转载领军校长专访｜清华附中国际部执行校长李文平：赏识激励 赋能成长

思想的力量，理想的光芒。京领全球领军校长系列，旨在全球范围内挖掘领军校长，用领军校长的思想力量引领行业发展，用领军校长的理想信念点燃奋斗激情，培养更多拔尖创新人才，用教育改变世界，用人才创造未来！促进社会进步，推动人类发展！年华易逝，但思想不灭；世事变迁，但理想永存。

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Time flies, but human thoughts are immortal. Things change, but ideals remain forever.

本文为清华附中国际部执行校长李文平的领军校长专访。

Following is an exclusive interview with Wenping Li, Executive Principal of Tsinghua International School.

清华附中国际部执行校长李文平：有些事情是冥冥之中注定的。我在高中时的梦想并不是当老师，但是在我从师范专业毕业并成为一名教师时，我才发现，我其实特别适合当老师。不管生活中有什么烦恼，一进入教室，我就“满血复活”，开心得不得了，特别享受和学生一起互相成就的时光。

曾有一位领导对我说过，好的班主任能让一个班的学生受益；好的年级组长能让一个年级的学生受益；而一个好的校长，能让全校的学生受益。我从一线教师一步步成长起来，清华附中的领导、同事对教育的情怀，以及他们作为清华人的责任和担当，都持续地影响着我、激励着我。我也非常感恩清华附中的两任校长王殿军校长、方妍校长对我的信任和对国际部的鼎力支持。因此，我也很荣幸能把清华附中优秀的传统、优质的基础教育理念带到国际部，与西方的教育理念、教育方法充分地碰撞、融合，切实地实践“中西合璧”。

清华附中国际部执行校长李文平：我们常说教师的职责是教书育人，在我看来，我们特别要在“育人”两个字上下功夫，因为做人必须是第一位的，基础教育时期要培养学生一生中最重要的品质，塑造学生的品格。名校毕业的简历不是人生中的必需，而能够为他人着想、善于团结合作、有责任心和创造力……具备这些素养的学生才拥有未来。我们的很多学生都被名校录取，但我们在宣传中并不去强调这些，因为学生的成长比成绩更重要，成绩只是暂时，成长才是长远，才是着眼于学生的一生发展。

首先，要赏识和激励学生。我当老师时，不但没有和学生发过火，而且还特别愿意鼓励学生。我总是能看到学生的闪光点，而不是总盯着学生的成绩和缺点。当学生被老师悦纳和赏识的时候，学生就有了向上的自信和努力的动力。所以赏识教育，是生命的教育，是爱的教育，是充满人情味、富有生命力的教育。

其次，要智慧地“不为”成就孩子的“有为”。 我经常跟老师和家长讲，学生能做的，我们坚决不做，不能剥夺学生的成长机会。只有我们智慧地学会后退，孩子才能不断上前。

所以在我心中，教育的理想模样是校园中的每个学生都是快乐的学习者，他们探索并发展兴趣和爱好，他们有终身学习的能力，是学习的主人；他们有良好的品行，关心社会，有责任有担当。我经常对孩子们说：希望你们眼里有光，心里有梦，脚下有路。

我一直认为：学校是一个特殊的地方，它的核心是做真正培养人的教育。我们所做的任何一件事情，都要把学生放在中央，要为他们创造机会，搭建平台。我们要办的不仅仅是技术先进的学校，更是理念领先的学校，也是生命在场的学校。不仅关注学生今天走得快不快，也关心他/她明天走得远不远，更关心他/她每天过得好不好。

清华附中国际部执行校长李文平：校长是带领一所学校向前走的关键人物，校长首先要站位高、有前瞻的眼光。教育是要面向未来的，校长要能够看到别人看不到的，做好学校发展的引路人。比如，ChatGPT飞速发展，给教育带来很多的机遇和挑战，如何让人工智能赋能教育，是我最近以来的思考。我一方面让对ChatGPT感兴趣的老师成立了人工智能与教育的研究委员会，另一方面邀请人工智能的行业专家进校集思广益，与我们的师生深入地研讨新一代的人工智能对学校的教育来说意味着什么、我们学校需要什么样的变革、我们要怎样培养面向未来的学生。

