重磅！北京愛迪學(xué)校PBL研究成果將于亞洲教育與國際發(fā)展會(huì)議(ACEID)聯(lián)合發(fā)表!

　　多年來，北京愛迪學(xué)校一直致力于國際教育研究，推進(jìn)前沿教學(xué)實(shí)踐發(fā)展，成績斐然，近期更是捷報(bào)頻傳。北京愛迪學(xué)校校長劉麗博士和教與學(xué)創(chuàng)新中心總監(jiān)Russell Hazard博士在 PBL 教師培訓(xùn)和 21 世紀(jì)學(xué)生培養(yǎng)方面的研究廣受認(rèn)可，將在日本東京舉行的亞洲教育與國際發(fā)展會(huì)議(ACEID)中聯(lián)合發(fā)表PBL 研究成果。此外，Russell Hazard 博士主導(dǎo)研發(fā)的創(chuàng)新性 PBL 課程設(shè)計(jì)框架經(jīng)同行評(píng)審，已在西班牙巴塞羅那教育會(huì)議上發(fā)表，并在國際教育研究界發(fā)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(wǎng))

　　在這個(gè)信息化社會(huì)快速發(fā)展的時(shí)代，傳統(tǒng)的知識(shí)傳遞方式已經(jīng)無法滿足社會(huì)對(duì)人才的需求，高校和職場(chǎng)更加關(guān)注學(xué)生是否具備實(shí)踐能力和解決現(xiàn)實(shí)問題的能力，需要他們具備以學(xué)習(xí)及創(chuàng)新技能、數(shù)位素養(yǎng)技能以及職業(yè)及生活技能這三大領(lǐng)域?yàn)楹诵牡?1世紀(jì)技能。在這個(gè)大背景下，項(xiàng)目式學(xué)習(xí)法(Project Based Learning，PBL)應(yīng)運(yùn)而生，成為一種備受矚目的新型教學(xué)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(xué)生為中心，以問題為基礎(chǔ)”設(shè)計(jì)并執(zhí)行項(xiàng)目的新型教學(xué)方法，以項(xiàng)目為主線、教師為引導(dǎo)、學(xué)生為主體，提出問題，規(guī)劃方案，解決問題，評(píng)價(jià)并反思。在此過程中，學(xué)生主動(dòng)探索現(xiàn)實(shí)世界的問題和挑戰(zhàn)，獲得更深刻的知識(shí)和技能，解決實(shí)際問題，培養(yǎng)批判性思維、創(chuàng)新能力、協(xié)作能力以及解決問題的技能，因其實(shí)用性、實(shí)操性，以及符合孩子身心發(fā)展的特性，在發(fā)達(dá)國家的各個(gè)學(xué)段已相當(dāng)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(xué)校是國際公認(rèn)的PBL典范學(xué)校，也是北京唯一擁有PBL專項(xiàng)教育研發(fā)部門的國際學(xué)校，在PBL(項(xiàng)目式學(xué)習(xí))研究、教師專業(yè)發(fā)展和學(xué)生培養(yǎng)方面，在北京乃至全國都遙遙領(lǐng)先，深耕不輟，致力于成為全球教育領(lǐng)導(dǎo)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(tái)灣的學(xué)生專門研發(fā)設(shè)計(jì)了一項(xiàng)創(chuàng)新的 21 世紀(jì) PBL 項(xiàng)目，旨在培養(yǎng)有能力解決當(dāng)下及未來問題的年輕領(lǐng)導(dǎo)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(xué)校校長劉麗博士表示：“這個(gè)夏天，香港潛能會(huì)與愛迪學(xué)校合作，為來自兩岸三地的學(xué)生提供一場(chǎng)為期兩周的夏令營課程。為了確保同學(xué)們獲得最優(yōu)質(zhì)的體驗(yàn)，我與Russell Hazard 博士共同設(shè)計(jì)了這個(gè)課程，采用了以項(xiàng)目式學(xué)習(xí)(PBL)為框架的教學(xué)方法。我們結(jié)合現(xiàn)實(shí)體驗(yàn)，旨在解決實(shí)際問題，使學(xué)生能夠在實(shí)際應(yīng)用中深化他們的學(xué)習(xí)。這次PBL課程有機(jī)會(huì)被選中參加亞洲教育與國際發(fā)展會(huì)議，并在那里分享我們的成果，這無疑是對(duì)我們課程質(zhì)量的巨大認(rèn)可，也為我們提供了展示和分享我們教學(xué)方法的平臺(tái)。”

