2023年12月2-3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举行。
The 1st Annual Conference hosted by CISA with the theme of “Implementing the IB Curriculum in the Local Chinese Context” took place at Macao Kaoyip Middle School from December 2nd to 3rd, 2023.
PYP学段邀请了非常具有代表性的CISA会员学校四位主讲嘉宾，分别从“整体规划与落实”“概念式超学科备课”“澳门的个性化实践”和“在主流话语体系中发声”等四个维度，从顶层设计到具体操作，为各会员学校提供了四场高质量的学术宣讲，无论是对于学校资方、中高层管理者还是普通老师，这些宝贵的经验都将为学校国际课程的本土化实践启明促思，促进各CISA会员学校良性发展。
Four keynote speakers provided high-quality academic presentations from the four dimensions of "Leadership roles in the PYP implementation" "concept-driven trans-disciplinary planning" "Integration practice in Macao" and "Partnership with the governing authorities". All those sessions will help with the healthy development of CISA member schools.
奉海英校长在分享中强调，团队合作是应对IB历程中各种挑战的关键。她分享了塔克曼团队发展的五个阶段以及团队效能模型，并通过实例展示了如何成功启动团队、并制定团队工作流程，如何使团队成员在不确定性和挑战面前能够形成共同目标。
In her sharing, Principal Yolanda emphasized that teamwork is the key to tackling the challenges of the IB journey. She shared the five stages of Bruce Tuckeman's team development and team effectiveness model, and showed how to successfully launch a team and develop a SOP to enable team members to form a common goal in the face of uncertainty and challenges.
她还分享了东莞翰林实验学校依据国家义务教育课程标准及IB《项目的标准与实施细则》，采用“在行动中反思，在反思中调整，调整后再行动”的方式，设计整合涵盖纵向计划和横向计划的书面课程。同时，从“国家要培养什么样的人”出发，翰林融合国家的育人目标和义务教育课程标准，打造“教-学-评”一致的素养导向课程。最后，奉校以“高效课堂”项目激发教师能动性为主题，分享“听课-反馈-集体反思-集体调整-再听课-再反馈-再反思-再调整”这一全流程如何促进支持型学习社区的发展。
She also shared the method of "reflection in action, adjustment in reflection, and action after adjustment" in accordance with the CNC and the IB. At the same time, starting from "what kind of people the country wants to cultivate", they integrated the national education goals and CNC standards to create a consistent competence-oriented curriculum of "teaching-learning-evaluation". Finally, with the theme of "Effective Classroom" to stimulate teachers' initiative, Yolanda shared how the whole process of "listening - feedback - collective reflection - collective adjustment - re-listening - feedback - re-reflection - readjustment" can promote the development of a supportive learning community.
何校长作为IBEN从《项目的标准与实施要求》中的“ C1.2协作制定教学计划和进行反思要注重课程的纵向联系和横向联系 ”出发，分别从“学科范围与顺序和探究计划加以整合”和“超学科探究计划与任何附加的单学科之间的平衡与联系”两个角度，给到场的老师做了一场高水平的培训。
As an IBEN, Principal Hershey facilitated the teachers from the perspectives of "integrating the Subject scope and sequence and the POI" and their balance and connection, taking the PSP - "C1.2 Collaborative Teaching Plan and Reflection to Pay Attention to the Vertical and Horizontal Connections of the Curriculum" as the guideline.
何校认为学校要确保学科知识，重要概念，学习者培养目标横向及纵向的联系。教师在教学中需要平衡知识与主题理解之间的关系，理解学科知识是理解超学科主题的基础, 而主题理解并不独立知识而存在，它给知识学习提供一个更高的应用背景。通过协作备课，确保学科间真实的融合，以促进学习者对概念的理解。何校认为在使用三种与探究主题融合的方法，即“同一中心思想的结合，选择概念的结合，独立主题探究单元”的基础上，学校还要通过持久的教学、教研活动确保学习者、学习与教学以及学习社区之间的相辅相成关系。
Hershey believes that schools should ensure that subject knowledge, key concepts, and IB attributes are linked horizontally and vertically. Teachers need to balance the relationship between knowledge and conceptual understanding. Through collaborative planning, we ensure authentic integration between disciplines to promote understanding of concepts. Hershey believes that in addition to using three methods of integration with the UOI, namely "Sharing the central idea, sharing the concepts, and the stand-alone units", the school should also ensure the complementary relationship between the learners, the learning and teaching, and the learning community through sustained teaching and research activities.
