今年，不少杰出的教育者加入了德閎大家庭。其中，上海德閎學(xué)校的高中項目協(xié)調(diào)員——陳毅媛老師，已與高中部的老師們一同努力，在同學(xué)們的高中階段扮演重要的角色，引領(lǐng)他們踏上更為廣闊的知識探索之旅。

陳毅媛 高中課程項目協(xié)調(diào)員

“教學(xué)中的每個環(huán)節(jié)都必須以學(xué)生為中心。清楚地了解每位學(xué)生在個人興趣、偏好、能力優(yōu)勢、思維角度，學(xué)習(xí)方式、學(xué)習(xí)動機等特性，才能因材施教，滿足學(xué)生的個性化學(xué)習(xí)需求。我的職責(zé)是通過多方觀察、仔細(xì)聆聽、互動交流，與學(xué)科老師及班主任團(tuán)隊及時分享學(xué)生的學(xué)習(xí)體驗及反饋，并通過團(tuán)隊協(xié)作提高教學(xué)質(zhì)量，進(jìn)而支持到每位學(xué)生個性化的全人發(fā)展。”

廣西師范大學(xué)學(xué)士學(xué)位

擁有15年海外國際學(xué)校的國際課程教學(xué)經(jīng)驗, 包括: IBDP中文A文學(xué)課程、中文B語言課程，IBMYP中文語言課程；國際普通中學(xué)教育文憑（IGCSE）全球視野課程 (Global Perspective)，中文B語言課程。

擁有超過5年的大學(xué)預(yù)科課程協(xié)調(diào)員和顧問教師經(jīng)驗，以及豐富的IBDP和IGCSE課程領(lǐng)導(dǎo)經(jīng)驗，并擔(dān)任過IBMYP 個人項目 (Personal Project) 的協(xié)調(diào)員

獲得劍橋國際教育中文在線認(rèn)證考官以及評審員資質(zhì)

您是如何將自己的教育理念應(yīng)用到工作中？

在海外國際學(xué)校15年的工作經(jīng)歷對我的教育理念產(chǎn)生了深遠(yuǎn)的影響。那里的學(xué)校、老師與家長都非常注重孩子的個性化發(fā)展，鼓勵每位孩子通過廣泛的學(xué)習(xí)體驗過程，全方位深入了解自己的多面性。學(xué)生在整個學(xué)習(xí)過程中扮演著主導(dǎo)者的角色，在不斷的試錯中成長得越來越優(yōu)秀、成熟、自信和獨立?？粗鴮W(xué)生們成長的無數(shù)個瞬間，讓我深刻的明白自己作為老師的職責(zé)。我堅信 “每一位學(xué)生都是獨一無二的成功學(xué)習(xí)者”，他們需要被理解、被鼓勵、被相信。

麻省理工大學(xué)有一個特殊的傳統(tǒng)：讓每屆入學(xué)的新生提名一位對他們個人成長“最具影響力的老師”。今年7月回國前的一天，我收到一封麻省理工入學(xué)辦公室的來信。信中感謝我在一位學(xué)生成長的路上帶給她的正向影響力。彼時的她在分?jǐn)?shù)與個人興趣之間彷徨。我告訴她傾聽自己內(nèi)心的聲音，勇敢嘗試全新的學(xué)習(xí)體驗，把時間與精力投入到對自己更有意義的事情上，并堅定的相信她一定能做到。她在拓展論文成果分享會上喜極而泣的發(fā)言場景至今讓我印象深刻，她回顧到：“正是那段挑戰(zhàn)自我的經(jīng)歷讓我明白了學(xué)習(xí)過程中付諸努力、經(jīng)受煎熬對最終實現(xiàn)自我成長與突破的價值與意義。”

這讓我深感身為教育者的一言一行對學(xué)生產(chǎn)生的影響可能是終生的，他們或許會在未來的某個時刻回憶起那些帶給他們力量的點點滴滴。我希望在今后職業(yè)的道路上能繼續(xù)帶給學(xué)生們積極向上的能量，為他們成為“充滿自驅(qū)力的終生學(xué)習(xí)者”盡一份微薄之力。

