What do you think education ought to look like in the 21st century? If you were responsible for change in teaching and learning, what changes would you propose? As an educator, contemplating these two questions may help us to reshape the education landscape. A new-styled learning seminar led by Guangzhou Foreign Language School (GZFLS) leaders and teachers seek to explore these two questions.

21世紀的教育應該是什么樣的? 如果你能改變教與學的模式，你會提出什么措施呢? 作為一名教育者，重新思考這兩個問題，也許會重構對教育的認知。一場別開生面的學習研討會帶領著 廣州外國語學校 的領導和老師們一起探索和找尋問題的答案。

Recently, Mr. Craig Boyce, director of Education (International) ISAIEG, went to GZFLS to discuss the education concept of the International Baccalaureate Diploma Programme (IBDP) and the 21st century learning.

近日，愛莎國際教育集團教育總監(國際) Craig Boyce 博賜能先生來到 廣州外國語學校 與老師們一起探討“IBDP(國際組織大學預科項目)的教育理念，以及21世紀的學習”。

Principal Liu Hongmei, Secretary Lin Weihong, Vice Principal Liu Feng and other leaders attended the seminar, appreciating the seminar and Mr. Craig's professional quality, and also looking forward to his next seminar.

廣州外國語學校劉紅梅校長、林偉洪書記、劉峰副校長等主要領導全程參與本次研討會，并對此次研討會和Craig的專業素養表示充分的肯定和贊賞，同時也非常期待下一次研討會的到來。

Craig is a practitioner in the fusion of Chinese and Western cultures. He is a lifelong learner, holding eight degrees in different majors from universities in four jurisdictions; University of Hong Kong, Massey University (New Zealand), Beijing University and Deakin University (Australia). Craig has worked as a curriculum director for twenty-three years in Hong Kong Chinese International School (CIS). Immediately before joining ISA, he worked as the Founding Principal at KaiWen Academy (Chaoyang) and as Director of Beanstalk International Bilingual School in Beijing.

Craig Boyce 博賜能先生是融合中西方文化精髓及“終身學習”的踐行者，擁有中國香港大學、新西蘭梅西大學、北京大學、澳大利亞迪肯大學等不同專業方向的8個學位。曾在中國香港漢基 國際學校 任職23年，擔任課程總監。在加入愛莎前，曾在北京的凱文學校(朝陽)、青苗 國際學校 分別擔任校長。

During the seminar, the teachers had a heated discussion regarding the two questions raised by Craig, and presented their findings from group discussion in various forms such as words, pictures, etc. Among these idea, guiding students to study independently became the focus of discussion and is a common concern of teachers.

在研討會上，老師們圍繞著Craig提出的兩個問題展開熱烈的討論，并通過文字、圖畫等多種形式展示了小組討論的答案。其中，“引導學生自主學習”成為老師們討論和共同關注的焦點。

After the explanation and analysis by all participants, Craig explained the core education concept of IB as a mainstream international curriculum system, as well as the ten goals for students. During the seminar, Craig constantly raised questions to teachers so as to trigger their thinking and guided each group to ask questions and respond to each other, so that teachers were able to experience IB ATL. Craig didn't give any answer during the two-hour seminar, instead he has planted the seeds of IB philosophy that will grow their own answers in the future.

在所有參與者的講解分析下，Craig為大家講解IB作為現今主流國際課程體系的核心教育理念，以及對學生的“十大培養目標”等等。在整個過程中，Craig不斷向老師們發問，觸發思考，并引導各組間相互提問、回應，讓老師們親身體驗了IB教學法的魅力。在兩小時的研討會中，Craig并沒有給出“答案”，不過相信每位老師都已經埋下IB的種子，并會在日后的教學活動中體現出各自的“答案”。

Craig believes that 21st century learning should have both an academic and moral quality. Cultivating students' self-direction, curiosity, creativity and adaptability. In addition, learning in the 21st century also focuses on the social and emotional development of students, including collabortion in teams, interpersonal skills, personal responsibility, social and civic responsibility, and interactive communication.

在討論21世紀學習風格時，Craig進一步提出了相關內容以引導老師們進行思考。他認為，21世紀的學習應該同時具備學術和道德的素養要求，培養學生的自主性、好奇心、創造力和應對復雜性等的學習態度和性格。此外，21世紀的學習也關注學生社會和情感的發展，包括團隊協作、人際關系技巧、個人責任、社會與公民責任以及互動交流等。

21st century learning is in line with the learning concept of IBDP. The IB curriculum system is not only compatible with the mainstream education curriculum systems in the world, but also has its own uniqueness principles preparing students for a wider range of universities options. IB students, especially those who graduated from IBDP, pay attention to independent learning, balanced development and international vision, and have been admitted into universities in more than 90 countries or regions, such as North America, Europe, Australia and New Zealand.