同时，校长要有赋能团队的领导力。赋能，有人叫它Enabling，就是领导者要做解放者、激励者、讨论发起者和参与者。“通俗一点说，我擅长组建一个系统使你‘能’，因为你有独特的禀赋，在这个能场里就一定行。”多年国际教育领域的工作经验，使我坚信领导的角色定位除了引领，就是提供支持和服务，而不是让自己高高在上。我是一个感性的人，在我的管理中就自带这种充满温度的感召力。学校管理中，我喜欢想办法释放团队潜能，与大家共同成就，努力让团队自决策、自驱动和自成长。在做各项决策之前，我都是听取一线中外教师的意见，先自下而上再自上而下，让大家感受到被尊重、被赋能。所以，今年国际部和清澜山的年度主题就是赋能成长。

同时，在国际化学校，校长还需要具有国际理解力，也就是跨文化沟通能力。在与外籍教师的沟通中，有些时候无所谓谁对谁错，只是彼此的背景和理念不同、对待事情的角度不同，但我们的目的是一样的，都是为了学校能够更好。如果我们不尊重外籍教师，不去理解外籍教师，他们就不会发自内心地认同我们。所以，我会与外籍教师多多沟通，在互相相处的过程中逐渐建立信任，虽然这个过程会需要一些时间。

校长要有引领教学与课程发展的能力。校长需要对教学和课程发展有深入的理解，能够推动教学创新和提高教学质量。在国际部，我花了很多的精力在课程和教学监管上，不断优化课程，经常进教室听课，了解一线的实际情况，了解师生需求，以便更好地支持完善，确保高质量的教育教学水平。 

清华附中国际部执行校长李文平：清华附中国际部是一所小而精的学校。在过去的14年中，我们的办学实力和水平也得到了社会的广泛认可，收到很多来自社会的赞誉。

每一所学校都要形成自己的特色。办一所特色学校，意味着要永远牢记学校的愿景和使命，并围绕愿景和使命去设计教育教学体系。我们的办学使命是培养学生根植于中国文化，成为具有独立思考能力及创新精神的国际化杰出人才。

在国际部的办学使命中，其中一个关键点是对于中国文化的根植和培养。我们在这一点上做得还是非常扎实的。在语文素养的培养方面，我们使用的是和公办学校一样的语文教材，我们还开展中文辩论赛、中文写作坊等活动，开办中文报纸。学生们在这些活动中投入的热情和努力让我骄傲，他们曾和公立学校的学生一起参加中文辩论赛并取得桂冠。在招聘语文教师时，我们也非常重视老师的语文素养以及对学生的引导和培养。除了语文课，学校开设的中国历史课和东方艺术课都有助于学生深入探索中国语言文化和中国历史。我们通过系统地搭建语文、中国历史、东方艺术三位一体的语言文化课程体系，培养学生“根植于中国文化”的底蕴。

中西深度融合，中英双母语培养成为国际部最突出的特色。我们希望我们的学生走出去可以讲好中国故事，回来可以适应中国社会，在两种文化中都游刃有余。国际部的学生不仅在英文的“世界学者杯”获得全球第一，英国生物奥林匹克竞赛全球金奖，美国学术十项全能中国区冠军等等，同时在中文的戏剧、合唱、辩论赛中也屡屡夺冠。

此外，作为清华的学校，校风正，学风浓也是学校的特色。记得我刚到国际部时，学校正在建立各项规章制度，我在校门口迎接学生上学时，看到学生有穿拖鞋来上学的。“我问他怎么能穿拖鞋来上学？学生跟我讲因为我们是国际学校，所以就可以穿拖鞋。我当时说，因为我们是‘清华附中’的国际学校，有‘清华附中’四个字做定语，就不可以穿拖鞋来学校，从头发到衣着，都要建立规矩。”就是这样不断在中西方文化、公立与国际之间的平衡、磨合，塑造了现在国际部学生朴素踏实的校风、浓厚严谨的学风。

