10年前，她还是人大附中超长儿童实验班的一名优秀英语教师和班主任。因为之前出色的工作表现和多次外派教学的机会，2011年她作为随团翻译，与全国最优秀的校长们去世界各地学习和交流。看到世界各国的多元化课程和办学理念，让她感触颇深的同时也心怀向往。

没有想到，回来不久，她凭借20年一线教育的杰出成绩，出任人大附中中外合作办学项目（ICC）副主任和年级组长工作，2013年8月被正式任命为人大附中中外合作办学项目主任。10年间，她与人大附中中外合作办学项目一起，融合三大国际顶尖课程教育体系特点，积极探索适合中国学生特点的未来的教育，将人大附中ICC办成了国内一流的国际部。

她说，事业上我一直是个幸运的人，总是遇见最好的领导，最好的平台，最好的团队。历经过去30年的滋养，在反哺教育的最好年华遇见青苗，我相信也一定是我下一份幸运的开始。

今天，让我们一起走近青苗教育集团新任中学总校长王淑艳女士，了解她曾走过的教育实践之路，并一睹她心目中的教育理想！

10 years ago, she was an excellent English teacher and homeroom teacher of the RDFZ supernormal junior experimental class. She taught in other countries because of her outstanding performance, and had the chance to travel overseas with many national outstanding principals as the group interpreter, and was deeply impressed by the diversified curriculum and teaching concept there.

Not long after that trip, she became the deputy director and grade leader of the RDFZ ICC project. In August 2013, she was appointed as the director of the RDFZ ICC project. In 10 years, she led the RDFZ ICC project, integrated the top 3 international curriculums, explored the best future education model for Chinese students, and built RDFZ ICC a best senior high school international department in China.

She said she has been lucky, for having had the best managers, the best platform, and the best team members. 30 years of education career has well prepared her for BIBS, the next lucky ride of her life.

Today let’s meet our new MSHS Headmaster Ms. Shuyan Wang, listen to her education practice stories and ideals.

王淑艳/Shuyan Wang

初高中总校长/Head of MSHS

青苗教育集团/Beanstalk International Education Group

高级教师，国家级骨干教师，人大附中原超长儿童实验班班主任，人大附中中外合作办学项目主任。20年一线教师和班主任管理工作经历+10年国际教育的深度管理经验。深深知道，教育对每个家庭的特殊意义。我愿意和青苗教育集团一起创办尊重学生个性，挖掘学生潜力，熔铸中外教育精华，创办有温度、有特色的未来教育。

Senior Teacher, National Backbone Teachers, Former Homeroom Teacher of RDFZ Supernormal Junior Experimental Class, Former Director of RDFZ ICC Project. 20 years teaching and homeroom teacher experience, 10 years international education senior management experience. I understand the significance of education to families, and wish to build a warm and unique future education that respects personality, inspires talent, and integrates the best of Chinese and western essence.

王校，您好！您从2011年担任人大附的中外合作办学项目主任，接触国际课程已经十年了。可以说，近十年也是国际教育迅猛发展的十年。从您这些年的教育工作经验来看，您认为在主流的公立课程之外，国际课程存在和发展的意义是什么？

要回答这个问题，不妨先从人大附中国际项目创办的初衷说起。世纪之交，当时国内的出国热潮中，逐渐出现了留学生低龄化趋势，很多家长在孩子年龄尚小、对国外生活不是很了解的情况下，就盲目把孩子送到了国外。

面对这种现象，当时人大附中就思考，能不能通过引入国际教育，让我们的孩子在世界观形成之前可以先留在国内，同时我们也可以近距离接触并了解国际教育，通过对比研究，让国际教育助力中国课改，创办熔铸中外教育精华的未来教育。

于是2004年，人大附中开始引进剑桥国际课程AL项目，正式创办中外合作办学项目。随后，我们相继又引入了美国大学先修课程AP项目和IBDP国际文凭课程，我们的学生也从最初的几十人，发展到今天的八百余人。从一开始我们就非常重视对中国教师的培养，通过与外籍教师的联合备课和内部研讨，真正做到你中有我我中有你。这些融会贯通的教育研究和双语师资人才的培养，对于后来人大附中的教育改革起到了很大的滋养和反哺，比如A-Level项目的进阶数学进阶数学与大学数学的深度衔接，IBDP课程的TOK课程对于思维理论的培训……这些特色我们后来都在人大附的选修课中做了很好的补充和拓展。

同时，在多年的对比研究中我们还有一个很重要的发现，就是在IBDP、A-Level和AP这三大国际顶尖课程中都有一些共通点，比如探究式学习方法、项目式研究模式、论文式写作要求等。而这些发现，对于我们无论是创办熔铸中西教育精华的校本课程，还是发展具有中国特色的国际双语学校，其实都具有很大的参考价值。

Hello Ms. Wang! Since leading the RDFZ ICC project in 2011, you have made your acquittance with international curriculum for 10 years. We can say the last 10 years have been a fast-growing decade for international education in China. Based on your experience, what does international curriculum mean to you besides the public education system?