現(xiàn)在是一個充滿變化和挑戰(zhàn)的時代，您從業(yè)過程中有哪些令您印象深刻的經(jīng)歷？

擔(dān)任國際文憑大學(xué)預(yù)科課程協(xié)調(diào)員后的第一個大挑戰(zhàn)是開始籌備國際文憑大學(xué)預(yù)科（DP）課程評審團(tuán)對學(xué)校的5年課程評估。當(dāng)時國際文憑組織剛發(fā)布了最新的2020版《項目標(biāo)準(zhǔn)與實施細(xì)則》，可以借鑒的資料和經(jīng)驗非常有限。我需要選擇并決定學(xué)校采用新版還是舊版的評審標(biāo)準(zhǔn)。我毫不猶豫地選擇了新版，因為墨守成規(guī)求穩(wěn)用舊版標(biāo)準(zhǔn)就不能實現(xiàn)通過5年評估來推動促進(jìn)學(xué)校課程設(shè)計、完善及實施的長線發(fā)展目標(biāo)。最終我們成為全球首批使用新版評審標(biāo)準(zhǔn)成功完成并通過評估的學(xué)校之一。

那段經(jīng)歷是我從事國際課程教育、職業(yè)成長最迅速的一個時期。一方面需要投入大量的時間和精力全面地解讀、深入剖析新版評審標(biāo)準(zhǔn)的框架與課程實施要求的各項細(xì)則，另一方面需要分階段逐步推進(jìn)整個教師團(tuán)隊的項目安排，在保證高質(zhì)量的日常教學(xué)活動同時，有條不紊的完成評審所需提交的大量課程文件及各項自評工作。那段帶領(lǐng)團(tuán)隊通過協(xié)作探索學(xué)習(xí)，并最終實現(xiàn)教學(xué)質(zhì)量提升的經(jīng)歷對我職業(yè)成長的意義非凡。

您已經(jīng)在上海德閎工作了一段時間，對于上海德閎有了初步的了解，未來你打算如何在上海德閎的舞臺上展現(xiàn)自己的才華和激情？

上海德閎的高中已經(jīng)建立了一套完整的框架，師資隊伍也非常優(yōu)秀。在此基礎(chǔ)上，我們將加強學(xué)科團(tuán)隊內(nèi)部及跨學(xué)科團(tuán)隊的協(xié)作，從教學(xué)內(nèi)容、概念理解、學(xué)科技能發(fā)展、跨學(xué)科知識的融合與運用、學(xué)生學(xué)習(xí)體驗、形成性評估和總結(jié)性評估的有效性以及綜合學(xué)習(xí)能力培養(yǎng)等方面全面加強課程的銜接性與整和性，提升學(xué)生的學(xué)習(xí)體驗，最終提高學(xué)生們在統(tǒng)一評估中的整體表現(xiàn)。

此外，我們將持續(xù)為家長和學(xué)生開設(shè)各種形式的工作坊，提供深入了解德閎高中項目的機會與平臺。我們會通過高中各學(xué)科的學(xué)術(shù)成果展，鼓勵學(xué)生們分享、討論自己的學(xué)習(xí)體驗，在反思學(xué)習(xí)過程中收獲個人成長。這些活動也為學(xué)生提供了練習(xí)表達(dá)、交流能力的舞臺，鼓勵他們通過互動、協(xié)作的方式走出自己的“舒適圈”，嘗試新的方法，探究新領(lǐng)域，掌握學(xué)習(xí)的主導(dǎo)權(quán)，實現(xiàn)自驅(qū)學(xué)習(xí)。

我們希望助力每位學(xué)生在學(xué)術(shù)知識、學(xué)習(xí)態(tài)度和學(xué)習(xí)能力等方面全方位的提升。

高中作為承上啟下的一個階段，如果能把握好這三年的時間，同學(xué)們未來的求學(xué)之路將會更為順暢。您覺得學(xué)校在這方面能為學(xué)生提供哪些幫助呢？

