研究方向——我在P4C教学中经历了深刻的蜕变，我希望能跳出课堂，在更学术的层面进行更深入的探索。因此，我的硕士论文聚焦于“领导力如何促进P4C在幼儿教育中的融合”，尤其是如何通过领导力支持幼儿在学习中进行哲学探究。随着研究的深入，我愈发认识到，教师应当尽早在孩子的学习中引入P4C，让他们学会主动思考，并掌控自己的思维过程。教授幼儿如何进行深入思考、挑战假设，并参与有建设性的对话，是我们能给予他们的最有力的教育之一——但这需要在学校文化层面建立起对探究式学习的重视和支持。我的课堂教学经历与学术研究之间的联系极富成果性。从最初将P4C视为激发学生兴趣的教学方式，到如今将其视作更宏大的教育探索基石，我的理解已经发生了深刻的转变。通过论文研究，我更加坚定地认为，培养幼儿的哲学探究能力不仅仅是一种课堂实践，更是一种对教育方式的根本性变革。每一次与学生的对话——每一次他们思考深刻的问题、挑战彼此的观点、反思自己的想法——都让我更加确信，自己选择的这条道路是正确的。P4C不仅重塑了我的职业、课堂和学术之路，更让我深刻体会到一个简单而重要的事实：孩子们不仅仅是学习者，他们更是天生的思想者。只要给予合适的环境，他们的思维能力将超越我们的想象。By: Josh Michael Nardone, Fortune Kindergarten Yaohua CampusIntroductionWhat if I told you that five-year-olds could debate fairness, identity, and truth with remarkable insight? A few years ago, I wouldn’t have believed it myself. I knew children were curious, always asking why? at every opportunity, but I didn’t think they could go beyond surface-level conversations. I thought philosophy belonged in university lecture halls, not in a kindergarten classroom.Then, I discovered Philosophy for Children - and everything changed.P4C didn’t just change my teaching; it transformed how I see children and their capabilities. I’ve seen four- and five-year-olds ask deep, thoughtful questions about fairness, identity, and truth - questions I didn’t expect them to consider, let alone debate with such confidence. Watching them wrestle with these big ideas has shown me that young children aren’t just absorbing information; they are natural thinkers, capable of reasoning, questioning, and forming their own perspectives on the world.This shift in my thinking didn’t just affect my classroom - it reshaped my entire professional and academic journey. Every step of my development as an educator has been influenced by what I’ve learned through P4C, and I wouldn’t be on this path if it weren’t for the way it changed my view of education.My Growth Through P4CWhen I first arrived at Fortune Yaohua, I had no idea how much my perspective on education was about to change. My background was in Classics, and with an MA in the subject, I was no stranger to Socratic dialogue - the art of questioning, unpacking concepts, and exploring values and ethics through discussion. But if you had asked me back then whether that kind of philosophical thinking belonged in the classroom, I would have given you a firm no.At the time, I saw philosophy as something that belonged in the lecture hall - a discipline for scholars, not children learning how to use stops and tie their shoelaces. The idea that they could even begin to grapple with big concepts like fairness, love, and sacrifice seemed far-fetched. Surely, that kind of thinking was too complex for them. Well, I couldn’t have been more wrong.After receiving Foundation training in P4C through P4C China, the turning point for me came during my very first session on The Giving Tree. We had read the story together, and I asked the children what they thought about the tree and its relationship with the Growing with Philosophy for Children: A Journey in Kindergarten Teaching and Development

47协和教育boy in the story. A young girl who had only just turned five quietly raised her hand and said, \"I think the tree is the little boy’s mother because my mother also loves me so much. Like the tree loves the boy.\"That moment completely shifted my perspective – there was something to this program.This child - so young, yet so insightful - had made a deep and meaningful connection between the story and her own life. She didn’t just see a tree and a boy; she saw sacrifice, unconditional love, and the nature of giving, something many adults struggle to articulate! It was in that moment that I realised P4C wasn’t too complex for young children - if anything, it was exactly what they needed. What I needed.From that day forward, I was hooked. I started exploring P4C more deeply, reading about its methods through Matthew Lipman’s seminal works Thinking in Education and Philosophy in the Classroom, experimenting with different approaches, and most importantly, incorporating it into my daily teaching. Instead of focusing solely on literacy, numbers and life skills, I began creating spaces for deeper conversations, encouraging the children to question, explore, and make connections - just like that young girl had done with The Giving Tree.Development Through InquiryMany years later, and one of the biggest lessons P4C has taught me is that children are already thinkers, even in their early years - they just need the right environment to express their ideas. Now all my students ask questions constantly, wonder about the world, and make unexpected connections - just like that fiveyear-old who saw her mother in The Giving Tree did so long ago.P4C has helped in developing language skills, reasoning abilities, and social awareness, teaching the children how to form their own ideas, self-regulate their emotions, question concepts and values, and even develop deeper social-emotional relationships with their peers. P4C has worked for me as a structured way to explore these big ideas through conversation. What I once dismissed as too complex, I now see as essential - woven into every lesson and subject I teach.Deeper Engagement with Thinking MovesAs I deepened my engagement with P4C, I was introduced to the Thinking Moves program through my continued professional development. At first, I saw them as a useful framework to guide discussions, giving children metacognitive vocabulary to better express themselves in discussion. But like P4C itself, it quickly became much more than that! The moves and their meanings became an essential part of my daily teaching, and now, not only do I use them every day during our discussions, but so do my students! We now have a shared language that the children can use to articulate their thought processes - whether reasoning, reflecting, or questioning – which has, in turn, created a community of inquiry, where the children feel empowered to build on one another’s ideas, challenge viewpoints, and refine their thinking in a more meaningful way.What I love most is that very quickly, the Thinking Moves has become second nature to the children, and are no longer instructed skills, but are natural. They have provided a framework that even young learners can use, and actively recognise when heard, celebrating the ways they are thinking almost daily. If someone makes a strong connection to a story, another child will excitedly point out, \"That’s making connections!