张蕙蕙 Candice Zhang

- 北京市私立汇佳学校初中部科学组组长

- IBEN

- 参与编写《国际文凭组织中学项目课程融合指南》

本次分享将以MYP化学学科为例，从课程目标、内容、实施和评价四部分来阐述我们如何改变原有的扁平知识结构，自下而上通过化学观念来搭建单元框架内容，如何将“生活化”、“情境化”、“游戏化”融入日常教学中以及如何自然而然生成总结性评价来深化科学思维的发展，进而推进概念性理解。

We take this opportunity to continue to explore the integration of MYP science curriculum. Taking MYP Chemistry as an example, how to change the knowledge structure how to adopt a bottom-up approach to build unit framework and content through chemical concepts, how to integrate the "Situationalization" and "Gamification" into daily teaching and how to naturally design summative assessments to deepen the development of scientific thinking and promote conceptual understanding will be explained in this session.

李雯 Wen Li

- 上海市民办尚德实验学校融合部课程中心主任

- IBEN

- 参与编写《国际文凭组织中学项目课程融合指南》

本次分享围绕在“学科核心素养”视域下如何进行中学评估课程的融合展开，基于尚德实验学校融合部中学开办近十年来的探索与实践，以科学、语文、数学等学科为例，剖析以多维度课程比对为融合前提、以学科核心素养为重要融合内核，从评估目标、评估任务、评估细则这三要素展开对初中学段评估课程的融合。

This session focuses on "how to integrate middle school assessed curriculum from the perspective of subject key competences" based on the experience and practice of Shanghai Shangde Experimental School in the past ten years. Taking Chinese, Science, Mathematics and other subjects as examples from the perspectives of assessment objectives, assessment tasks, and assessment rules, the junior high school assessed curriculum is analyzed based on the multidimensional curriculum comparisons as the premise of integration and the ‘subject key competences’ as the important integration essence.

张月 Zoe Zhang

- 广州市凤凰城中英文学校MYP项目协调员

- 参与编写《国际文凭组织中学项目课程融合指南》

MYP跨学科及社区设计，能很好地发展学生的核心素养。本次分享将以广州市凤凰城中英文学校为例，探讨MYP项目是如何在新课标的大背景下实施和展开跨学科和社区设计。

Interdisciplinary learning and community project by the MYP, can actually develop students’ key competences. Taking Guangzhou Phoenix City International School as an example, this session will examine how interdisciplinary unit and Community Project are implemented under the new Chinese national curriculum standards.

张文雯 Wenwen Zhang

- 广州斐特思学校中学副校长兼MYP协调员

在建设融合课程时，学校应在组织架构上设置一些角色，并创造协作备课的条件，同时辅以系统且灵活的教师专业发展培训机制，来综合实现课程落地。本次分享将提供一套融合课程建设中学校组织架构、课程设置、协作备课以及教师专业发展培训的样例。

In integrated curriculum, schools need to set up some roles in the organizational structure, create conditions for collaborative lesson preparation, and set a systematic and flexible teacher professional development training mechanism. This session will share a sample of the school organization structure, curriculum setting, collaboration, and teacher professional development when developing the integrated curriculum.

张萍 Apple Zhang

- 中黄教育集团学术委员会委员、中黄外国语小学副校长

- IBEN

- 参与编写《国际文凭组织小学项目课程融合指南》

以中黄学科探究的实践为例，探讨国家课程和小学项目课程框架进行融合的方法。对两者在概念理解、学习方法（ATL）、探究方法、评价机制上进行对比与融合，制定校本《学科学习范围与顺序》，并定期修订。根据探究计划和校本《学习范围与顺序》，无法从内容进行直接融合的，则整合概念，并通过专业发展支持教师能动性，实施概念驱动的学科探究教学。

The integration of the CNC and PYP curriculum framework is explored using the example of the disciplinary inquiry in ZWIE. The two should be compared and integrated in terms of conceptual understanding, inquiry-based approach, approaches to learning (ATL) and assessment in accordance with the principle of less but better to produce a school-based subject scope and sequence that can achieve twice as much with half the work. The POI and the Scope & Sequence state that when content cannot be integrated directly, concepts should be integrated. Teachers' agency should also be supported through professional development.

李丽娜 Yolanda Li

- 上海市民办尚德实验学校融合部小学课程主任

- 华东师范大学国际教师证书项目客座讲师

- 参与多项国家级课题与上海市课题的研究与主持工作

- 参与编写《国际文凭组织小学项目课程融合指南》

通过PYP小学项目与国家课程的评估目的、评估内容和评估方式的对比，理解小学融合课程应建立的评估文化、评估目的、评估标准和评估内容。以尚德融合部小学在日常教学中所设计与应用的评估任务为例，分析教师设计评估任务时应考虑的各项因素，并分类总结小学融合课程评估任务的设计方法，以提升教师设计有效评估任务的能力。

Through comparing the purpose, contents and methods of assessment in PYP with those in the national curriculum, we understand the culture, purposes, criteria and contents of the assessment that should be established in the integrated primary program. Taking the assessment tasks, designed and applied in the daily teaching of Shangde Integrated Department as an example, we analyze the various factors that teachers should consider when designing assessment tasks, and categorize and summarize the design methods of assessment tasks in the integrated primary program in order to enhance teachers' ability to design effective assessment tasks.

