北京德闳｜小学部新晋校长Ms. Moira Lowe正式就任，畅谈双语教育观

编者按

北京德闳学校是一所为中国学生量身定制，将中国基础教育的精髓和德威国际教育集团领先的教育理念有机结合的高标准国际化学校。学校旨在培养既深谙中华文化传统美德又拥有包容开放的世界情怀的未来公民。

北京德闳小学部迎来新任校长Ms. Moira Lowe，她曾成功领导上海德闳小学部，将带来新能量并分享课程设计理念。

2024-2025学年初，北京德闳小学部迎来了创校以来的第二位校长！这位新晋校长热情洋溢，看起来还有点面熟，原来因为她是带领上海德闳小学部迈向辉煌的创校校长Ms. Moira Lowe，相信她的加入一定能为德闳注入新的能量。

在这篇访谈中，擅长课程设计的她细致介绍了小学部课程和学术的设计初衷和核心理念等内容，并表示已经迫不及待想认识德闳大家庭的所有成员啦！

Head Profile

校长简介

Moira Lowe女士是一位拥有丰富的国际教育经验和多样化教育背景的领导者和教育家。她毕业于英国兰卡斯特大学，拥有戏剧与历史专业的荣誉学士学位以及教育专业硕士学位，擅长课程设计、双语教育和探究式教学。

Moira女士的职业经历星光熠熠

• 在上海德闳学校担任小学部创校校长，成功建立并发展壮大了小学部；

• 在卡塔尔多哈英国学校担任副校长，负责学校运营和战略计划；

• 在上海诺德安达英国国际学校担任副校长，致力于提升学生学习和课程开发；

• 在泰国普吉岛的英国国际学校担任小学高年级部主任，实施了英国国家课程和积极教育方法；

• 在英国、印度尼西亚和哥伦比亚担任过多个教学和领导职位，创新教育项目并推动实践学习环境的发展。

Educational Vision

教育愿景

北京德闳为学生提供全球最好的国际化双语教育，建立世界最好的学校。他们希望学生懂得如何成为更好的自己，全面发展，成长为自信独立的世界公民，对世界产生积极的影响。

Ms. Moira Lowe期待中西方文化能在德闳达到高度融合，从而为学生提供21世纪多元化课程，帮助他们平衡发展、茁壮成长。她相信在灵活的学习空间中，团队合作、独立工作和自主学习等不同的教学方式可以引导学生积极参与整个学习过程，激发他们无限的创造潜能。她十分期待和德闳所有教职员工一同努力，为孩子们创造和谐的校园文化，帮助他们建立正确的价值观，掌握扎实的学习技能，养成积极的学习态度，储备丰富的学科知识，勇敢面对未来的挑战。

Academic Development

学术发展

德闳所追求的是学术的卓越，对每个学生有着极高的期待，这就需要我们回过头来看看学习之旅的尽头，到底需要培养他们具备怎样的能力。

首当其冲的，便是阅读。不论在中文还是英文课程中，北京德闳都会强化阅读的作用，热爱阅读能够提升学生的语言水平和写作能力、增强想象力和创造力、积累大量知识、对世界的理解等。从一年级起，就会把阅读与各门学科和活动关联起来，让读书成为孩子们的兴趣与习惯，用探究式学习潜移默化地影响他们去发现问题、思考问题、解决问题，建立跨学科的思维方式。

关于写作，北京德闳会更多与现实相关联。通过不同的话题，学生不断深化认识，变成独立的思考者。每个单元的主题学习过后，都有相应的写作任务需要完成，这是加深他们对所学知识理解和运用的有效途径，也是老师了解学生掌握知识程度的最佳方式。

针对学生学习能力的差异性，如何平衡班级的整体学习进度？

我们的老师非常专业且经验丰富，我们也有着统一的教学目标，每个孩子都是独一无二的，根据他们的学习需求，我们采用灵活多变的教学方式。老师们会随时观察学生们的学习状态，比如他们刚到德闳最初阶段时的状态，小组讨论时的状态，今天上课中的状态等，根据孩子不同阶段的不同状态采用不同的教学策略，使每个孩子在个性化的学习支持环境中取得进步。

如何支持新生顺利度过入学的适应期？

我们会把学校的价值观和规章制度融入课程与活动，迅速建立学生的归属感和安全感，让他们感到熟悉和亲切，在慢慢了解新环境的过程中，熟悉学校的点滴，明白原来崭新的环境并没有那么困难和可怕，而是期待去发现和认识这里的一切。同样，正确的价值观树立也帮助孩子们构建良好的品行，引导他们做出正确的判断和选择。