清华附中国际部执行校长李文平：在课程设置上，我们在10年前就开设了STEAM课程，因为我们要培养学生的创新能力、跨学科综合能力、动手能力和合作能力。

在教学方式上，我们鼓励学生创新、求异、与众不同、表达自己独特的观点，我们要保护学生的好奇心和求知欲。有时，老师也会布置创新性的作业，比如艺术课上，老师让学生将两个毫不相关的物品进行融合创作，并赋予这个创作独特的意义。曾有一个学生把鱼的前半部分和笔的后半部分结合起来，寓意作为学生，他通过手中的笔来展示海洋污染严重的问题。鼓励学生创新，就是不设置唯一答案，鼓励学生提出问题，保护孩子们的创造力。

我们为学生搭建成长的机会，为他们赋能，鼓励他们自己去做事情。如果把所有事都帮孩子做好了，那就是在残忍地剥夺孩子成长的机会。所以，学校故意地有所“不为”，把主动权交给学生。我们鼓励学生自主发展，将他们的内驱力调动起来，让学生自己去思考要做什么。很多家长说，在国际部学习几年之后，孩子们不需要外力逼迫，他们会自己产生学习的动力。这令我们非常自豪。

清华附中国际部执行校长李文平：在学生第一的同时，教师团队也是第一位的，因为没有好的教师，哪来好的学生？

我们对教师筛选有着非常高的标准。不管是招聘中教还是外教，我们都看重他们的教育背景、教学经验，还看重他们是不是真的关心孩子，是不是真的对孩子有足够的尊重。所以，我们在面试环节会向老师们提出这样一个问题：举一个他们曾经帮助学生的例子。对老师来说，教学是简单的，只要把知识传授给学生就可以；但如果要把学生“托举”上来，老师需要艺术、智慧、爱心和耐心。

我们非常重视教研。每周三下午，我们都会花三小时的时间做教研。我们在三小时的时间中开全体大会、小学部的会议、中学部的会议、教研组长的会议、年级组长的会议、PBL培训……我们在教研中做课程规划、数据分析、反思等等。

我们还有老师个性化成长方案。每位老师都会去听课，并在听课后，在听课记录表上写下自己的总结、发现的优点和需要改进的地方。正是如此，教师才不断反思、总结、提升和超越。我们还有一个教师成长平台，老师们将自己每年的成长目标上传到平台上，定期反思并调整行动计划。校领导会帮助老师们制定规划，并在过程中给予辅导和支持，并在年末时和老师们一起回望规划，看目标实现到了什么程度、遇到了什么困难、还需要怎样调整……这样的做法能够非常好地促进教师的自主成长内驱力。我们还有一个教学平台，这个教学平台由学术校长和课程主任监管：当老师们在进行大单元的教学时，单元的核心问题是什么？单元教学结束后，孩子们是否能够获得可以迁移到未来生活中的知识能力？以这些为目标，老师们设计检验目标是否达成的评估形式、设计相应的教学活动……老师们将这些上传到教学平台，学术校长、课程主任和其他领导就可以追踪老师们的备课过程并及时提供指导。

清华附中国际部执行校长李文平：具备发现问题的能力、提出问题的能力是关键。著名的钱学森之问-为什么我们的学校总是培养不出杰出的科技创新人才？孩子们可以将“从一到多”做得很好，却不擅长“从零到一”，即从无到有。就像手机被发明出来之后，国内涌现出了多个手机品牌，但我们却没有做到“从零到一”这样颠覆式的创新。所以，保护学生的好奇心和求知欲，让他们大胆地质疑、提问，说出不同的想法，是非常重要的。

具备自己的判断也无比重要，不能人云亦云。我们的使命是帮助孩子成为更好的自己，而不是成为所谓的“别人家的孩子”。我们经常能听到，有些家长会拿自己的孩子和别人家的孩子做比较，总是说自己家的孩子不如别人家的孩子优秀。这种时候，我就会让家长看看别人家的家长的样子。家长没有成为“别人家的家长”，怎么能要求孩子成为“别人家的孩子”呢？我们鼓励家长聚焦自己孩子的独特成长之路，帮助学生发掘自己的兴趣爱好，并不断地朝着这个方向努力。