\" If a classmate explains why they think something, they’ll cheerfully acknowledge, \"You’re giving reasons!\" And if something quarrelsome rears its head during our discussions, the children will cry “I disagree with this! Let’s make some new ideas.”It’s incredible to see the children becoming aware of their own thinking and naturally taking control of it. The Thinking Moves have given them a language to describe what they are doing, helping them build confidence in their ideas to recognise the value of different perspectives. What started as a tool to support philosophical inquiry has now become a classroom dictionary, essential to daily school life.As my students and I continue using Thinking Moves, I realised that their impact wasn’t just on classroom outcomes - it was reshaping my own teaching philosophy.Transforming My Teaching and Professional GrowthThe more I see the impact of P4C on my students, the more I as a teacher work to deepen my understanding and refine my practice. It wasn’t enough to just use P4C in my classroom - I wanted to fully immerse myself in it just as I do with my students. To understand it at a deeper level, and to become more intentional in the way I facilitate discussions. That’s what led me to seek out Advanced Facilitation training through the Society for the Advancement of Philosophical Enquiry and Reflection in Education – a lead UK based charity dedicated to the promotion of philosophy with children, and additional advanced training in P4C+ and Thinking Moves with Dialogue Works - another leading provider of P4C training in the UK and internationally.

协和教育48These training programs didn’t just reinforce what I had already learned, far from it - they completely transformed the way I approached inquiry in my classroom. I have grown more skilled at crafting open-ended questions, guiding discussions without dominating them, and giving students the space and confidence to now lead their own inquiries! I learned how to integrate P4C more seamlessly into daily teaching, weaving philosophical thinking into not just dedicated P4C sessions, but into all aspects of learning.But the real impact wasn’t just on me - it was on my students.As my abilities have grown to facilitate deeper discussions, so too has my student’s engagement. Our inquiries are more meaningful, more thoughtful, and more connected to the real world. At the beginning, discussions often stayed within the classroom, with children sharing opinions with a dedicated stimulus. Now, I see them challenging each other’s ideas, asking their own questions, and making connections between our inquiries and their own experiences outside of the classroom. One of my favourite moments happened on a field trip to the zoo. As we stood watching, one of my students turned to me and asked, \"Do you think the panda is happy or sad?\" Before I could respond, they continued, \"I think it’s happy because it gets lots of food, and friends come to see it every day.\"Then, with a sudden spark of realisation, he excitedly exclaimed, \"I just used Picture!” one of the Thinking Moves we use in class, “Because I think if I am a panda, would I be happy or sad.\" They had completely led the exchange themselves, not only applying a philosophical question to their real-world experience but also recognising and naming their own thinking process.These kinds of moments have become more frequent and more profound as I develop my facilitation skills, and my students have developed a stronger awareness of their own thinking and how to charge it themselves. I credit this growth not only to their natural curiosity but to the fact that I invested in my own learning. The training I pursued through SAPERE and P4C+ gave me the tools to help my students go beyond their first thoughts and truly engage in inquiry.Transforming My Academic GrowthYet as P4C became a core part of my teaching and professional development, it also began to shape something even bigger - my academic path. When I started considering a master’s degree in educational management, there was no question in my mind about what my focus would be. My experiences with P4C had been so transformative that I wanted to take my learning beyond the classroom and explore it in a deeper, more academic way.That’s why I focused my dissertation on leadership and the integration of P4C into early years education, particularly how leadership can support philosophical inquiry in young children’s learning. The more I explored this topic, the more I realised how crucial it is that educators start P4C early, opening children to taking charge of their own thinking. Teaching young children how to think deeply, challenge assumptions, and engage in respectful dialogue is one of the most powerful things we can do - but it requires a culture that values and nurtures inquiry.The connections between my daily classroom experiences and my research have been incredibly rewarding. What I once saw as an exciting way to engage students has become the foundation of a much bigger academic exploration. Through my dissertation, I realised that fostering philosophical inquiry in young children is not just a classroom practice - it’s a fundamental shift in how we approach education itself.Every discussion I have with my students - every moment where they grapple with big ideas, challenge each other’s thinking, and reflect on their own thoughts - reinforces why I chose this path. P4C has reshaped my career, my classroom, and my academic journey. But beyond all that, it has reaffirmed one simple truth - children are not just learners; they are thinkers, and when given the right environment, they can surprise us in ways we never imagined.