2023年12月2日，由中华国际文凭学校协会CISA主办，以“国际课程本土化实践”为主题的首届年会在澳门教业中学隆重开幕。下午，EPYP、PYP、MYP、DP学段在各分会场开展了平行论坛。其中DP学段邀请到四位来自全国各地、拥有丰富经验的IB教师、专家，分享关于IB课程本土化实践的宝贵经验以及对于未来发展的期许与规划。

The 1st Annual Conference hosted by Chong Wa International Baccalaureate Schools Association (CISA) with the theme of “Implementing the IB Curriculum in the Local Chinese Context” was grandly opened at Macao Kaoyip Middle School on December 2nd, 2023. In the afternoon, EPYP, PYP, MYP, and DP held breakout sessions in respective branch venues. Among them, DP session invited four IB teachers and experts with rich experience to share their valuable experience in the localization practice of IB courses as well as their expectations and plannings for future development.

中黄教育集团副总裁兼课程发展与评估中心总监

IB国际文凭组织认识论课程中文主考官，亚太地区教师培训员，学校访问小组成员

在本次论坛中，我们集中讨论了如何将认识论核心课程(TOK)整合到国际文凭大学预科项目(IBDP)的所有学科教学中，以加深学生对学科本质的理解并促进跨学科思维的发展。我们探讨了利用TOK的知识问题、知识框架和概念图等核心工具，借助TOK的反思性、批判性、抽象性和实践性，帮助学生拓宽思维维度，理解学科间的联系，并将学科知识应用到现实世界中。此外，我们还强调了高阶思维教学的十个原则和教育的启蒙责任，旨在培养学生的独立思考和批判性分析能力，以实现IB的使命宣言和学习者培养目标。

In this forum, we focused on discussing how to integrate the core course of Theory of Knowledge (TOK) into the teaching of all subjects within the International Baccalaureate Diploma Programme (IBDP) to deepen students' understanding of the nature of disciplines and to foster interdisciplinary thinking. We explored the use of TOK's core tools such as knowledge questions, knowledge frameworks, and concept maps, leveraging TOK's reflective, critical, abstract, and practical qualities to help students broaden their thinking dimensions, understand the connections between disciplines, and apply disciplinary knowledge to the real world. Additionally, we emphasized the ten principles of higher-order thinking teaching and the enlightening responsibility of education, aimed at cultivating students' independent thinking and critical analysis skills, in order to fulfill the IB's mission statement and learner profile objectives.

北京青苗学校顺义校区高中副校长,兼IBDP协调员,持有哈佛育研究生院教学领导力证书,IB中国教育论坛的演讲人剑桥IGCSE的全球考官

本次分享主要聚焦于DP中文A试卷二的分析与教学策略。穆老师首先介绍了试卷二的整体结构以及对学生的评估要求，分享了关键信息和注意事项，这对于学生备考至关重要。其次，她详细解读了试卷二的评分标准和答题技巧，掌握评分标准和答题技巧可以帮助学生更好地应对考试，提高他们的得分。她又进一步介绍了一些针对试卷二的教学设计框架和实例，分享了相关教学策略和活动，帮助同行教师更好地教授IBDP中文A，并提高学生的学习效果。

This presentation primarily focuses on the analysis and teaching strategies for the IBDP Chinese Language A Paper 2. Firstly, she introduced the overall structure of Paper 2 and the assessment requirements for students, sharing key information and important considerations crucial for student preparation. Secondly, she provided a detailed interpretation of the assessment criteria and answer techniques for Paper 2. Mastering these criteria and techniques can assist students in better tackling the examination and improving their scores. Finally, she further presented some teaching design frameworks and examples specific to Paper 2, sharing relevant teaching strategies and activities to help fellow educators effectively teach IBDP Chinese Language A and enhance students’ learning outcomes.

