青苗國際雙語學校：後疫情時代的教育變革

以下文章來源於BIBS青苗國際雙語學校 ，作者青苗教育集團

後疫情時代的教育變革 ——「回彈力」的培養

1+1+1

當我們為孩子從幼兒園開始選擇教育和學校的時候，首先要看的其實不是這個學校的牌子，而主要是看它的內核——學校品牌背後積累的沉澱。比如：它經歷了什麼樣的發展過程？積累了多少成功的經驗？擁有怎樣的師資？而其中家長最關心的，也正是它的核心：一是課程；二是學校的管理文化及穩定性。

歷經20餘年發展和累積，我們所得到的經驗其實越來越精華：一個是家長和學校一定要在一起；其二就是我們一定要把學生放在第一位。如同青苗多年來堅持所用的課程，即「1+1+1」這樣三者結合的方式：

第一個「1」，是我們的孩子永遠不脫離公立體制下應得到的基礎教育，給予孩子雙向和雙路徑的選擇權；

第二個「1」，是在IB的課程框架下，實現國際課程本土化，讓我們的孩子在進入英語體系教育時可以無縫銜接；

第三個「1」，就是未來教育理念。

未來教育理念

關於「未來教育理念」，這幾個字大概是這些年聽到最多的一個詞了。

但未來是什麼樣子？

我們如何去準備它？

學校應該如何去做？

沒有人能給出準確答案。

所以我們會建議家長在今天眾多的學校當中，當您進行選擇的時候，請一定問一問它的歷史和過去，因為當我們展望未來時，必先以過去為積澱。

我們一直在強調，歷史積澱對一所學校或一種教育影響至深，是因為在20多年的成長過程中，青苗已經經歷了萌芽、發展、成長和突破這幾個大的階段。從1998年萌芽開始，當我們的家長一直在想孩子怎樣「走出去」的時候，我們已經開始在想如何「回的來」；當其他學校在想怎麼回來時，我們已經在想如何讓我們的孩子「出的去」「回的來」以及「留的下」。這是從過去到現在到未來，歷經深思熟慮和時間驗證的學習路徑及方向。

腳手架思維

在教育過程中，還有一個我們經常使用的戰略，叫「腳手架思維」：

我們的孩子站在這裡，家長和家庭目標在哪裡？

如何把孩子穩健地送至目標地？

這也正是我們剛才提到的核心價值觀，家長和學校一定要在一起，擁有共同目標和意志，才能搭建一個穩固的「腳手架」系統。

在建立「腳手架」這條通往未來的過程中，其實我們都不知道未來會發生什麼？如何去過渡？如何去準備？我們唯一能做的，是把孩子放在第一位，讓孩子從「被動接受」轉為「主動探究」：

主動探索這個廣闊的世界

主動發掘自己與生俱來的天賦

主動開拓自己的未來人生

「聚是一團火，散是滿天星，」讓所有孩子聚在一起時，因為教育而被點燃；當離開學校時，他們可以成為世界和社會裡的滿天星，照耀周邊。

面對疫情，我們做了什麼？

今年，所有在座的家長及教育界同仁們，我們一起經歷了一場史無前例的教育改革和戰役。

現在讓我們回顧一下過往的半年間，學生、家長和老師在這場戰役中經歷了什麼？又是如何去面對的？

數以萬計的學校突然關閉大門，開始線上教育。好多家長在開始的第一周就崩潰了：

說我現在沒辦法工作了，我成了學校的助教，孩子在屏幕前根本就無法專注……

是的，原本教育在一個教室裡的發生，是通過眼神的傳遞，肢體的接觸，以及心靈的碰撞產生的，但當所有的教育凝聚在一小寸屏幕的時候，學校也同樣面對了重大的挑戰。

面對這樣的挑戰，青苗是如何幫助孩子去面對未來教育的呢？

我們以身作則，培養孩子鈍感力、逆商還有回彈力，用這三個因素在這場戰役中，通過螢屏的連接為我們的孩子搭建了一條通往未來的成長。

2月10號是線上開學第一天，在前一個周五的晚上，我與兩位校長打了一通長達一個半小時的電話，確保海澱校區在2月10日之前，所有的外教到崗無一滯留國外。線上教學第二周，我們所有的教學方案根據反饋意見隨即進行調整改善。

也正是在這樣一個過程中，我們明白，

即使身處挫折、問題、矛盾當中，一樣可以讓家長跟我們一起成長。

2月10號開始至今，我們的線上教育之所以一直受到家長的肯定，我想有下面幾點經驗可以與大家分享。

1. 家校一起

萬變不離其宗，首先我們遵循還是家長和學校一定要在一起，疫情期間學校和家長之間的距離產生了，家長不能走進學校，學校就往家長那邊走一步。所以我們非常高頻率地與家長進行溝通和連結，讓家長知道我們跟您之間的目標依然是一致的。

所以也想說，我們今天過來找學校的家長們在選擇學校時，實際上也是在找自己的搭檔。在這樣的挑戰期，學校有沒有往您那邊走了一步，也是您進行選擇的因素之一。

02.學生第一

另外，第二個核心原則，學生第一。要問一下孩子們，他們要什麼？他們的目標和價值觀是什麼？在半年的線上學習過程中，我們尤其體驗到了這一點。我們發現孩子想要更多一對一的關注，所以修改了課表，確保每一天老師都可以跟他的學生有一對一的關注和談話。

