重磅！北京愛迪學校PBL研究成果將于亞洲教育與國際發展會議(ACEID)聯合發表!

　　多年來，北京愛迪學校一直致力于國際教育研究，推進前沿教學實踐發展，成績斐然，近期更是捷報頻傳。北京愛迪學校校長劉麗博士和教與學創新中心總監Russell Hazard博士在 PBL 教師培訓和 21 世紀學生培養方面的研究廣受認可，將在日本東京舉行的亞洲教育與國際發展會議(ACEID)中聯合發表PBL 研究成果。此外，Russell Hazard 博士主導研發的創新性 PBL 課程設計框架經同行評審，已在西班牙巴塞羅那教育會議上發表，并在國際教育研究界發布。

　　Over the years, Beijing Aidi School has been committed to international educational research and advancing cutting-edge practice development and achieved remarkable results. Recently, Dr. Lily Liu, Principal of Beijing Aidi School, and Dr. Russell Hazard, Director of TLI, have been recognized for their work in PBL teacher training and 21st-century student programming through a joint publication of PBL research at the Asian Conference on Education and International Development in Tokyo, Japan. In addition, the innovative PBL curriculum design framework led by Dr. Russell Hazard was peer-reviewed and presented at the Education Conference in Barcelona, Spain, before being released in the international education research community.

(圖源自ACEID官網)

　　在這個信息化社會快速發展的時代，傳統的知識傳遞方式已經無法滿足社會對人才的需求，高校和職場更加關注學生是否具備實踐能力和解決現實問題的能力，需要他們具備以學習及創新技能、數位素養技能以及職業及生活技能這三大領域為核心的21世紀技能。在這個大背景下，項目式學習法(Project Based Learning，PBL)應運而生，成為一種備受矚目的新型教學方式。

　　In this era of rapid global transformation, traditional teaching methods and assessments can no longer meet the demand for highly effective, future-capable citizens. Universities and the workplace are increasingly concerned about whether students can apply knowledge with practical skills and solve real-world problems. They need to possess 21st century competencies centered on learning and innovation skills, digital literacy skills, and career and life skills. In this context, Project Based Learning (PBL) has emerged as a highly effective teaching method.

　　PBL是一種“以學生為中心，以問題為基礎”設計并執行項目的新型教學方法，以項目為主線、教師為引導、學生為主體，提出問題，規劃方案，解決問題，評價并反思。在此過程中，學生主動探索現實世界的問題和挑戰，獲得更深刻的知識和技能，解決實際問題，培養批判性思維、創新能力、協作能力以及解決問題的技能，因其實用性、實操性，以及符合孩子身心發展的特性，在發達國家的各個學段已相當普及。

　　PBL is a student-centered, problem-based approach to designing curriculum, assessment, and teaching methods, with a real-world project as the context, which is often interdisciplinary. Teachers act as coaches, though still utilizing direct instruction where needed, and students as problem solvers and researchers, planning solutions, implementing them, evaluating their progress and reflecting on lessons learned. During this process, students actively explore real-world problems and challenges, acquire deeper knowledge and skills, cultivate critical thinking, innovation, collaboration, and build their leadership capacity. With significant research demonstrating the ability of high quality PBL to stimulate “usable knowledge”, socio-emotional skills, and even higher test scores on standardized exams, this approach to teaching has become widely utilized internationally.

　　北京愛迪學校是國際公認的PBL典范學校，也是北京唯一擁有PBL專項教育研發部門的國際學校，在PBL(項目式學習)研究、教師專業發展和學生培養方面，在北京乃至全國都遙遙領先，深耕不輟，致力于成為全球教育領導者。

　　Beijing Aidi School is an internationally recognized PBL model school and the only international school in Beijing to have an internationally recognized PBL education research and development department. In terms of PBL research, teacher professional development, and student training, it is far ahead in Beijing and even across the country, demonstrating its commitment to being a leader in global education.

