Guangdong Country Garden School has gone through 18 years of integration exploration of the Chinese national curriculum with the PYP since its PYP authorization. On April 15th, 2023, in the CISA sharing session of IB China Education Forum in Beijing, Josie Wang, Vice principal of Primary Section of Guangdong Country Garden School, gave a general interpretation of the ways to integration to the schools that have implemented PYP programs across the country.

讲座从如何寻找融合中西教育的第三空间开始，除了个别成熟的PYP学校，与会嘉宾对这个世纪难题给出了5分的最高难度评价。如何解决1+1成为两套系统的简单叠加，成为教师无所适从，两头皆不能兼顾的问题？除了融合，还是融合。2022年义务教育新课标的发布，也给出了明确的答案，因为国家义务教育的改革，走的就是融合中西先进教育观念的路。

The lecture started from how to find the third space of integrating Chinese and Western education. Except for some experienced PYP schools, the participants gave the highest difficulty rating for this century problem. But how to solve the problem? Integration is the only way to realize it. The release of a new curriculum standards for compulsory education in 2022 also gives a clear answer, since the reform of national compulsory education is to integrate advanced educational concepts of China and the West too. 

在义务教育新课标中，寻找与PYP项目一致的同类项，找到逻辑吻合的共同点，才能将看似不同的体系，有机地整合起来，作为一个大的整体进行建构。

In the new curriculum standard of compulsory education, it is necessary to find similar items consistent with PYP and find logical common points, so as to organically integrate seemingly different systems and construct them as a whole.

首先，是书面课程的融合。课程标准的融合需要参照2022年新课标和PYP项目的学科范围与顺序，学校还需要融入自己的学科校本课程，开发出校本的融合课程标准，作为课程实施首当其冲的重要文件。并在此基础上，开发学科的课程图，把具体的教学任务、目标在教学单元中明确下来，让老师们能够明确悉知并具体落实。

First, there is the integration of written curriculum. The integration of curriculum standards needs to refer to the PYP subject scope and sequence and the 2022 CNC curriculum standard. Schools also need to integrate their own school-based curriculum and develop school-based integrated curriculum standards, which will be the first important document for curriculum implementation. On this basis, the subject curriculum map is to be developed, and the specific teaching tasks and objectives are clearly defined in each unit so that teachers can clearly know their goal and try to reach it.

其次，从课程设置上，对于不同学科在新课标和PYP项目中表达进行比对，找出同类项直接合并、不同项要找出可以融合的领域，实现课程设置的通整。

Secondly, for the curriculum setting, we need to compare the language of different subjects in the new curriculum standard and PYP. Then we need to find similar items and merge them directly, and work out the fields that can be integrated with different items, so as to realize the integration of curriculum setting.

再者，在学校开发超学科探究计划时，就要充分考虑到国家义务教育教材里面的教学内容，把其内容最大限度地进行梳理，找到共同点，形成可以尽可能多地涵盖教材内容的探究主题，开发出融合的超学科探究计划。超学科探究计划的制定需要全体教师的参与，每个学科都要充分考虑学科偏重领域是否在自己的教学中能够得到真正落地，而不是停留在文件上的一纸空文。

Moreover, when developing the transdisciplinary programme of inquiry in schools, it is necessary to give full consideration to the teaching content in the national compulsory education textbooks, the schools need to sort out the similar content to the maximum extent, form the inquiry theme that can cover the contents of the textbooks as much as possible, and develop the integrated transdisciplinary programme of inquiry. The formulation of the programme of inquiry requires the participation of all teachers, and each discipline should fully consider whether the subject-specific areas can be truly implemented in teaching, rather than solely remaining on paper in the document.

接下来，学校需要通过学科大单元教学进行融合。大单元、大观念、超学科、概念驱动本身就是PYP超学科教学的核心理念，大单元教学从本质上来说，虽然是学科本位，但本身已经具有一定的超学科的性质，可以理解为PYP项目的独立学科探究单元，在教学理念上一脉相承，本身就是一种融合。而PYP项目的超学科单元，其超学科范围更加广泛，能够融通更多不同学科的教学内容。

Next, schools could integrate by big-unit teaching. Big-unit, big concept, transdiscipline, and concept-driven are the core concepts of PYP transdisciplinary teaching. Although it is subject based, the big-unit teaching already has certain transdisciplinary nature. It can be understood as a stand-alone subject unit of inquiry of PYP which is consistent in teaching concept. The PYP unit of inquiry has a wider range of subject focus and can integrate more  different subjects.

最后，学校还可以通过教学法进行融合。国家新课标提倡的探究式教学法、情景教学法、合作教学法、启发式教学法、互动式教学法、参与式教学法，与IB提倡的探究式教学、真实情景、团队协作、概念驱动、个性化、以评促教有诸多的相通之处。当然，教无定法、贵在得法。只有深入的理解这些教学法并在课堂场景中灵活使用，教法的融合才能真正发生。

Finally, integration can happen through pedagogy as well. The teaching approaches such as inquiry-based, authentic learning, collaboration are well-used in both systems. The integration of teaching approaches can only take place with a deep understanding of these approaches and their flexible use in classroom settings.

在讲座的最后，王校长提出了一个启发性问题：融合，到底是以PYP框架融合国家课程，还是以国家课程融合PYP的核心要素，各个学校需要根据自身的情况，拿出符合国家课程要求和PYP项目认可的方案。

At the end of the lecture, Josie Wang raised an illuminating question: Should integration be the integration of the national curriculum with PYP framework or the integration of the core elements of PYP with the national curriculum? Each school should come up with its own plan that meets the requirements of the national curriculum and the PYP according to its own situation.