曾主任介绍，为了让IBPYP课程与澳门本地课程深度融合，教业中学国际部小学建构了学科课程图谱。学科课程图谱有机联系了新课标中的学科核心素养、澳门教青局学科基本学力要求和IBPYP课程。她围绕小学学科课程图谱的建构基础、实施策略和评估方法三部分，逐层剖析图谱的内在联系，介绍教学策略和评估案例，说明如何运用学科“三大三性教学支架”来培养学生的学科素养。
Doris introduced that in order to integrate the IBPYP curriculum with the local curriculum in Macao, the primary school of the KYIS has constructed a subject curriculum map. The subject curriculum map organically links the subject core competence in the new CNC, the basic academic requirements of the Macao Education and Youth Affairs Bureau and the IBPYP curriculum. Focusing on the construction basis, implementation strategies and evaluation methods of the primary school subject curriculum map, she analyzed the internal relationship of the map layer by layer, introduced teaching strategies and evaluation cases, and explained how to use the "three three-sex teaching scaffolds" to cultivate students' subject literacy.
教业的融合课程，体现在多元合一，有IB的、有国家的，有澳门本地的，是新时代澳门特区优质教育的一个样本。
The practice of KYIS reflected in the integration of diversity, including IB, national and local courses, which is a sample of high-quality education in the Macao SAR in the new era.
王主任分享了学校在PYP本土化过程中获得IB和上级教育主管部门认可的经验和做法，从体现教育目的“时代性”与“育人性”、实现教师成长的“可持续性”、呈现教学的“创新性”三方面进行详细介绍。她还结合荣获区级义务教育精品课程奖的案例《探秘良渚》，详细阐述课程开发的时代背景及育人价值。
Karen shared the school's experience and practices in the process of PYP localization, which have been recognized by the IB and the local education authorities, and introduced in details from three aspects: reflecting the "modernity" and "education" of educational purposes, realizing the "sustainability" of teachers' growth, and presenting the "innovation" of teaching. She also combined the case "Exploring Liangzhu", which won the district-level compulsory education excellent course award, to elaborate on the background of curriculum development and the value of education.
学校通过IB教学要求与《2022新课程方案》的比对，形成了三条教学创新路径——“基于探究过程，提高学生学习能力”、“基于真实情境，丰富学生学习体验”，“基于信息反馈，体现学生能动性及发展”。可以说，王主任介绍的省级表现性评价专项课题、区级思维可视化教研课题、数学地摊经济项目化学习这三个案例深入浅出地阐明了如何基于路径进行语文与数学学科和IB小学项目的有效融合。
Through the comparison of the IB and the newly updated CNC, the school has formed three teaching innovation paths: "improving students' learning ability based on the inquiry process", "enriching students' learning experience based on real situations", and "reflecting students' initiative and development based on information feedback". It can be said that the three projects introduced by Karen, including performance evaluation special project, making thinking visible project, and teaching and mathematics in stall economy project, explain in simple terms how to effectively integrate Chinese and mathematics subjects and IB.
通过四位嘉宾不同维度的分享，我们深刻感受到了所有IB教育工作者们的智慧、以及国际课程本土化研究的意义和挑战。CISA将努力创造机会和平台，让会员学校在互相交流和学习中，汲取更优秀的经验，启发更创新的实践，为更优质的国际教育本土化实践贡献力量。
Through the sharing of the four keynote speakers from different dimensions, we deeply felt the wisdom of all IB educators, as well as the significance and challenges of international curriculum localization. CISA will strive to create opportunities and platforms for member schools to learn from each other, inspire more innovative practices, and contribute to better international education localization.
International Curriculum Localization Practice - CISA Macao Annual Meeting PYP Branch Workshop