熟練掌握語言，良好的聽說讀寫能力無疑是學(xué)習(xí)所有學(xué)科的基礎(chǔ)，因此我們的英語老師團(tuán)隊投入了大量的時間和精力，使用多樣的教學(xué)方法和評估方式，提升學(xué)生們的語言水平。

作為一所從小學(xué)到高中的一貫制學(xué)校，學(xué)校的課程體系一脈相承，每個階段的學(xué)習(xí)都為下一個階段打下堅實的基礎(chǔ)，因此每個階段的學(xué)習(xí)過程都非常重要。我們在課程設(shè)置的銜接上充分考慮到學(xué)生在每個階段需要持續(xù)發(fā)展和提升的各種學(xué)習(xí)技能。高中階段的教學(xué)不僅注重探究知識的廣度與深度，更重要的是培養(yǎng)學(xué)生的各種學(xué)習(xí)技能，為大學(xué)以及職業(yè)生涯階段的學(xué)習(xí)做好充分的準(zhǔn)備。

面對大學(xué)招生官，學(xué)生的個人軟實力非常重要，比如：領(lǐng)導(dǎo)能力、時間管理能力、團(tuán)隊協(xié)作能力、人際交往能力、創(chuàng)造性思維能力等等。因此，我們會特別關(guān)注這些綜合能力的提升，創(chuàng)造多元化的實踐機會，為學(xué)生們提供展示自己才能的舞臺。鼓勵學(xué)生們參加學(xué)生會競選、組織運動會、開設(shè)啟迪活動，參與音樂節(jié)的表演等等，支持學(xué)生的全人發(fā)展。我們以“學(xué)生成長”為使命，一路前行，幫助他們實現(xiàn)個人成長并順利適應(yīng)未來不斷變化的全球環(huán)境。

展望未來，我們期待陳毅媛老師與上海德閎攜手前行。在這個充滿活力和熱情的大家庭里，我們會培養(yǎng)出更多善于思考、有創(chuàng)新能力和具備國際競爭力的未來公民。

Working alongside Ms. Chen to help students excel

This year, Dehong welcomes several exceptional educators, including IB Coordinator, Ms. Chen. She has collaborated closely with high school teachers and serve a crucial role during students' high school years, guiding them through an expansive intellectual journey!

Ms. Chen IB Coordinator

"Teaching and learning must be centered on the holistic and well-round development of individual students. Every student is unique in terms of personal interests, strengths and weaknesses, learning preferences, and motivations. It is my responsibility to observe, communicate and understand the needs of each student and develop suitable strategies to support their growth physically, mentally, emotionally, and socially."

Bachelor of English at Guangxi Normal University
15 years of teaching experience in IB Programme including DP Chinese A literature course, MYP, and DP Chinese B courses

Over 5 years of leadership experience in the roles of DP and IGCSE Curriculum Coordinator, extensive experience leading DP and IGCSE courses
Certified online examiner/ moderator for Chinese language of Cambridge International Education

How do you apply your educational philosophy to your work?

My 15-year tenure as an educator in international schools abroad has profoundly influenced my educational philosophy. I've observed a significant emphasis on nurturing the individuality of each child, promoting self-acceptance and personal growth through diverse learning experiences. As a teacher, I've come to understand the importance of comprehending the unique needs and challenges faced by each student. I stand by the conviction that every student is unique and capable of success, deserving of understanding, encouragement, and belief.

MIT honors a unique tradition where freshmen may nominate a mentor who has been pivotal in their personal development. Last July, an unexpected letter arrived from MIT, expressing gratitude for my influential role in a student's journey. Interestingly, I had not taught her specific academic subject. She faced a dilemma between assured high grades with a business essay and pursuing her passion for math, which posed a riskier path. I encouraged her to heed her inner voice, embrace the challenge, and pursue what truly resonated with her. She triumphed, and I still vividly recall her tearful, joyous presentation of her math essay results, a testament to her hard work and dedication. She reflected, "Challenging myself taught me the value and importance of effort in learning, which ultimately led to personal growth and breakthroughs."