学校在十二年级开设独立研究项目，为学有余力的学生提供深入研究感兴趣的课题项目的平台，给学生们提供了自主发展的场域，也让他们对未来的探索方向有更加清晰的认识。学生在校内导师的指导下，制定课题目的、研究问题、研究计划以及课题测评标准。学生定期与校内导师见面，讨论研究方案的进展情况，并进行结题答辩。每年独立研究项目的话题都涵盖各个领域，本届毕业生的选题就包括了生物学、历史、艺术、科技、社会科学、英语语言文学、中文语言与文学等方面，充分展现了学生们广泛的研究兴趣和对科研满满的热情。孩子们研究的主题有：国际部的碳中和计划、量子物理的前世、广告中的行为经济学、生物工程与污染、木乃伊画像中的埃及美学、媒体中的人脸识别等等。

清华附中国际部执行校长李文平：我们要做的一件事是拓展学生对各种未来职业的认知和体验。当下社会面临的一个问题是，一些学生在工作后，不知道应该如何解决实际问题。因此，我们通过PBL等方式锻炼学生团队合作、发现问题、解决问题的能力，让学生非常清楚地知道问题是什么、问题背后的原因是什么、解决问题需要寻求什么支持……学生不仅要知道这些，还要能够非常有条理地进行处理。

我们会打造职业体验基地，让学生去工厂、律所等地进行职业体验。我们想要让学生更多地前往教室外进行学习，一方面是体验职业，另一方面是了解各行各业的人都在做什么，让理论更好地联系实际。

关于校企结合，我们既有“请进来”，也有“走出去”。比如，我们邀请学生家长进入校园，向学生们介绍某个领域的公司运作方式，以及各个岗位在公司中是如何互相配合。以后，我们还要更加系统地固化优秀资源，并继续拓宽渠道。

第二件事是打破围墙的学习。例如，我们不仅要将学科体验搬到博物馆去进行，还要从历史和中文的角度开发博物馆课程。北京的很多资源都可以支持我们的博物馆课程。

不久前，八年级的学生到北京大兴区林场进行义务植树活动，学生们都非常开心，因为受疫情影响，他们在很长时间内都没有校外实践过了。校外的实践活动能够撬动学生的深度思考，能够激发学生的兴趣和特长。所以，校企结合、职业体验基地……我们会尽快把这些落实下来。

第三件事，是在“未来已来”的AI时代，寻找到AI赋能教育，赋能课程设置和学生发展的路径，培养面向未来的学生。国际部在今年5月邀请了相关领域的专家和大咖，针对“AI赋能教育”的主题召开了研讨会，共同商议学校、家长和学生如何应对AI所带来的机遇和挑战。在校内，我们有学生自主开发了“AI Note taker”的应用程序，老师们自主成立了“人工智能委员会”，也已经开展了针对人工智能和教学的相关研究和培训。通过积极拥抱AI，我们希望培养学生的好奇心、自主性和创造力；同时，我们也将眼光聚焦在学生的身心健康上，加强学生们的社交能力和内心的韧性，培养他们成为“德才兼备”的卓越人才。

Wenping Li, Executive Principal of Tsinghua International School： Some things are just meant to be. I didn’t dream of becoming a teacher in high school, but when I graduated from teacher-training and became a teacher, I realised that I was particularly suited to being a teacher. No matter what my worries were, as soon as I entered the classroom, I was “revived” and happy as I can be.

I grew up from a front-line teacher to a headmaster. As I grew up, I never asked to be a headmaster or any other position, because when people recognised my feelings and passion in the work and recognize my ability, they would give me the post of headmaster. A leader once told me that a headteacher affects a class of students; a leader of the grade affects a whole grade of students; and becoming a headmaster means that the whole school benefits from the headmaster’s ideas. This is how I grew up, and I have always had a constant love for education throughout this process.

Wenping Li, Executive Principal of Tsinghua International School: We always say that the obligation of a teacher is imparting knowledge and educating people. I have always enjoyed imparting knowledge and educating people, especially educating people. When I was a teacher, not only did I never shout to my students,, also willing to encourage them, see their sparkle and letting them grow up in happy and suny phenomenon. In my opinion, teacher should be in passion, because teachers’ passion can infect students and also help them grow up, do not always focus on their weakness. We do appreciation and recognoze their worth through learning.