　　今年八月，劉麗校長和Russell Hazard 博士為一群來自中國大陸、香港和臺灣的學生專門研發設計了一項創新的 21 世紀 PBL 項目，旨在培養有能力解決當下及未來問題的年輕領導者。

　　In August, Principal Lily Liu and Dr. Russell Hazard specially developed and designed an innovative 21st century PBL project for a diverse group of students from the Chinese Mainland, Hong Kong and Taiwan, aiming to develop young leaders who are capable of solving current and future problems.

　　北京愛迪學校校長劉麗博士表示：“這個夏天，香港潛能會與愛迪學校合作，為來自兩岸三地的學生提供一場為期兩周的夏令營課程。為了確保同學們獲得最優質的體驗，我與Russell Hazard 博士共同設計了這個課程，采用了以項目式學習(PBL)為框架的教學方法。我們結合現實體驗，旨在解決實際問題，使學生能夠在實際應用中深化他們的學習。這次PBL課程有機會被選中參加亞洲教育與國際發展會議，并在那里分享我們的成果，這無疑是對我們課程質量的巨大認可，也為我們提供了展示和分享我們教學方法的平臺。”

　　Principal Lily Liu shared: “This summer, FLI worked with Beijing Aidi School to offer a two-week summer camp program for students from the Chinese Mainland, Hong Kong and Taiwan. In order to ensure the best possible experience for the students, Dr. Russell Hazard and I have collaborated to design this program using Project-Based Learning (PBL) as the framework and teaching method. We have integrated real-life experiences to address practical problems, allowing students to deepen their learning through hands-on applications. What makes this PBL course unique is its opportunity to be selected for presentation at the 10th Asian Conference on Education and International Development. This recognition serves as a significant endorsement of the quality of our course, providing us with a platform to showcase and share our teaching methods.”

　　來自中國兩岸三地的 100 多名學生齊聚一堂，共同參與 PBL 研究項目。學校精心設計并安排了豐富多彩的課程，采用PBL的教學方式，組織學生分組學習，共同探討問題、解決挑戰。通過互動體驗及團隊建設活動，開發和培育領導力、團隊合作和溝通能力，學生們通過學習新興技術領域的相關議題、數字經濟等新興產業知識，進行團隊實踐學習和項目學習。

　　More than 100 students came together to participate in the PBL research project. The school carefully designed and arranged a variety of courses which adopted the PBL teaching method. Through investigative experiences and team building activities, they developed and cultivated their leadership, teamwork, and communication skills. They learned about topics related to the disruptive technologies, emerging industries such as the digital economy, and conducted both team and individual performance tasks to demonstrate their ability to apply knowledge.

　　本次PBL項目具體包括以下主題：

　　將探索信息化社會發展大趨勢、宏觀趨勢和微觀趨勢作為現代領導力培養任務

　　領導力理論學習和實踐應用，例如：敏捷領導力理論和實踐的應用、創造性思維規程、項目管理培訓、批判性思維規程、團隊協作和反饋規程、積極傾聽培訓、價值創造規程、情商正念訓練，以及公開演講技巧

　　第四次工業革命作為信息化社會發展大趨勢和動態背景下的領導力發展

　　領導力中的環境、社會和治理(ESG)問題以及聯合國可持續發展目標(SDGs)大趨勢

　　人工智能(AI)、區塊鏈、元宇宙和量子計算等變革性計算技術的興起成為大趨勢

　　生物技術領域發展大趨勢，包括神經植入、遺傳醫學、農業技術和轉基因生物、3D打印器官和肉類食物、以及定制藥品等

　　中國崛起將帶來的影響，包括加入金磚國家(巴西、俄羅斯、印度、中國、南非)等組織，貫徹“一帶一路”等政策，以及GDP快速增長等經濟因素

　　This PBL project specifically included the following themes:

　　Tracking megatrends, macrotrends, and microtrends as a modern leadership task.

　　Leadership theory and practice, such as application of agile leadership theory and practice, creative thinking protocols, project management training, critical thinking routines, team collaboration and feedback protocols, active listening training, value creation protocols, mindfulness training for emotional intelligence, and public speaking skills.