21世紀學習風格與IBDP(國際組織的大學預科項目)的學習理念契合， IB課程 體系既具有與世界各國主流教育課程體系之間的兼容性，又有自己教育理念發展下的獨特性。IB學生特別是IBDP畢業的學生注重學術嚴謹、均衡發展和具備國際視野，未來可以去到北美，歐洲，澳大利亞和新西蘭等90多個國家或地區升讀大學，選擇范圍更廣。

The IBDP high school international curriculum programme co-established by Guangzhou Foreign Language School and ISA International Education Group has started to recruit students, which will be greatly helpful for students to enter the world's top univerities.

廣州外國語學校與愛莎國際教育集團聯合打造的IBDP高中國際課程項目也于此前開始火熱招生，這一國際大熱的IBDP課程項目也將幫助廣大學子世界。

The International Baccalaureate? (IB) Diploma Programme (DP) is recognized and respected by the world’s leading universities, and evidence suggests that a higher percentage of DP students go on to university and higher education study than non-IB students. DP students apply to more than 3,300 higher education institutions each year, in close to 90 countries. The most popular of these institutions are ranked among the top universities in the world. In the past two years, over 30% of the students admitted to the world top 50 universities came from IBDP graduates.

在學生規劃中，IBDP高中國際課程項目有著鮮明的優勢。有研究數據表明，IBDP高中項目學生接受高等教育的比例高于非IBDP學生。IBDP學生每年成功申請3300多所高等教育機構分布在將近90多個國家，其中大部分受歡迎的高等教育機構在世界排名均是名列前茅。近兩年，世界排名前50大學錄取的學生超30%來自IBDP高中項目的畢業生。

The subject selection of IBDP is also highly individualized, which allows students to choose subjects based on their own skills and interests. It is divided into six subject groups including language 1, language 2, sociology, science, mathematics and art and "three elements"including "Theory of Knowledge"’, the "Extended Essay", and the "Community Action and Service". The "three elements" are required courses, and the other subjects are three HL subjects and three SL subjects selected from six subject groups. Among them, language 1, language 2 and mathematics group are required courses, and the other three subjects are chosen from the other three groups. For example, if students are not good at the last group of art, they can choose one subject from the other two groups (Science and Humanities).

關于IBDP課程的科目選擇也極為個性化，可充分發揮學生的優勢科目。IB-DP課程分為6個學科組課程(語言1、語言2、社會學類、科學類、數學類、藝術類)和3門核心課程(TOK認識論、EE拓展論文、CAS創造、行動和服務)。3門核心課程是必選課，其余課程要從6個學科組里邊選擇3門HL高等課程以及3門SL標準課程，其中語言1、語言2、數學組的課程為必選課程，另外3門課程從其他三組中選出。例如，如果學生不擅長較后一組的藝術類課程，那么可以從另外兩組(科學類和人文類)中選一門科目進行學習。

Apart from individualized curriculum selection, The International Baccalaureate? (IB) Diploma Programme (DP) has many other advantages.

除了人性化且符合學生個性化的選課外，IBDP高中國際課程具有非常明顯的優勢：

-Extensive University Options

Universities in more than 60 countries regard the IB Diploma highly as an entrance qualification.

-選擇大學的范圍更廣泛

含美國、英國、加拿大、澳大利亞、新加坡、日本、韓國等在內的90多個國家的大學將IBDP視為入學資格證。

-Popular in Leading University

Students who obtain the IB Diploma are sought after for admission to the leading universities such as Oxford, Cambridge, the University of Tokyo and most Ivy League Schools in USA.

-更受世界大學青睞

IBDP畢業生進入英國牛津、劍橋;美國藤校;日本東京大學;新加坡、加拿大、澳大利亞等世界的機會更大。

-University Awarding Advanced Credit

Good performance in Higher Level courses may lead to a university awarding advanced credit. This can reduce the time for completing a degree and may reduce the cost.

-提前獲得大學學分

取得IBDP高等(HL)課程優異成績的學生可提前獲得大學學分，省時和省錢。

-University Counselling Services

Our University Counselor will lead each student individually through the process of creating a personal portfolio and application letter, and completing all university admissions procedures.

-個性化的大學規劃指導服務

我們的規劃指導老師將為每個學生提供單獨指導，幫助他們完成創建個人檔案、填寫申請書和申請大學入學的整個流程。

-Mature International Education

The IB Diploma is a comprehensive programme of study, assisting students to adapt well to university life and study.

-成熟的國際化素質教育

IB國際項目是一個全面學習項目,使學生快速融入大學生活和學習。

-Holistic Education

It aims to develop learners who are:

Knowledgeable, thinkers, principled, open-minded, caring, balanced, inquirers, risk-takers, communicators, and reflective

-全人教育

培養學生的十大品質目標：學識淵博、思考者、有原則、胸襟開闊、富有同情心、全面發展、探究者、敢于冒險、交流者、反思者。