To answer your question, I’d like to go back to the original intention of the RDFZ ICC project. At the end of the 20th century, there was a strong trend that more lower age students went studying overseas. Many parents blindly sent their young children abroad without knowing the living condition etc.

The RDFZ management team began to consider introducing international education, so our students could stay in China before they formed a complete world view. In the meantime, we got to better understand international education, compare it with the Chinese education system, in order to make improvements.

In 2004, RDFZ launched its international cooperative running school project by introducing the Cambridge AL international curriculum. After that we brought in the US AP and IBDP. Our students developed from a few dozens to more than 800 today. We have always paid attention to training Chinese teachers by joined lesson preparing and internally discussion among Chinese and foreign teachers. These integrated education research and bilingual teacher training program paid back to the RDFZ education transformation in the following years. For example, the A-Level advanced math was intensively connected to the college math, the TOK courses of IBDP was a strong training on theoretical thinking, and etc. These features have been very good supplements and expansion to the RDFZ optional courses.

We also realized in our research, that IBDP, A-Level and AP had commonalities in learning methods, project-based research model, essay writing requirements etc. The findings had been very valuable to either building an integrated curriculum system or running a Chinese international bilingual school.

现在国家要求统一教材，使用统一课程，还有最近引发舆论热议的“双减”政策，您如何看待国家陆续出台的这些教育新政？您认为在这种政策环境下，国际学校该如何找到自己的新路子？

我认为目前的教育新政恰恰是那些有深厚积淀，并乐于也善于反思的学校的重要机遇，我相信青苗能把握这种蜕变的机会，这也是我加入青苗的重要原因之一。

首先我们要明白，不是只有中国的教育在寻求改革，像A-Level、AP这些国际课程也都在不断探索和改革，寻求更适合未来发展的更科学的教育方法，目前我们还没发现有哪一种教育能让所有家长都满意。

从陆续出台的新政中我们应该可以看到，国家开始更加注重启发和唤醒学生对知识背后的动机问题的认识，注重培养学生真正的想象力、创新力和反思力。未来社会更需要的不应该只是知识的传递，更需要人与人之间的沟通、人文的交流，人的素养及团队的合作，特别是对文化的自信和对社会的理解。而这些不正也是我们一直以来在国际教育中得到的启发吗？

青苗在这些方面本身就有着非比寻常的优势，比如二十多年来所积累的国际双语课程经验、雄厚的中外籍师资实力，以及灵活的小班制教学等，都非常便于我们能够迅速将国家的政策要求和优秀的教育理念转化到教学实践中。而我们要做的，就是运用我们多年来对比研究的中西教育理念，真正服务和造福我们中国的孩子，培养出心理健康、情绪稳定、持之以恒、拥有终身学习和强大抗挫能力、兼具中国情怀和国际视野的优秀人才。

Since this school year the government has requested all schools to use national approved textbook and curriculum, and has recently carried out a number of policies to reduce the students’ workload. How do you see these new policies and how should international schools find new development path?

I see the new polices as great opportunities for those schools with strong foundation and reflection spirit. I believe BIBS is ready for the challenges, and this is why I become a member of this wonderful school.

Firstly, we must know it’s not only China seeking for education reforming. International curriculums like A-Level and AP have been exploring and evolving, trying to find the teaching methods that fits the future. As of today, we have identified a teaching concept that satisfies all parents.

From the recent polices we can see the government is paying more attention to inspire students to truly understand the motives behind knowledge, and to cultivate imagination, creativity, and reflection. The future world demands not only delivering knowledge, but also communication, exchanges, and cooperation among qualified people, and the confidence in cultures and understanding on the society. Aren’t these what we have been benefiting from international education?

BIBS has been one step forward. With more than 20 years of international bilingual education experience, strong Chinese and foreign faculty, flexible small class mechanism, all these help us rapidly adapt ourselves to the new policies. What we have to do, is to make use of the integrated Chinese and western education concepts to truly help our students become future talents with Chinese heart and global mindset, mental health, persistence, lifelong learning spirit and power of resistance.

任职集团初高中总校长，老师和家长们也比较关注您接下来计划从哪些方面进一步提升青苗初高中的教学实力？

作为一名管理者，尤其是面对不同语言、不同文化背景、不同教育理念的中外籍教师，我认为最重要的莫过于“尊重、融合、向上、向善”这几点。

我曾有过多次去国外学校交换工作的经历，在语言障碍、文化差异、缺乏归属感的情况下，我深知背井离乡之下，被人理解、帮助和尊重有多么的重要。我至今还记得在国外第一次拿到电脑不会用，一位IT同事如何耐心教我；第一次去注册时，一位校长开车带我去，陪我排了很久很长的队，那天中午还请我吃了一顿美好的午餐……所有这些至今回忆起来，仍然让我觉得很温暖。

推己及人来看这些外教老师们，他们不远万里带着专业知识、带着理想来到中国，我认为他们首先很勇敢，当他们在这里被欣赏、被尊重，一定会转化成为工作的动力。尊重是任何合作的前提，不仅是同事与同事之间，也是老师和家长建立良好沟通的一个通道，是老师和学生建立彼此接纳和信任的链接。任何时候，我都始终坚信“敬人者人恒敬之”。

除了尊重，我认为在管理中，专业的事一定要交给专业的人来做。我个人很喜欢乔布斯的一句话：“公司雇佣聪明的人，不是为了告诉他们该做什么，而是要他们告诉我们该做什么。”

Being our new Head of MSHS, what’s your plan to improve BIBS’ teaching strength?

