北京德闳｜德闳教育学术掌门人就任德闳中学部校长

编者按

北京德闳学校融合“德威精髓”与“中国文化”，并绵延发展了英式公学的卓越基因，把握了时代对科研人才培养需求的命脉，是一所极具品牌价值和品牌特色的中国国际化学校。

德闳教育学术掌门人陆维佳博士就任德闳中学部校长，首要任务定为打造学术卓越文化。

2024-2025学年，北京德闳的大事可真不少，除了小学部迎来了创校以来的第二位校长，中学部同样迎接了第二位校长！但这位校长，大家却一点也不陌生，因为她是原德闳教育学术总监和EiM双语教育总监陆维佳博士 (Dr. Vicky Lu)。她的到来，无疑对中学部的学术严谨性和卓越追求增加了动力。

凭借多年来深耕德威德闳的教学管理经验，Dr. Lu可以说是最了解学校国际化双语课程体系的人之一，对于北京德闳中学部校长的新身份，她道出了自己的期待与愿景。

校长简介

陆维佳博士（Dr. Vicky Lu）拥有雄厚的海内外教育背景，作为终身学习者，在全球知名学府不断深造。作为一位经验丰富的教育家和教育领导者，在将近二十年的时间内，她先后在美国、澳大利亚和中国的国际教育领域担任了各种教学、教育领导的角色并取得成功。以下是对她教育之旅的简要概述：

学历背景

· 美国约翰斯·霍普金斯大学教育博士学位，专攻教育领域的企业家领导力方向，连续三年获得优秀奖学金，研究课题为提升国际教师的跨文化教学能力。

· 澳大利亚墨尔本大学教育硕士学位，主修英语语言教学和其他语言教学，期间对于澳大利亚维多利亚州读写课程的研究在国际学术会议和国际学术期刊发表，并被列入莫纳什大学教育学院本科生学习内容。

· 美国威斯康星大学麦迪逊分校艺术硕士学位，专攻东亚研究，期间获得Paul S. Reinsch学者奖。

· 北京师范大学双学士学位，第一学位主攻汉语言文学，第二学位主攻英语语言文学。

工作经验

· 在威斯康星大学麦迪逊分校期间，Dr. Lu开始了面向本科生的教学工作。

· 在澳大利亚知名私校墨尔本女子文法学校，开展语言教学，担任学生全维度发展导师，带领全学科老师开展跨学科发展提升英语读写能力项目，并支持国际学生融入澳大利亚学校学习文化和生活。

· 2016年，加入上海浦东德威外籍子女学校，担任从幼儿园学段至十三年级IBDP毕业班的中文项目主任，负责全校非母语、第二语言和母语的课程、教学管理工作。

· 由于出色的管理能力和丰富的教育教学经验，2018年被聘为德闳教育双语课程总监，2020年开始担任德闳教育学术总监，负责统筹管理德闳三所学校的学术工作，2021年开始兼任EiM双语教育总监，兼任负责德威国际学校、德威国际高中的英语语言和汉语语言的发展路径。

教育愿景

“希望德闳的每个人内心都对自己有清晰的自我认知，同时又拥有走出自我舒适区的梦想和行动力，不仅仅清楚的了解‘我是谁’，更勇敢地去追求‘我敢于成为谁’。”

//Dr. Vicky Lu

对于新学年，她特别强调了学术卓越的校园文化于学生长足发展的意义：

成长Grow ——自我认知、梦想力、行动力

逐渐清晰地认识到我是谁，我是什么样的人，我追求的方向是什么。同时，逐渐意识到自己的热爱和潜能是什么，明白强烈的热爱和巨大的潜能能够让自己成为的人是谁，并付诸行动成为这样的人。