This experience reinforces the lasting impact that educators can have, shaping students' future moments of reflection and strength. Moving forward, I aim to continue imparting positive energy to my students, inspiring them to become self-motivated lifelong learners.

We are in an era marked by transformation and challenges. Reflecting on your career, which experiences have been particularly memorable for you?

Taking on the role of IB Coordinator, I was immediately faced with the formidable task of preparing for the school's five-year IB programme evaluation. Coinciding with the release of the 2020 edition of the Programme Standards and Regulations, we had to navigate through scant resources and experiences. I decisively opted for the new accreditation standards despite the comfortable familiarity of the old, aiming to guide our school's curriculum development over the upcoming five years. Our school emerged as one of the first globally to successfully complete the five-year evaluation under the new criteria.

This endeavor marked a period of intense professional growth for me as an international curriculum educator. It necessitated an exhaustive interpretation of the new standards and a deep dive into programme requirements. The process not only deepened the understanding among parents and students of the IBDP programme's long-term value but also significantly elevated the teachers' quality. Leading my team in this collaborative and explorative venture has been an invaluable contributor to my professional development.

Having worked at Dehong Shanghai for some time, you've gained an initial understanding of our school. Moving forward, how do you intend to demonstrate your skill and enthusiasm here?

The high school at Dehong Shanghai stands on a solid foundation with a well-established framework and distinguished faculty. Building upon this, we aim to enhance collaboration among and between subject teams. Our goal is to refine the synergy of our secondary curriculum, ensuring content alignment, conceptual clarity, skill development across disciplines, and effective integration of interdisciplinary knowledge. By doing so, we seek to amplify learning experiences and bolster students’ performance in the International Baccalaureate.

We will also maintain a programme of workshops for parents and students, providing platforms for deeper insight into the Dehong high school curriculum. Facilitating academic achievement exhibitions will allow students to reflect on their learning, personal growth, and the opportunity to showcase their knowledge across various subjects. These events give students a chance to showcase their expression and communication talents, encouraging them to embrace new challenges, methodologies, and areas of study. By stepping out of their comfort zones and adopting interactive, cooperative strategies, they take greater responsibility for their education and move towards self-driven learning.

Our commitment is unwavering: to support each student in advancing their academic knowledge, attitudes, and abilities, ensuring that they are well-equipped for the demands of higher education and beyond.

High school represents a pivotal phase in education. If students effectively utilize these three years, they pave the way for a successful academic future. In your view, how might the school further assist students during this critical period?

We emphasizes that a strong grasp of languages is fundamental to learning across all subjects, prompting our educators to dedicate substantial time and resources to employing various teaching methods and assessments to enhance students' language abilities.

Aligned as a continuous school from elementary through secondary education, the curriculum is systematically structured, with each stage setting a solid foundation for subsequent learning. The curriculum accounts for the evolving learning skills required at each level. For example, the secondary curriculum aligns with national standards while integrating international elements, enriching learning experiences, promoting interdisciplinary application, and focusing on competency development. This strategic approach eases the transition into the senior secondary curriculum.

At the senior secondary level, the emphasis extends beyond academic rigor to include a broad spectrum of learning skills, critical for both university preparation and lifelong career development. These encompass research, thinking, social, self-management, communication skills, and overall learning autonomy.

Understanding the importance of personal soft skills in the context of university admissions, we place high importance on nurturing competencies like leadership, time management, teamwork, interpersonal and creative thinking skills. We create diverse opportunities for students to showcase their talents, fostering their holistic development. Activities such as running for Student Council, organizing sports days, leading inspirational ventures, and performing in music festivals are encouraged to bolster their overall growth. Our commitment lies in nurturing “Growing Students,” equipping them to thrive and adapt in a dynamic global future.

As we gaze toward the horizon, we eagerly anticipate Ms. Chen joining forces with Dehong to nurture a vibrant and passionate community. Together, we aim to cultivate future generations who excel in critical thinking, creativity, and international competitiveness.

以上就是《上海德宏與陳毅媛老師攜手助力學(xué)生“做最好的自己”》介紹。