澳门教业中学IBDP课程协调员出版港澳生报考内地高校入学试题研究，多年获教学设计甲等奖

在本次平行论坛中，林老师重点阐述了IBDP科学新大纲的变化并分析了实际教学中需要关注的重难点。其中，大纲的变化主要体现在概念驱动与知识链接、科学本质 (NOS)与情境构建以及评估方式这三个方面。首先，新大纲鼓励以概念为导向的教学革新，目的是帮助学生建立网状知识框架, 洞悉知识之间的联系;同时，学生应从日常生活中汲取体现科学本质的案例，这有助于建立更加牢固扎实的知识网络;最后，评估方式的变化能够引导我们把握科学学科发展的趋势，从而在实际教学上作出相应调整。

In this breakout session, Mr. Lin together unpacked the new IBDP science syllabus and analyzed the key points and challenges that need attention in actual teaching. The changes mainly manifest in three aspects: concept-driven and knowledge linkage, nature of science (NOS) and

scenario construction, and assessment methods. Firstly, the new curriculum encourages concept-driven teaching innovation, aiming to help students establish a web-like knowledge framework and understand the connections between different pieces of knowledge. Also, students are encouraged to draw examples reflecting the nature of science from daily life, contributing to the construction of a more solid and comprehensive knowledge network. Lastly, changes in assessment methods guide us to grasp the trends in the development of the scientific discipline, enabling us to make corresponding adjustments in actual teaching.

华东康桥昆山校区IB课程MYP和DP数学学科召集人

为了能够更好的衔接MYP和DP课程，为更多的孩子提供尝试DP课程的机会，满足来自不同教学背景孩子的学习需求，康桥学校于两年前开设了10年级的校本课程。本次分享将展示10年级校本数学课程的设计意图，依托DP课程大纲与要求以及MYP G6-9 校本数学课程大纲，通过倒推设计法，以确保在内容层面的数学教学标准，并逐年依据实际教学情况进行更新和完善。同时将Mini IA纳入校本课程，并作为评估的一部分，从而保障学生既能够具备扎实的学科知识，又能够通过IB的课程理念习得学科交流和应用的能力，为将来的学科学术报告书写打下基础。本次分享也会总结课程实施两年来的实际状况，针对课程设置、教学和评估上的困难点，呼吁参与老师集思广益，以完备课程。

In order to be able to better articulate the MYP and DP curriculum, to provide the opportunity with trying out the DP curriculum to more students, and to meet the learning needs for students with different teaching backgrounds, our school launched the Grade 10 school-based curriculum two years ago.

This presentation will share the design intention of the Grade 10 school-based Mathematics curriculum, which is based on the DP syllabus and requirements as well as the MYP G6-9 School-based Mathematics Syllabus, through the backward design methodology. So that we can adhere the standards for teaching mathematics at the content level, will also keep updating curriculum by year based on actual teaching and learning.

Meanwhile, mini IA course is incorporated into the school-based curriculum as part of the assessment, so as to ensure that students can have solid subject knowledge and acquire the subject communication and application skills, thus laying a foundation for writing subject IA reports in the future.

This presentation will summarize the actual situation of the Grade 10 school-based curriculum in the past two years, and call upon the participants to brainstorm solutions on the difficulties met in curriculum implementation, teaching and assessment in order to make the course better.

在此次DP分会场论坛中，我们通过四位嘉宾的深度分享，深刻领略了国际课程本土化实践的价值与挑战。这不仅是对教育者的启示，更是对IBDP的独特贡献。在未来的IBDP教育实践中，让我们秉持国际视野，汲取这些珍贵的经验和智慧，努力为学生提供更为全面、深入的教育。愿每一个IB的学子，在这个充满挑战和机遇的时代，都能成为具有全球胸怀、创新思维的杰出人才，为社会的进步和发展贡献力量。

In the DP breakout session, we gained profound insights into the value and challenges of localizing international curriculum practices through the in-depth sharing of four distinguished speakers. This is not only an inspiration for educators but also a unique contribution to the IB Diploma Programme. As we embark on future practices within the IBDP framework, let us uphold an international perspective, draw from these invaluable experiences and wisdom, and strive to provide students with a more comprehensive and profound education. May every IB student, in this era full of challenges and opportunities, become an outstanding individual with a global mindset and innovative thinking, contributing to the progress and development of society.