Being a manager, I work with Chinese and foreign teachers from different language, cultural, and education philosophy backgrounds. I think the most crucial point is to Respect, Integrate, Improve and Evolve.

I had several overseas exchange teaching experiences, and I know by heart how important it is to be understood, helped, and respected when one is working in a place with different language and culture. I remember one time I did not know how to use my new computer, and an IT colleague patiently guided through; and the first time I went to register, a principal drove me there, waited with me in a long line, and invited me to a pleasant lunch… These fond memories still keep me warm today.

Our BIBS foreign teachers traveled to China with their knowledge, dream, and courage. They will feel empowered when they are appreciated and respected. Respect is the key, among co-workers and between teachers and parents, as well as students. I strongly believe people who respect others will be respected.

I also believe in profession. Like Steve Jobs said, ‘Company hires smart people to tell us what to do, not the other way around.’

青苗作为全国为数不多的一所PYP、MYP、DP全IB认证的学校，在主抓IB课程的同时，近两年又开始同步实施“一校多路项目”，具体比如说，目前已开设A-Level、AP、特色艺术高中等特色课程赋予孩子更多可能。我们总是在鼓励家长们选择最适合孩子的课程，您能为家长们解答一下，如何判定一门课程是最适合孩子的呢？家长们如何为孩子选择最适合的课程呢？

课程是承载教育目标的载体。其实，IB、AP、A-Level三大课程体系各有优劣，我们要找的不是在申请中最“占便宜”的课程，而是要帮助孩子去筛选最适合、最匹配未来发展规划的课程。

对于很早就明确自己未来职业发展方向的学生，尤其是在文科或理科比较有偏重的非全科型孩子，比较适合A-Level课程。因为A-Level课程对学生选课要求比较宽松，按照未来专业需求选择3-4门学科即可，便于扬长避短。但是需要注意的是，A-Level单科难度并不低，而且申请要求这三门课一定要保证质量。

相较于A-Level“窄而深”的课程特点，IB则是“宽而浅”。就每一科目而言，IB其实难度并不突出，它的难点主要在于选课全面，属于全科型学习，强制要求孩子不能偏科，否则很难拿到高分。因此IB更适合那些时间管理能力强，全面发展，且抗压、抗逆等心理承受能力较好的孩子。

而AP是介于IB和A-Level之间的课程。就单科整体的知识难度上来说，AP不是最难的，却是最灵活，最有创造力的，学生可以根据自己的能力水平和实际需要选择考试科目。AP与A-Level一样，都比较适合非全科型孩子，但就申请的国家来说，A-Level项目在申请英国和英联邦国家的大学有优势，AP项目在申请美国更有优势，但近几年英国大学对AP学生也很偏爱。IBDP课程在大学认可度很高，可无缝衔接大学生活，多元的课程设置和优秀的成绩深受英美学校青睐。

BIBS is one of the few international schools with complete IB PYP, MYP, DP accreditations. Besides IB, we have started a multiple enrollment plan recently, such as opening A-Level, AP, and featured art high school curriculums. We always encourage parents to choose the most suitable curriculum for their children. How do we know which curriculum is best for which child? How should parents choose?

Curriculums carry education goals. IB, AP and A-Level all have their pros and cons. We are not to find the short cut but to help our students find the most compatible and future-friendly option.

For those who have clear future career plans, especially the art or science one-sided students, A-Level is a better choice for it only requests a student to choose 3-4 subject fields. However, A-Level is not easy in each subject fields. Quality matters.

Unlike A-Level, IB is more ‘wide and light’. For each subject field, IB is not difficult. What’s hard is for the students to be well balanced among all the subjects chosen. Unbalanced in any subject may result in low total score. To this end, IB works better for those who have good time management skills and aim for holistic development, and are mentally strong under pressure and failures.

AP is between IB and A-Level. At each subject field level, AP is not the hardest but the most flexible and creative. Students may choose subject to be exanimated based on their own level. Like A-Level, AP is a better option for unbalanced students. A-Level’s biggest advantage is to apply for universities in UK or other Commonwealth countries. AP is more popular with US universities. But in the last few years UK universities preferred AP students too. IBDP is widely and highly acknowledged worldwide for its diversified curriculum and high exam standards.