合作Collaborate——以社交、思考、研究、沟通、自我管理技能为核心的学习者

贯穿不同年级的学习者技能，以思考、自我管理为内核，以社交、沟通为方式，以研究为渠道来了解世界，最终通过协作来改变世界。

赋能Empower——自我声音和赋能他人

有自信地表达自我的声音，有原则地做出自己的选择，负责任地做出自己的决定。赋能自己的基础上赋能他人，成就他人的路上成就自己。

学术发展

在德威德闳工作历练多年的Dr. Lu，是对课程框架最有发言权的人了，在学年开始前，她从三个维度，为大家深入剖析了中学部课程体系的设计初衷。

WHAT 教什么

德闳在课程框架设计时十分重视以概念驱动的方式进行设计，将主题、知识、技能、理解融合其中，以探究式教育的方式，通过跨学科教学帮助学生发展。

以初中部用英文媒介进行授课的探究式课程EML为例，课程围绕四大探究单元主题展开：

每学年每个年级的相关科目都会围绕“身份特性”、“时间空间”、“互为关联”、“组织管理”四个概念展开。从横向而言，对同一个概念的探究通过跨学科的方式展开，科学、全球视野、艺术、体育等探究式科目都会围绕这些概念单元同时展开。从纵向而言，一学年课程结束后，第二学年依然是基于这四个概念进行探究，但是课程会在学生之前学习基础上进阶加深，这样学生用同样的概念、透镜去更深一层探索不同的话题。

以“互为关联”为例：科学课上，学生们在概念下开展生物链的学习。他们以“互为关联”概念性视角来理解生物链，探究整个生态圈中不同生物链之间的关系是什么，怎样互相产生关联。而在人文学科中，也会围绕这个概念展开。在全球视野课上，学生们探索人类社会中个体与整体之间的关系、一个个体跟小族群之间的关系、人类社会之间的关系等等。在不同话题的探究过程中，学生学习到的不仅是内容，而是一步步加深自己对“互为关联”概念的理解，通过对具体内容的探究深化和抽象化自己的认知能力，最终达到以抽象的概念来认知世界的能力。

中世纪中国和日本封建制度的比较

培养这样的思维方式有两个明显的好处：

可迁移性强。越抽象的东西，越可能被迁移到另外一个语境当中去。具备“互为关联”的认知思维习惯后，随着学生面临新的问题，他们就会活学活用，迁移所学的知识和技能，融合在一起解决新问题，思考如何去解决；

容易构建知识体系。如果我们把它想像成一个三维模型，有一个非常高阶的概念性的东西在上面，下面发散出不同的分支。其所有的知识领域不是分散的，而是整体的，因此能帮助孩子整体认知能力的提高。

HOW 如何教

在德闳探究课程开始设计的时候，我们就在思考要发展、塑造出来的学生是什么样？我们希望他们具备探究精神、具有探究方法、能够利用探究来解决生活、学习以及将来工作当中遇到的问题。

因此，课程从学生的好奇心出发，通过调查、记录、发现、观察、创造、反思这样一个无限循环的探究的路径，我们希望孩子们能够真正带着探究的精神、方法和灵魂，在将来把世界变得更加美好。

学生在探究的过程中，不同学科通过同样的概念透镜展开，我们想要在这个过程中去发展其跨学科技能。这些技能可以帮助孩子们达到发展 “元认知”的阶段。“元认知”强调的是“关于认知的认知”，不仅指“我学了什么”，还需要明白“我怎么学到的”，“我作为一个学习者的特质是什么，我擅长进行哪些学习以及哪些方式来学习，我应该以怎样的方式来计划学习”等等。

初中生关于可视艺术的互联研究：

通过对古代山西壁画和近代墨西哥壁画的研究，

思索历史和视觉艺术的联系

孩子们在探究的过程中会在不断的反思中思考“这个课题做得怎么样”，以及“自己作为学习者，学习方法进行得如何”。

在上图中，我们可以看到运用的学习方法包含五大领域，沟通交流、社交、自我管理、研究和思考。这些学习方法均会渗透到德闳小学和初中所有探究学习过程中。

学生在探究学习的过程中和结束时需要反思“我是怎样跟别人沟通交流的”、“我是怎样跟别人社交的”等等，从而不断加强自己学习者的身份，逐渐清楚认识到自己是一个具备什么特点和优势的学习者，以及在哪些方面有进步空间。这些对于他们接下来有效开展学习是非常关键的基础。

HOW WE ASSESS 如何评估

对德闳而言，评估的目的并不是判断学生学好了没有，是一个好学生还是一个坏学生，而是结合诊断性评估、形成性评估和总结性评估。其中，形成性评估的价值在于让学生参与到学习过程当中，去做、去说、去想、去写、去表达自己的想法，让老师有机会看到并进行过程性评估，进而决定下一步如何帮助每个学生的进一步发展。