管俊 Jun Guan

- 杭州维翰学校课程研发中心主任、PYP项目协调员

- 参与编写《国际文凭组织小学项目课程融合指南》

以杭州维翰学校所设计的科学和数学学科融合项目为例，从组织架构、制度安排和融合策略三个维度分析PYP小学项目与国家课程科学和数学学科的融合设计，以期通过分享与交流互相提高学校设计融合课程的能力。

Based on the curriculum integration practice of Hangzhou Wickham School, this speech analyzes the integration design of PYP in regards to the national curriculum for science and mathematics. More specifically, relating to the three dimensions of organizational structure, institutional arrangement and strategy, with a view to improving the school's ability to promote curriculum integration.

王久红 Josie Wang

- 广东碧桂园学校小学部副校长

- IBEN

- 参与教育部基础教育课程教材发展中心、课程教材研究所的课题研究

- 参与编写《国际文凭组织小学项目课程融合指南》

基于国家义务制教育新课标及PYP小学项目的核心理念，从小学的课程设置、超学科探究单元及学科探究单元的开发、教法学法几个层面的融合入手，分享广东碧桂园学校小学部的实践探索经验，深度解读小学课程融合的策略及方法，帮助教师从理论走向融合的真正发生。

Based on the core philosophy of the new curriculum standard of national compulsory education and PYP, starting from the curriculum setting of primary school, the development of a trans-disciplinary unit of inquiry and disciplinary unit of inquiry, and the integration of teaching and learning approaches, we will share the practical experience of the primary section of Guangdong Country Garden School, and deeply interpret the strategies and methods of primary school curriculum integration, to help teachers move from theory to the real practice of integration.

钱兰华 Emily Qian

- 上海青浦区世界外国语幼儿园执行园长

- 中学高级教师、 区学科带头人，种子计划主持人

- 曾获得全国“宋庆龄幼儿教育奖”等荣誉

陈奕 Eve Chen

- 上海青浦区世界外国语幼儿园课程主任、中文协调员

张煜莹 Sean Zhang

- 上海青浦区世界外国语幼儿园教学部专员

安茜 Ann

- 上海世外幼教集团研发部经理

- 上海师范大学学前教育专业博士

聚焦核心素养下IBPYP本土化课程建构与实施，围绕PYP年度探究计划、学科范围与顺序的本土化修订、完善和运用的实践样例，超学科主题探究循环中预设与生成的关系处理，PYP理念对园本特色课程和拓展课程的支持与引领等话题分享IBPYP本土化课程实施中的青浦世外幼儿园经验。

Focus on the construction and implementation of IBPYP localization under key competencies, returning to the practical exploration of PYP localization, we will share with you the WFLK experience of the implementation of IBPYP localization around topics such as the local revision, improvement and application of the POI and the scope and sequence of disciplines, the relationship between preset and generation in the UOI inquiry cycle, and the support and guidance of the PYP to the special courses and extended courses of the kindergarten.

陈瑶 Yao Chen

- 金苹果天府国际社区幼儿园PYP协调员

- IBEN

- 参与《地方文化与国际幼儿园课程融合实践》课题研究

- 参与编写《IB PYP （幼儿阶段）本土化实施指南》

Robert Brien

- 金苹果锦城湖幼儿园PYP协调员

- 参与编写《IB PYP（幼儿阶段）本土化实施指南》

钟雪梅 Michelle Zhong

- 金苹果美宇幼儿园副园长兼PYP协调员

- 华东师范大学国际教师证书项目客座讲师

- 参与编写《IB PYP（幼儿园阶段）本土化实施指南》

在幼儿阶段的学习中，玩耍/游戏是中国学前教育和IB PYP都强调的重点。此次论坛，三位来自金苹果的协调员将分享如何通过发展POI、协作计划、设计支持玩耍/游戏的学习空间和学习体验，让玩耍/游戏更具有探究性。

Play is of central importance in early years learning, which is strongly identified in both the Chinese national curriculum and IB PYP documents. In this session, PYP Coordinators from three Golden Apple authorized PYP kindergartens, will share their experiences of supporting play as inquiry through the development of the POI, collaborative planning, and the design of learning spaces and engagements.

方程琦 Selena Fang

- 上海浦东新区民办维多利亚幼儿园课程副园长，IB PYP项目课程协调员

- 参与编写《IB PYP（幼儿园阶段）本土化实施指南》

酉俊霞 Betty Yau

- 苏州工业园区维园幼儿园IB PYP项目课程协调员&教学助理

- 苏州市教育学会“十四五”（重点）课题主持人

- 市级、区级民办优秀教师

魏曼丽 Mary Wei

- 深圳福田区维多利亚幼儿园PYP项目课程协调员，园长助理

- 参与编写《IB PYP（幼儿阶段）本土化实施指南》

- 中国学前教育研究会“十二五”课题的核心成员

- 市级、区级优秀教师

本次分享将会从不同纬度来解锁本土化评估的思与行，内容包含：本土化全面评估方案、综合的评估内容指向的核心要素、通过评估助力幼儿成为具自我调节能力的终生学习者以及实施幼儿为本、综合多元的评估方法和策略。

This sharing session will elaborate the thoughts and actions of localized assessments from different perspectives. What does the localized comprehensive assessment plan include? What are the core elements that the comprehensive assessment content points to? How can assessments help children become self-regulated lifelong learners? How to implement evaluation methods and strategies that are child-centered, comprehensive, and diverse?