　　The fourth industrial revolution as a megatrend and dynamic context for leadership.

　　Environmental, Social, and Governance (ESG) issues in leadership and the Sustainable Development Goals (SDGs) as a megatrend.

　　The rise of transformative computing technologies such as Artificial Intelligence (AI), blockchain, the metaverse, & quantum computing as a megatrend.

　　Biotechnology such as neural implants, genetic medicine, agricultural technology and genetically modified organisms, 3D printed organs and meat, and tailored pharmaceuticals as a megatrend.

　　The impact of the rise of China through organizations like BRICS (Brazil, Russia, India, China, South Africa), policies such as The Belt and Road Initiative, and economic factors such as rapidly increasing GDP as a megatrend.

　　為期兩周的時光短暫卻又令人記憶深刻，親身參與其中的學生們收獲頗豐，他們感慨道：“在領導力課堂中，大家一起共同努力，進行合理人員分工并確保成果的質量。我們也十分榮幸可以前往名校名企進行未來發展的探討，豐富的課程及外出參觀不斷地刷新彼此的認知。此次夏令營兩岸三地的營員聚集在這里，為心中共同的愿景而努力，正如中華兒女團結一心。如今，時代的接力棒即將轉交到我們手中，在我們拼搏下，正在崛起的中國會真正在國際舞臺上閃亮登場，獲得滿堂喝彩。”

　　The two-week training was short but memorable and inspiring. The students gained a lot during the process: "In the leadership class, we worked together, each allocated with reasonable work to ensure the quality of the results. We were also very honored to visit prestigious universities and enterprises to discuss future developments. The rich courses and field trips constantly refresh our understanding. Through this summer camp, students from the Chinese Mainland, Hong Kong and Taiwan united as one to work hard for the common vision in their hearts. We believe that with our hard work, the rising China will shine on the international stage."

　　本次PBL項目開啟前，愛迪做了一系列精心準備工作，為來自中國各地的教師開展了一項培訓計劃，以便他們做好準備，在項目過程中更好地引領和指導學生。這項獨特的教師培訓計劃建立在使用 PBL 進行專業培訓的國際研究的基礎之上，采用的方法是將教師置于學生的角色中，幫助他們親身體驗學生在參與項目時將經歷的過程，并帶領他們研究開展PBL 項目的最佳實踐方式。

　　As part of the preparation, the school ran a training program to prepare teachers from all across China to be able to deliver the program. This unique training program built on international research into professional training using PBL and used an approach that combined putting the teachers in the role of students to understand what the students would go through combined with an overarching teacher project in which they investigated PBL best practices.

　　這項關于教師培訓和開創性學生 PBL 項目教師培訓的案例研究將在亞洲教育與國際發展會議上聯合發表，彰顯著愛迪為提升全球范圍內對于 PBL 教師培訓和發展以及學生項目的理解與認知所做出的持續貢獻。

　　This case study on teacher training and groundbreaking student PBL effective teacher training is now also accepted for publication and presentation at the Asian Conference on Education and International Development in Tokyo, Japan, highlighting Beijing Aidi’s continuous contribution to enhancing global understanding and awareness of PBL teacher training and development, as well as student projects.

　　這項研究的成功建立在愛迪近期另一項研究成果的基礎之上。2023年9月，北京愛迪學校教與學創新中心總監Russell Hazard博士發表了新的全球項目式學習設計框架，并受邀在西班牙巴塞羅那教育會議中發表演講。

　　This research success built on other recent successes. In September 2023, Dr. Russell Hazard, Director of the Beijing Aidi Teaching Learning and Innovation Center had his new Global Project Based Learning Design Framework published and was invited to present on it at the Barcelona Conference on Education in Spain.