在小班制的课堂当中，德闳一直强调在学习过程中观察孩子们发展到了什么阶段，学生将思维外化的过程中，使自己的思维更清晰，思考能力更强，表达能力也随之增强。

以“语言护照”为例，从孩子入学的第一天起，老师会明确地追踪其在英文语言发展方面的进步。通过日常的追踪，老师把数据通过可视化形式表达出来。老师通过对学生持续的观察进行记录，这份记录也能帮助老师了解学生在哪些地方需要更多支持，在哪些地方有所进步。

此外，老师会把学生参与的外部标准化评估结果与不同群体的结果进行对标，例如，北京德闳使用的Pearson考试，会与其他所有德闳学校和德威国际学校的语言学习者的Pearson成绩进行对比，来看我校学生的英语语言进展情况。

德闳希望通过数据透明的方式，把老师评估和教学的部分重点放到过程上来，使评估成为“为了学习的评估”和“作为学习的评估”。与此同时，作为阶段性“检查学习结果的评估”，德闳也安排初中生进行一学年四次的总结性评估，以及安排高中生在每个学科单元结束时的总结性评估。

未来，德闳将继续在追求学术卓越的道路上不断精进，为学生们营造一个鼓励学术研究、激发创新精神和拥抱多元文化的社区，培养推动全球进步的中国新生代。

Head Profile

Dr. Vicky Lu has a strong educational background both domestically and internationally. As a lifelong learner, she continuously studies and further her education at renowned universities around the world. Meanwhile, as an experienced educator and educational leader, she has held various teaching and educational leadership roles in the international education field in the United States, Australia, and China for nearly two decades and achieved success. Here is a brief overview of her educational journey:

Academic Background

• PhD in Education from Johns Hopkins University in the United States, specializing in entrepreneurial leadership in the field of education. Received an Outstanding Scholarship for three consecutive years, with a research project focused on enhancing cross-cultural teaching abilities of international teachers.

• Master's degree in Education from the University of Melbourne, Australia, majoring in English language teaching and other language teaching. During this period, research on reading and writing courses in Victoria, Australia was published in international academic conferences and journals, and was included in the undergraduate study content of Monash University School of Education.

• Master of Fine Arts degree from the University of Wisconsin Madison, specializing in East Asian studies, got the Paul S. Reinsch Scholar Award.

• Double Bachelor's degree from Beijing Normal University, with the first degree focused on Chinese language and literature, and the second degree focused on English language and literature.

Work Experience

During the time at the University of Wisconsin Madison, Dr. Lu began teaching undergraduate students.

At Melbourne Girls' Grammar School, a well-known private school in Australia, Dr. Lu provided language teaching, served as a comprehensive development mentor for students, leaded interdisciplinary teachers to carry out interdisciplinary development projects to enhance English reading and writing abilities, and supported international students to integrate into the learning culture and life of Australian school.

In 2016, Dr. Lu joined Dulwich College Shanghai Pudong and served as the Chinese project director for the IBDP graduation class from KG to Y13. Responsible for the curriculum and teaching management of non-native, second language, and native languages throughout the school.

Due to outstanding management skills and rich educational experience, Dr. Lu was hired as the Bilingual Curriculum Director of Dehong Education in 2018. Since 2020, Dr. Lu has been serving as the Academic Director of Dehong Education, responsible for coordinating and managing the academic work of the three Dehong schools. In 2021, Dr. Lu served as the Bilingual Education Director of EiM, responsible for the development path of English and Chinese languages at Dulwich College and Dulwich International High School.

Education Vision

I hope that every person in Dehong has a clear self-awareness of themselves, while also having the dream and action to step out of comfort zone. Not only have a clear understanding of 'who I am', but also bravely pursue 'who I dare to become’.

Dr. Vicky Lu

For the new academic year, emphasizing the significance of academic excellence in campus culture for students' long-term development:

Growth- self-awareness, dream power, action power. Gradually realizing who I am, what kind of person I am, and what direction I am pursuing. At the same time, gradually realize what your passion and potential are, understand that strong passion and enormous potential can make myself to be the person I want to be, and put it into action to become such a person.