In my opinion, being a person is the first priority. More than ten years ago, I was the head of the junior high school teaching and research team at Tsinghua High School. An event that occurred at that time, in preparation for the class meeting, several students in the class went to the library and brought back a pile of newspapers. They placed the newspaper around my workstation, but it collapsed and I had to step over it to sit on the workstation. Moving newspapers is a good thing,  however, I cannot accept that they pile them up so disorderly that I need to step on them to enter and exit the workstation. Later, I invited whole class students visited my office as groups, who were responsible for moving newspapers also reflected upon it. After that,I taught the children that being a person is the first priority, not always asking about grades, but to do things well first, and to become a model for everyone in character and behavior.

In my opinion, basic education is to feed students’ whole life. It is essential to build them characteristic and personality. I am working for build their personality. having empathy ability, thinking about others, having good reliability are required ability for students future development. We have a lot of students got offers from famous universities adn colleges. We did not do much advertisements, for me, I pay more attention to their growing processes. We wish to see their development.

I believe that basic education is more important than anything else in cultivating students personality. I pay attention to shaping students’ character. In a team or group, your degree is not necessary, students with empathy, the ability to think for others, and the ability to do things reliably. Those who take these qualities have an excellent future. Many of our students are admitted to prestigious schools, but we rarely promote them, because in our opinion, the growth of students is the most important thing, and what we want to see is their growth.

Wenping Li, Executive Principal of Tsinghua International School: The principal is a key figure in leading a school forward, and the principal must first stand tall and have a forward-looking vision. Education is future-oriented, and principals must be able to see what others cannot see and be good guides for school development. For example, ChatGPT is developing rapidly, it brings many opportunities and challenges to education, and how to make artificial intelligence empower education is what I have been thinking about recently. On the one hand, I have asked teachers interested in ChatGPT to set up a research committee on AI and education, and on the other hand, I have invited industry experts in AI into our school to brainstorm with our teachers and students on what the new generation of AI means for education, what kind of changes our school needs, and how we want to cultivate future-oriented students.

At the same time, principals need to have leadership that empowers their teams. Empowering, some call it Enabling, means that leaders are to be liberators, motivators, discussion initiators and participants. “Easy to understand that I’m good at putting  a system together that makes you ‘able’ because you have a unique endowment that will work in this enabling field.” My years of experience working in the international education field have convinced me that the role of a leader is to provide support and service, in addition to leading, rather than putting myself on a pedestal. I am an emotional person, and I bring this warmth-filled appeal to my management. In school management, I like to find ways to stimulate the potential of my team, to achieve together with everyone, and to strive to make the team self-decision-making, self-driven and self-growing. Before making any decisions, I always listen to the opinions of front-line Chinese and foreign teachers, first from the bottom up and then from the top down, so that everyone feels respected and empowered. Therefore, the annual theme of this year’s International Department and Qinglanshan is Empowered Growth.

At the same time, in an international school, the principal also needs to have international understanding, which means cross-cultural communication skills. In communicating with foreign teachers, sometimes it does not matter who is right or wrong, just that we have different backgrounds and philosophies and approach things from different perspectives, but our goal is the same which is to make the school better. If we don’t respect foreign teachers and understand them, they won’t agree with us from the bottom of their hearts. Therefore, I will communicate more with foreign teachers and gradually build trust in each other, although this process will take some time.

Principals need to have the ability to lead the development of teaching and curriculum. Principals need to have a deep understanding of teaching and curriculum development and be able to drive innovation and improve the quality of teaching and learning. In THIS, I have spent a lot of energy on curriculum and teaching supervision, constantly optimizing the curriculum, frequently going into classrooms to listen the lessons and understand the actual situation on the front line and the needs of teachers and students in order to better support refinement and ensure a high level of quality education and teaching.

Wenping Li, Executive Principal of Tsinghua International School: Tsinghua International School is a small but sophisticated school. In the past 14 years, our school is very well accepted by parents and we have a particularly good reputation among them.

Each school should develop its own unique characteristics. Running a characteristic school means always keeping their school’s vision and mission in mind, and designing the education system according that. Our educational mission is to cultivate students who are rooted in Chinese culture and become international outstanding talents with independent thinking ability and innovative spirit.