(全球PBL設計框架)

　　全球 PBL 設計框架的主要設計維度包括：

　　真實性、學習背景及可持續發展愿景

　　智力挑戰、調研深度和結構

　　學習過程中的創作和有意義的受眾

　　學生的意見、選擇、多樣性和包容性

　　不同層次的協作和評估計劃

　　技術、數字公民和學術誠信

　　修正、反思、批判性和反身性

　　項目、學校和社區影響

　　The major PBL design dimensions in the Global PBL Design Framework include:

　　Authenticity, Contexts of Learning, & Sustainability Vision

　　Intellectual Challenge, Depth of Inquiry, & Structure

　　Artifacts of Learning & Meaningful Audience

　　Student Voice, Choice, Diversity, & Inclusion

　　Layers of Collaboration & Assessment Plan

　　Technology, Digital Citizenship, & Digital Academic Integrity

　　Revision, Reflection, Criticality, and Reflexivity

　　Project, School, and Community Impact

　　這個 PBL 設計框架基于21 世紀教育領域的廣泛研究，并建立在世界各地原有的框架基礎之上，也涵蓋了一系列重要的新能力，例如在人工智能時代尤為重要的可持續能力、數字公民和學術誠信，同時還結合了項目管理和項目影響分析技能，以培養學生和教師的實踐應用能力，這些可遷移技能適用于各個教育階段，也將增強其職場競爭力。教育轉型對于反映社會的快速變化是必要的，反之這也會改變學生的學習內容和方式。

　　This PBL design framework is based on extensive research in the field of education in the 21st century and builds on existing frameworks around the world. It also covers a series of important new abilities, such as sustainability, digital citizenship, and academic integrity, which are particularly important in the era of artificial intelligence. It also incorporates project management and project impact analysis skills to cultivate students and teachers' real-world ability. These transferable skills are applicable to various stages of education and will also enhance their competitiveness in the workplace. Transforming education is necessary to reflect the rapid changes in society which in turn transform what and how students need to learn.

　　Russell Hazard 博士表示：“對于新一代的年輕人來說，人工智能、機器人技術、生物技術以及其他新趨勢的涌現意味著具備應變能力、創造性思維和解決實際問題的能力比以往任何時候都更加重要。”

　　Dr. Russell Hazard indicated that: "The combination of Artificial Intelligence, robotics, biotechnology and other factors mean it is more important than ever that our young people become experts at adapting to change, creative thinking, and real world action."

　　PBL項目式學習為學生提供了一個全新的學習范式，通過項目化的方式讓學生置身于真實場景。在解決問題的過程中，他們需要運用所學知識，培養批判性思維，提高解決問題的能力。這種實際問題解決的經驗不僅讓學生更深刻地理解知識，也為他們未來面對復雜問題時提供了寶貴的經驗，使他們在面對未知挑戰時能夠從容應對。

　　Project-based learning provides students with a new learning paradigm, allowing them to immerse themselves in real-life scenarios with real world impact. In the process of solving problems, they learn to apply the knowledge they have learned, train their critical thinking, and improve their collaborative abilities. This practical problem-solving experience not only allows students to have a deeper understanding of subject knowledge, but also provides valuable experience for them in facing complex problems in the future, enabling them to calmly respond to unknown challenges.

　　經過多年深耕，北京愛迪學校已經開展了多次成熟且成體系化的PBL項目，這不止培養學生們在學術上的廣度與深度，更是培養他們在全球層面的價值觀與公民意識。PBL的研究和課程設計并非一蹴而就，不同學科、不同年級的課程設計都需要因地制宜，充分考慮學生的實際情況。愛迪將繼續通過更深入的研究和實踐，為未來培養更具綜合素養的人才提供可行的路徑，探索PBL的奧秘，為教育事業注入新的活力和動力。以研促教，愛迪一直在路上!

　　After years of deep research and practice, Beijing Aidi School has launched multiple mature and systematic PBL projects, which not only develop students' breadth and depth in academia, but also their values and public awareness at the global level. The research and curriculum design for effective PBL are complex, and curriculum design for different disciplines and grades needs to be tailored to local conditions. Beijing Aidi will continue to provide pathways for cultivating more comprehensive talents in the future through deeper research and practice, exploring the complexities of PBL, and injecting new vitality and momentum into the education industry.

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