德闳怎样兼顾课程体系中的双语教学？

这个话题其实会被我们和家长反复提及：在儿童低龄阶段双语教学的重要性。想要学好外语（第二语言），母语的学习是无法被取代的，它对于学好和促进外语的发展极其关键。

德闳小学部采用EML和CML的教学模式开展，以英语作为授课语言的学科均采用EML（English Medium Learning，即以英语为授课媒介），以汉语作为授课语言的学科均采用CML（Chinese Medium Learning，即以汉语为授课媒介）。那么，为何采用该种方式，以及课程究竟是怎样展开的？小学部校长Ms. Lowe向我们做了十分详细地解读。

为了有效达到德闳双语双文的教育培养目标，德闳不能孤立地教授单个学科，而是需要引导学生培养在学科间建立联系的能力。研究报告《青少年英语学习者掌握语言和学术技能的双重挑战和解决方案》中，作者提到“要想完全投入课堂学习，学生必须具备三种知识基础——英语语言知识、学科话题相关知识和完成基于话题设定的学术任务知识，它们也是学术素养的主要组成部分。”德闳学生作为以英语为第二语言的学习者，这种教学模式对他们的英语习得更有帮助。在这种教学模式下，老师清楚地知道每个孩子的发展需求，能根据这些需求有针对性地制定个性化学习计划，并通过多个学科的融合教学来共同实施。

德闳的EML老师注重的不是知识点的全讲全练，而是在同一个学习主题下进行跨学科教学，融会贯通语言、数学、科学、人文社会各方面相关知识的串联。这种教学灵活性强，根据统一的教学目标，老师会针对每个孩子的不同特点设计个性化的学习任务。同时，在授课中往往通过联系实际生活，增加讨论和实践环节，来提高学生的参与度，引导他们自己发现问题，寻找答案。当学生通过摸索和实践，逐渐掌握了独立的学习和研究方法后，后期学习的效率会远超只会被动接受知识的学生。

所以，德闳所关注的不是学习的结果，而是习得的意义，将所得串联在一起实际运用的能力。掌握一门语言，不是通过检验一天背会了多少个单词，多少个句子，而是真的理解了语言的架构和内容的逻辑，拥有了在各种场景下自信表达的能力。德闳不希望孩子是沉默的，而是允许在过程中他们不断犯错，不断回应，不断成长，这个过程会建立强大的自信，这个过程需要是健康积极的。显而易见，这可能需要六至八年，而不是二年级您就能收获一个表达流利的孩子，我相信此时的他们，即便是母语汉语，也还不能行云流水地使用，语言的学习一定是循序渐进的过程。请您给孩子时间，当他们过了六年级，双语学习的优势会有目共睹。

学生学术发展评估的标准是什么？

以英文课为例，我们一年进行三次语言测试，除了学年中和末，在学年初期我们会再次进行测试，旨在帮助学生学年伊始制定更加适合他们发展的学习计划。这是我们动态监测学生学习轨迹的策略，因为在假期期间，竞赛、补习、营地、旅行、阅读等都会对学生的语言能力产生新的影响。

“我迫不及待想快点认识德闳大家庭的每个成员，包括学生、老师和家长，进行各种主题的家长工作坊，与大家探讨学生成长路上的各种话题，家校携手陪伴孩子走过这段珍贵的学习旅程！只要您有任何问题，关于您的孩子，欢迎直接联系我，我们只需要坐下来一起喝一杯热茶，面对面来讨论它、解决它。”

小学部校长 Moira Lowe

Head Profile

Moira Lowe is an educational leader with a wealth of international experience and a diverse educational background. She holds a BA Hons in Drama and History from Lancaster University and the post-graduate National Professional Qualification for Headship. She has specialized in curriculum design, bilingual education, and inquiry-based learning throughout her career.

Her illustrious career includes roles such as the Founding Head of Elementary at Dehong Shanghai International Chinese School, where she successfully launched and developed the elementary division. She also served as Deputy Head at the Doha British School in Qatar, managing school operations and strategic initiatives, and as Deputy Head at Nord Anglia British International School in Shanghai, enhancing student learning and curriculum development. Additionally, she was the Head of Upper Key Stage 2 at the British International School in Phuket, implementing the English National Curriculum and positive education methodologies. Moira has also held various teaching and leadership roles in the UK, Indonesia, and Colombia, innovating educational programs and fostering hands-on learning environments.

