新学年即将开启，暑假未尽，老师们已经全部返回校园为迎接新学年做准备。

Swipe left for English

As the new school year approaches and the summer break draws to a close, teachers have already returned to the campus, gearing up for the exciting journey ahead.

向右滑动查看中文

01

在新学年的脚步临近之际，狄邦华曜学校迎来了一批新老师的加入，为学校注入了新的活力与创意。这些富有激情和专业精神的新成员，将为整个学校带来新的思维和教学方法，共同开启一个充满可能性的学年。

为了确保新老师们能够快速适应学校的文化和教育理念，学校安排了一系列精心策划的培训活动。在培训中，新老师们不仅有机会深入了解学校的教学模式和课程设置，还能与资深教师进行互动交流，分享教学经验和心得。这种交流不仅有助于新老师们更好地融入学校团队，还为整个学校带来了跨学科和创新的思维碰撞。

Swipe left for English

With the advent of the new academic year, Dipont Huayao Collegiate School welcomes a group of new teachers, infusing the institution with fresh vigor and innovative perspectives. These passionate and dedicated individuals bring new ideas and teaching methodologies, collectively embarking on a year brimming with potential.

To ensure that the new teachers swiftly acclimate to the school's culture and educational philosophy, a meticulously planned series of training activities has been arranged. Within these sessions, the newcomers have the opportunity to delve deep into the school's teaching methods and curriculum structure. They engage in interactive exchanges with experienced educators, sharing insights and experiences. These interactions not only aid in the new teachers' seamless integration into the school community but also facilitate interdisciplinary and innovative thought collisions throughout the institution.

向右滑动查看中文

02

新学年年度主题为“Mindfulness: Be Present, Be Engaged”， 老师们一起深入探讨今年的主题，从整个学部到具体班级课堂，如何实践学年主题，并将其融入到教学中，以丰富学生的知识和视野。

针对由于国家新课标的调整，教研员为老师们进行统一培训。他们详细解读新课标的变化，分享最新的教学方法和策略，以确保教师们能够顺利过渡到新的教学模式中。

高中组则着重探讨了新学年关于学术标准，学术要求，如何提升学术水平帮助学生获得更好的成长。

学科主任会议上，学科主任们分享了各自学科的最新教学研究成果和经验，共同探讨如何提高学科教学质量，使学科体系更加完善和深入。

Swipe left for English

The annual theme for the upcoming academic year is "Mindfulness: Be Present, Be Engaged." Teachers collectively delve into the theme, exploring how to practically implement the year's central idea. This exploration spans from the entire division down to specific classroom settings, aiming to integrate the theme into teaching practices to enrich students' knowledge and perspectives.

In response to adjustments in the national curriculum standards, professional development coordinators provide unified training for the teachers. They meticulously explain the changes in the curriculum standards and share the latest teaching methodologies and strategies. This ensures a seamless transition for teachers into the new teaching paradigms.

The Upper Grades，on the other hand, focused on exploring the academic standards and requirements for the new academic year. Discussions centered around enhancing academic proficiency to aid students in achieving greater growth.

During the HOD meetings, Department Chairs share the latest pedagogical research findings and experiences from their respective subjects. Collaboratively, they explore avenues to elevate the quality of subject-specific instruction, thereby refining and deepening the subject curriculum.

向右滑动查看中文

03

来自狄邦集团总部的课程研发团队一系列教师培训，为全体教师注入新的教学理念与方法。

比如STEAM课程，采取独特的学习方式，将项目、问题和现象三者融合在一起。这种教学方法非常开放，鼓励学生的好奇心，强调探究。课程将学生置于学习的核心，不再是传统的坐在教室里听老师讲课，而是学生驱动项目，老师则充当引导者和协助者的角色。学生在项目中扮演主导角色，提出自己的经验、解决方案和想法，使课程变得更加个性化。我们的项目都与现实生活相关，因此学生能够将自己的想法和解决方案应用于实际问题。

在培训中，Tasha老师为教师们提供了多个课程，包括STEAM介绍、PBL（项目制学习）培训以及示范课程。她解释说：“PBL是我们STEAM课程的核心组成部分。我希望教师们了解PBL的真正含义，即项目制学习、问题制学习和现象制学习的结合。在示范课程中，教师们将体验如何创造符合PBL特点的项目，其中包括关键要素如引导性问题、问题解决和与现实世界的联系。我希望教师们不仅能在STEAM课程中应用PBL，还能将其运用到其他任教的课程中。研究表明，PBL教学方法不仅有助于学生吸收知识，还能让他们将所学应用于现实情境。”

此外，每个PBL课程都设计了评估，这是一种形成性评估，意味着教师可以从课程的第一天开始进行评估，而不必等到项目结束。评估是持续的，不断的反馈将不断循环。通过建立月度的专业发展研讨会，与教师们保持沟通。教师们可以在会议中提供反馈，分享他们在课堂实践中的经验，也可以更早地做出改变。

Swipe left for English

The curriculum development team from the Dipont headquarters has provided a series of teacher training sessions, infusing fresh teaching philosophies and methods.

For instance, the STEAM curriculum adopts a unique approach, integrating projects, problems, and phenomena. This method encourages open-ended learning, fostering curiosity and emphasizing inquiry. Placing students at the center of learning, the approach diverges from the traditional model of students passively receiving information. Instead, students lead projects, while teachers guide and assist. Students take the lead in projects, contributing their experiences, solutions, and ideas, resulting in a highly personalized curriculum. As the projects are all related to real-life scenarios, students can apply their ideas and solutions to real-world issues.

During the training, Tasha, the instructor, offered several modules, including an introduction to STEAM, Project-Based Learning (PBL) training, and demonstration lessons. She explained, "PBL forms the core of our STEAM curriculum. I want teachers to grasp the true essence of PBL, which integrates project-based, problem-based, and phenomenon-based learning. In the demonstration lessons, teachers will experience creating projects that align with PBL's key elements, including guiding questions, problem-solving, and real-world connections. Teachers can apply PBL not only in STEAM but also in other subjects they teach. Research shows that PBL not only facilitates knowledge absorption but also encourages application in real-world contexts."

Furthermore, each PBL program incorporates assessments, forming formative assessments that can begin from the first day of the course rather than waiting until the project's completion. Assessment remains ongoing, providing continuous feedback loops. By establishing monthly professional development workshops and maintaining communication, teachers can offer feedback, share classroom experiences, and implement changes earlier.

向右滑动查看中文

全校教职人员已经做好充分准备，迎接每一位学者回到校园，共同揭开2023-2024学年新篇章。

Swipe left for English

The entire faculty and staff have made thorough preparations to welcome every scholar back to the campus, together unveiling a new chapter of the 2023-2024 academic year.

向右滑动查看中文