　　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(xué)生齊聚一堂，共同參與 PBL 研究項(xiàng)目。學(xué)校精心設(shè)計(jì)并安排了豐富多彩的課程，采用PBL的教學(xué)方式，組織學(xué)生分組學(xué)習(xí)，共同探討問題、解決挑戰(zhàn)。通過互動(dòng)體驗(yàn)及團(tuán)隊(duì)建設(shè)活動(dòng)，開發(fā)和培育領(lǐng)導(dǎo)力、團(tuán)隊(duì)合作和溝通能力，學(xué)生們通過學(xué)習(xí)新興技術(shù)領(lǐng)域的相關(guān)議題、數(shù)字經(jīng)濟(jì)等新興產(chǎn)業(yè)知識(shí)，進(jìn)行團(tuán)隊(duì)實(shí)踐學(xué)習(xí)和項(xiàng)目學(xué)習(xí)。

　　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(xiàng)目具體包括以下主題：

　　將探索信息化社會(huì)發(fā)展大趨勢(shì)、宏觀趨勢(shì)和微觀趨勢(shì)作為現(xiàn)代領(lǐng)導(dǎo)力培養(yǎng)任務(wù)

　　領(lǐng)導(dǎo)力理論學(xué)習(xí)和實(shí)踐應(yīng)用，例如：敏捷領(lǐng)導(dǎo)力理論和實(shí)踐的應(yīng)用、創(chuàng)造性思維規(guī)程、項(xiàng)目管理培訓(xùn)、批判性思維規(guī)程、團(tuán)隊(duì)協(xié)作和反饋規(guī)程、積極傾聽培訓(xùn)、價(jià)值創(chuàng)造規(guī)程、情商正念訓(xùn)練，以及公開演講技巧

　　第四次工業(yè)革命作為信息化社會(huì)發(fā)展大趨勢(shì)和動(dòng)態(tài)背景下的領(lǐng)導(dǎo)力發(fā)展

　　領(lǐng)導(dǎo)力中的環(huán)境、社會(huì)和治理(ESG)問題以及聯(lián)合國可持續(xù)發(fā)展目標(biāo)(SDGs)大趨勢(shì)

　　人工智能(AI)、區(qū)塊鏈、元宇宙和量子計(jì)算等變革性計(jì)算技術(shù)的興起成為大趨勢(shì)

　　生物技術(shù)領(lǐng)域發(fā)展大趨勢(shì)，包括神經(jīng)植入、遺傳醫(yī)學(xué)、農(nóng)業(yè)技術(shù)和轉(zhuǎn)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(jīng)濟(jì)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(shí)光短暫卻又令人記憶深刻，親身參與其中的學(xué)生們收獲頗豐，他們感慨道：“在領(lǐng)導(dǎo)力課堂中，大家一起共同努力，進(jìn)行合理人員分工并確保成果的質(zhì)量。我們也十分榮幸可以前往名校名企進(jìn)行未來發(fā)展的探討，豐富的課程及外出參觀不斷地刷新彼此的認(rèn)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(tuán)結(jié)一心。如今，時(shí)代的接力棒即將轉(zhuǎn)交到我們手中，在我們拼搏下，正在崛起的中國會(huì)真正在國際舞臺(tái)上閃亮登場(chǎng)，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(xiàng)目開啟前，愛迪做了一系列精心準(zhǔn)備工作，為來自中國各地的教師開展了一項(xiàng)培訓(xùn)計(jì)劃，以便他們做好準(zhǔn)備，在項(xiàng)目過程中更好地引領(lǐng)和指導(dǎo)學(xué)生。這項(xiàng)獨(dú)特的教師培訓(xùn)計(jì)劃建立在使用 PBL 進(jìn)行專業(yè)培訓(xùn)的國際研究的基礎(chǔ)之上，采用的方法是將教師置于學(xué)生的角色中，幫助他們親身體驗(yàn)學(xué)生在參與項(xiàng)目時(shí)將經(jīng)歷的過程，并帶領(lǐng)他們研究開展PBL 項(xiàng)目的最佳實(shí)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(xiàng)關(guān)于教師培訓(xùn)和開創(chuàng)性學(xué)生 PBL 項(xiàng)目教師培訓(xùn)的案例研究將在亞洲教育與國際發(fā)展會(huì)議上聯(lián)合發(fā)表，彰顯著愛迪為提升全球范圍內(nèi)對(duì)于 PBL 教師培訓(xùn)和發(fā)展以及學(xué)生項(xiàng)目的理解與認(rèn)知所做出的持續(xù)貢獻(xiàn)。