Educational Vision

As the former Founding Principal of Dehong Shanghai Elementary School, I share the same educational vision as Dehong Beijing School, which is to provide students with the world's finest international bilingual education and establish a premier international bilingual school in the world. We aspire for students to become better versions of themselves, achieve holistic growth, evolve into confident and independent global citizens, and have a positive influence on the world.

Academic Development

What we pursue is academic excellence, with high expectations for each student. This requires us to look back and forward and see what kind of abilities we are pursuing to cultivate the students in their learning journey.

Reading is our top priority. In both Chinese and English courses, we emphasize the importance of reading. A love for reading enhances students' language proficiency and writing skills, boosts their imagination and creativity, enriches their knowledge base, and broadens their understanding of the world. From Grade 1, we integrate reading with various subjects and activities, fostering it as a habit and passion in children. Through an inquiry-based learning approach, we subtly guide them to identify, reflect on, and resolve issues, fostering interdisciplinary thinking and forging connections across diverse concepts.

In the realm of writing, we will be more related to reality, making learning meaningful by grounding it in their conceptual understanding. By addressing diverse topics, students enhance their understanding and develop into independent, reflective learners. Each thematic learning unit is accompanied by specific writing assignments. This is an effective way to deepen their understanding and application of the knowledge they have learned, and it is also the best way for teachers to understand the students' mastery levels.

In view of the differences in students' learning abilities, how to arrange the overall learning progress of the class?

Our teachers are highly professional and experienced, and we maintain a unified educational goal. While each child is unique, we tailor our teaching methods to vary flexibly according to their individual learning needs. From their initial stage upon arriving at Dehong, when they were grouped, to their current stage in class, the teacher employs diverse teaching strategies, enabling each child to progress on their personalized learning journey.

How to support new students to successfully pass the adaptation period of enrollment?

To help new students adapt, we embed the school's core values into our curriculum and activities, fostering a sense of belonging and security. This creates a familiar and welcoming atmosphere, allowing them to gradually acclimate to the new environment and rules. They come to realize that everything is not as daunting as they feared, and understand that the new environment is not so difficult and scary, but look forward to discovering and understanding everything here. Similarly, the establishment of correct values also helps children build good character and guides them to make correct judgments and choices.

How does Dehong balance bilingual teaching in the curriculum system?

This topic is actually mentioned repeatedly by us and parents; the importance of bilingual teaching in the early developmental stage of children. If you want to learn a foreign language (second language) well, learning your mother tongue cannot be replaced. It is extremely important to learn and promote the development of a foreign language.

We have adopted to EML teaching model for half a term now and I understand some parents still do not quite understand how it works. I thought the below information might help you to understand why Dehong introduced EML and what it is.

So, why EML? In order to prepare our students effectively to become fully bilingual and bi-literate, they need to be able to make links across subject disciplines rather than keeping them separate. ‘To participate successfully in classrooms, students must command three knowledge bases: the knowledge of the English language, knowledge of the content topic and knowledge of accomplishing topic-based academic tasks which also constitute the major components of academic literacy’ (Short & Fitzsimmons 2007). As all of our students are second language learners, this is even more important for their English language acquisition. One teacher knows each child’s developmental needs, can then cater to these and target their next steps appropriately across and through a variety of subjects.

Therefore, what we focus on is not the result of learning, but the meaning of learning, the ability to connect what we have learned and put it into practice. Mastering a language is not about how many words or sentences you have memorized in a day, but about really understanding the logic of the language structure and content and having the ability to express yourself confidently in various scenarios. We don't want children to be silent, but allow them to make mistakes, respond and grow in the process. This process will build strong self-confidence, and this process needs to be healthy and positive. Obviously, this may take six to eight years, not finish in Grade 2. I believe that at this time, even if their mother tongue is Chinese, they cannot use it fluently. Language learning must be a gradual process. Please give your children time. When they pass Grade 6, the advantages of bilingual learning will be obvious to all.

What are the criteria for evaluating students' academic development?

We conduct language tests three times a year. In addition to the middle and end of the school year, we will test again at the beginning of the school year to help students develop a more suitable learning plan for their development. This is our strategy to dynamically monitor students' learning trajectories, because during the holidays, competitions, tutoring, camps, travel, reading, etc. will have new impacts on students' language skills.

“I can't wait to get to know every member of the Dehong family, including students, teachers and parents, to conduct parent workshops on various topics, and discuss on the growth path of students. If you have any questions about your children, please contact me directly. We just need to sit down and drink a cup of tea together to discuss and solve it face to face.”

Ms. Moira Lowe

转自：北京德闳官方公众号

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