當發現身邊的小傢伙開始說出自己的目標和感受，每一天可以開始去關注那個鐘錶，然後去關注自己的時間管理，去等待和自己的老師進行對話時，家長們是非常驚訝的，而且我們發現，學生們這樣主動學習的動力也是持續的。

03.生命需要回彈力

生命當中唯一的不變就是「變化」，我們沒有辦法倖免，所以要教會學生勇敢！

勇敢這個詞不是簡單的兩個字而已，而是要讓我們的孩子可以在成長過程中面對未知的問題、困難，可以在終身學習中有勇氣、有能力去應對。

這一場史無前例的戰役當中，我們學校也學會了：

成功是沒有捷徑的，回彈力的一個衍生在我們的體內，就像是細胞核一樣，當它一定要迸發出來的時候，是疼痛的，是一個讓我們感受到非常不適的過程，但它帶來的爆發力和能量也是巨大的！

未來就像一條充滿起伏的波浪線，我們不知道疫情是這當中的哪一個底部，將來是不是還會有更低的底部。但我相信通過這次戰役，通過家校生之間的配合，下一次我們一定會彈跳的更高。至少作為青苗海澱校區來講，在青苗集團的引領之下，這個校園反而在這場戰役當中生機勃勃，彈跳力巨大。

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I would like to share with you some of my thoughts about the digital transformation of education.

The saying used to go that 「necessity is mother of invention」 well recently 『necessity has been the mother of innovation』, and like many innovations, or maybe survival mechanisms would be a better term, they are not always perfect the first time round. The impact of COVID-19 has caused difficulty to education to say the least. According to UNESCO, around 90% of students were out of school by the end of April. This represents close to a billion students globally.

This created huge uncertainty for students and parents, in both the public and private sectors, about how education would continue, and for teachers about how they would provide it. Students were torn suddenly from their friends and social groups, reminding us how important schools are as social and community hubs, filling roles that are difficult to recreate online.

Because the change was sudden, everyone had to rush into distance teaching and learning and many did not do it very well.

Now is our chance to reflect. The opportunity we have is to integrate elements of distance learning into our education models so that we can perform better next time. And most experts tend to agree that there will be a next time.

As part of my own reflections on the rapid digital transformation of learning, there are a few things that I would like to comment on. The first is that the idea of Distance Learning, or the enhancement of education through effective use of technology, is not new.

If you are Chinese you may remember the Radio and TV Universities started by Deng Xiaoping back in 1978. That created a nationwide open and distance learning system across China, which enrolled 3 million students over the following 20 years. One million of them graduated.

In 1999 the Radio & Television University network began to evolve into the Open University of China, by 2008 over 5 million people had registered and over 2 million had graduated.

But even with a long history of using technology to provide a distance learning environment in higher education, the K-12 education industry was actually falling behind in the way it integrated technology to provide the best learning environments.

Here are two simple examples.

If you want to buy something, do you head to the store, or reach for your smart phone? You have a choice ,and for certain products you will reach for your phone every time.

If you want to learn something new as an adult, do you head to your library, or reach for your smart phone? Again you have a choice and again more often the online option is the first choice.

But when it comes to school we still put our students on busses for long commutes in ever increasing traffic. Hopefully in the future with better partnerships between schools and technology there will be a choice.

This said however, I would also like to note that many schools were already preparing students for a Blended Learning environment. Not because we ever thought it would become a new norm, or that a pandemic would force an industry wide paradigm shift, but because it is part of being a good school.

If you focus on K-12 education, you will quickly find that are schools which are future focused, who study the past so they can lead into the future. And there are schools who are traditional, a word that roughly translates to 『stuck in the past』.

When the 2020 work skills list was published in 2014. This list of essential skills for the future workplace included the ability to work productively online as a member of a virtual team, as well as having media and digital literacies.

Schools that are future focused, like us here at BIBS, see our role as preparing students to be successful in the future. So we teach these skills to our students. We have online learning and communication platforms. We operate 1:1 programs responsibly to enhance education and still limit screen time. We teach research skills, self-management and inquiry based learning from our early years right through to our graduating classes.

For schools like us, we were able to respond quickly and effectively to the needs of our community. But even we are still looking at new and innovative technologies that allow more effective education partnerships between our teachers and our technology. Because, ultimately the digital transformation of education still requires a range of very human attributes for the partnership to be successful.

To summarise a wide range of research, the best engagement and results come when you match a future focused education with technology. This means we need to teach concepts and skills, not rote learn or memorise rapidly outdated information. We also need to teach a range of learner attributes, including: self-management and self-motivation, as opposed to the blind obedience to, or reliance on, teachers. And ultimately we need to have human connections that allow caring, empathy and resilience to be role modelled in the collaborative process.

So to facilitate the next step in the digital transformation of education, we need technologies that will allow teachers to provide for both the social and emotional aspects of education, as well as the academic requirements. The partnership between schools and technology, the one that may ultimately give students a choice in how they learn, I believe, will be the one that will allow a human connection in a more authentic way.

A holistic education that can teach the attributes we need to be successful, both online and offline, and still grow a love of learning, will take both teachers and technology working together in new ways. When 70% of communication is non-verbal and a smile or a small celebration dance can mean so much to a child who is struggling, I do not think the digital transformation of education can move any faster than the level of support it gets from teachers.

If we want to accelerate the process of digitally transforming education, we need to get alongside teachers, the ones who truly care about their students, and develop the programs that give them confidence that their students are getting the best we can give.

I personally am looking forward to seeing what the future holds.

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