　　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(xiàng)研究的成功建立在愛迪近期另一項(xiàng)研究成果的基礎(chǔ)之上。2023年9月，北京愛迪學(xué)校教與學(xué)創(chuàng)新中心總監(jiān)Russell Hazard博士發(fā)表了新的全球項(xiàng)目式學(xué)習(xí)設(shè)計(jì)框架，并受邀在西班牙巴塞羅那教育會(huì)議中發(fā)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(shè)計(jì)框架)

　　全球 PBL 設(shè)計(jì)框架的主要設(shè)計(jì)維度包括：

　　真實(shí)性、學(xué)習(xí)背景及可持續(xù)發(fā)展愿景

　　智力挑戰(zhàn)、調(diào)研深度和結(jié)構(gòu)

　　學(xué)習(xí)過程中的創(chuàng)作和有意義的受眾

　　學(xué)生的意見、選擇、多樣性和包容性

　　不同層次的協(xié)作和評(píng)估計(jì)劃

　　技術(shù)、數(shù)字公民和學(xué)術(shù)誠信

　　修正、反思、批判性和反身性

　　項(xiàng)目、學(xué)校和社區(qū)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(gè) PBL 設(shè)計(jì)框架基于21 世紀(jì)教育領(lǐng)域的廣泛研究，并建立在世界各地原有的框架基礎(chǔ)之上，也涵蓋了一系列重要的新能力，例如在人工智能時(shí)代尤為重要的可持續(xù)能力、數(shù)字公民和學(xué)術(shù)誠信，同時(shí)還結(jié)合了項(xiàng)目管理和項(xiàng)目影響分析技能，以培養(yǎng)學(xué)生和教師的實(shí)踐應(yīng)用能力，這些可遷移技能適用于各個(gè)教育階段，也將增強(qiáng)其職場(chǎng)競(jìng)爭(zhēng)力。教育轉(zhuǎn)型對(duì)于反映社會(huì)的快速變化是必要的，反之這也會(huì)改變學(xué)生的學(xué)習(xí)內(nèi)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(duì)于新一代的年輕人來說，人工智能、機(jī)器人技術(shù)、生物技術(shù)以及其他新趨勢(shì)的涌現(xiàn)意味著具備應(yīng)變能力、創(chuàng)造性思維和解決實(shí)際問題的能力比以往任何時(shí)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(xiàng)目式學(xué)習(xí)為學(xué)生提供了一個(gè)全新的學(xué)習(xí)范式，通過項(xiàng)目化的方式讓學(xué)生置身于真實(shí)場(chǎng)景。在解決問題的過程中，他們需要運(yùn)用所學(xué)知識(shí)，培養(yǎng)批判性思維，提高解決問題的能力。這種實(shí)際問題解決的經(jīng)驗(yàn)不僅讓學(xué)生更深刻地理解知識(shí)，也為他們未來面對(duì)復(fù)雜問題時(shí)提供了寶貴的經(jīng)驗(yàn)，使他們?cè)诿鎸?duì)未知挑戰(zhàn)時(shí)能夠從容應(yīng)對(duì)。

　　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(jīng)過多年深耕，北京愛迪學(xué)校已經(jīng)開展了多次成熟且成體系化的PBL項(xiàng)目，這不止培養(yǎng)學(xué)生們?cè)趯W(xué)術(shù)上的廣度與深度，更是培養(yǎng)他們?cè)谌�球�(qū)用娴膬r(jià)值觀與公民意識(shí)。PBL的研究和課程設(shè)計(jì)并非一蹴而就，不同學(xué)科、不同年級(jí)的課程設(shè)計(jì)都需要因地制宜，充分考慮學(xué)生的實(shí)際情況。愛迪將繼續(xù)通過更深入的研究和實(shí)踐，為未來培養(yǎng)更具綜合素養(yǎng)的人才提供可行的路徑，探索PBL的奧秘，為教育事業(yè)注入新的活力和動(dòng)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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