Collaborative- learners with social, thinking, research, communication, and self-management skills as their core. Skills that run through different grades of learners, with thinking and self-management as the core, social and communication as the way, and research as the channel to understand the world, ultimately changing the world through collaboration.

Empowering- Voice of yourself and empowering others. Speaking confidently, make principled choices, and make responsible decisions. Empowering others based on empowering yourself and achieve yourself on the path of achieving others.

Academic Development

With theexperience of working in Dulwich and Dehong, Dr. Lu has the most say inthe curriculum framework. Before the beginning of the school year, she deeplyanalyzed the setting of the secondary school curriculum system from threedimensions.

WHAT What to teach

Dehong attachesgreat importance to concepts, themes, knowledge, abilities, and development inthe design of the curriculum framework. We integrate the academic advantages of inquiry-based education into it and help students develop core abilities throughinterdisciplinary teaching.

In thebilingual and bicultural curriculum system, taking the inquiry-based course EMLtaught in English as an example, the course revolves around the four majorinquiry unit themes:

The relevantsubjects of each grade in each school year at Dehong will revolve around thefour concepts of "identity characteristics", "time andspace", "interconnection", and "organization andmanagement". From a horizontal perspective, we explore the same concept inan interdisciplinary way. Inquiry-based subjects such as science, globalvision, art, and sports will be carried out simultaneously around these conceptunits. After one unit is completed, the next unit will be carried out. From avertical perspective, after the end of the first academic year, the secondacademic year will still be based on these four concepts for exploration, butthe course will be advanced and deepened based on the further maturity ofstudents. In this way, children can use the same concepts and lenses to exploredifferent topics in a deeper level.

Cultivatingsuch a way of thinking has two obvious benefits for students:

Strongtransferability.The more abstract something is, the more likely it isto be transferred to another context. With the "interrelated"cognitive thinking habits, as students face a new problem, they will learn andapply it flexibly, transfer the knowledge and skills they have learned, integrate them together to solve new problems, and think about how to solvethem.

Easy tobuild a knowledge system.If we imagine it as a three-dimensionalmodel, it has a very high-level conceptual thing on top, and different brancheswill radiate from the bottom. All its knowledge areas are not scattered, butholistic, which can help children improve their overall cognitive ability.

HOW How to teach

When we starteddesigning the Dehong Inquiry Course, we were thinking about what kind ofstudents we wanted to develop and shape? We hope that they have an inquiryspirit, inquiry methods, and can use inquiry to solve problems encountered inlife, study, and future work.

The DehongInquiry Course starts from the students' curiosity. Through an infinite cycleof inquiry path such as investigation, recording, discovery, observation,creation, and reflection, we hope that children can truly bring these inquiryspirits, methods, and souls to make the world a better place in the future.

In the processof inquiry, different subjects are unfolded through the same conceptual lens.We want to develop students' interdisciplinary skills in this process. Allthese interdisciplinary skills can help children reach the stage of developing"metacognition". "Metacognition" emphasizes not only"what I have learned", but also "how I learned it", "as a learner, what are my characteristics, what kind of learning I amgood at, how I manage and show my learning", etc.

During andafter the exploration, children need to reflect on "how do I communicatewith others", "how do I socialize with others", etc., so as tocontinuously strengthen their identity as learners and further understand whatkind of learners they are. These are very important foundations for howchildren can further carry out effective learning in the future.

HOW WE ASSESS

For Dehong, thepurpose of evaluation is not to judge whether students have learned well or whether they are good students or bad students, but to let students participatein the learning process, do, say, think, and write, so that teachers have theopportunity to see and make a process evaluation, and then decide how to teachnext.

In small-classclassrooms, Dehong has always emphasized constantly observing the developmentstage of children in the learning process. In the process of studentsexternalizing their thinking, they may not express it clearly, but it can maketeachers more clear about how to help them next.

In addition, teachers will also benchmark the results of external standardized assessments(such as the Oxford Online English Test) in which students participate, andintegrate them to see what stage of language development they have reached.

Dehong hopes toshift the focus of teacher evaluation and teaching to the process throughvisualization, which will truly become the basis for supporting children'scontinuous progress.

*转自：北京德闳官方公众号

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