One of the key points in our mission is the rooting and nurturing of Chinese culture. We have done a very solid job in this regard. In terms of language literacy, we use the same language teaching materials as public schools, and we have activities such as Chinese debating competitions, Chinese newspapers and Chinese writing workshops. The enthusiasm our students hold and the effort that they put made me so proud, and they have won the crown in Chinese debating competitions alongside public school students.

When recruiting Chinese teachers, we also place great importance on their Chinese accomplishment and their guidance and training of students. In addition to language classes, Chinese history, geography and oriental art classes all help students to understand Chinese language and culture and the history of China. By systematically building up a trinity of language, Chinese history and oriental art, we develop students’ literacy that is ‘rooted in Chinese culture’.

The deep integration of Chinese and Western, and the dual mother tongue training of Chinese and English have become the most prominent features of the International Department. We want our students to go out and tell the Chinese story, and come back and adapt to the Chinese society and be comfortable in both cultures. Our students have not only won first place in the World Scholars Cup in English, the gold medal in the British Biology Olympiad, and the U.S. Academic Decathlon China championship, but have also won numerous competitions in Chinese drama, chorus, and debate.

In addition, as a Tsinghua school, the school spirit is positive and the school spirit is strong. I remember when I first arrived at the international division, the school was establishing various rules and regulations, and when I was greeting the students at the entrance of the school, I saw that some students came to school wearing slippers. “I asked him how he could wear flip-flops to school. The student told me that because we are an international school, we can wear flip-flops. I said at the time that because we are an international school with the words ‘Tsinghua High School’ as the definitive word, we can’t come to school in flip-flops, and that we have to establish rules from hair to dress code.” It is this constant balance and friction between Chinese and Western cultures, public and international, that has shaped the simple and down-to-earth school spirit and strong and rigorous academic style of the students in the international department now. 

Wenping Li, Executive Principal of Tsinghua International School: In terms of curriculum, we incorporated STEAM courses 10 years ago because we need to develop students’ innovation, Integrated interdisciplinary skills, hands-on skills and collaboration.

In terms of teaching methods, we encourage students to be innovative, to be different, and to express their unique ideas, and we want to protect students’ curiosity and desire to learn. Sometimes, in Art Class, teachers also assign innovative assignments in which students create a fusion artwork of two irrelevant objects and state the significance of doing so as they create something new. For example, one student once combined the front half of a fish with the back half of a pen, meaning that he, as a student, wanted to show the serious problem of ocean pollution through the pen. Encouraging students to be creative means not setting up standard answers, encouraging students to ask questions, and protecting children’s creativity.

We build opportunities for students to grow, empower them and encourage them to do things on their own. To do everything for children would be to cruelly deny them the opportunity to grow. So, we deliberately leave things undone and give students the initiative to do things for themselves. We also encourage students to develop on their own and get their drive going so that they know what they want to do. Many parents say that after a few years in Tsinghua International School, children don’t need to be forced to learn. This makes us very proud.

Wenping Li, Executive Principal of Tsinghua International School: While students come first, the team of teachers also comes first because without good teachers, how can we have good students?

We have high standards for teacher selection. Whether we are recruiting Chinese or foreign teachers, we look at their educational background, teaching experience, and also whether they care about the children and have enough respect for them. Therefore, we ask teachers this question in the interview session: give us an example of a student they have helped. For a teacher, teaching is as simple as teaching knowledge to the student; but to “lift” the student, the teacher needs art, wisdom, love and patience.

We take teaching and research very seriously. Every Wednesday afternoon, we spend nearly three hours doing teaching and research. We have plenary meetings, primary section meetings, secondary section meetings, teaching and research leader meetings, grade leader meetings, and PBL training … We do curriculum planning, data analysis, reflections and so on in our teaching and research.

We also have individualised teacher growth programmes. Each teacher needs to listen to other teachers’ lessons and after finishing, they need to write down their summaries, the good aspects that they found and shortcomings that need to be improved. Because of these, teachers can self-reflect constantly, summarize, improve and overpass. We have also set up a platform where teachers upload their planning to the site. These plans can be both growth goals in teaching and personal and school development goals. School leaders will help teachers with their planning and support them along the way, and look back at the plans with them to see how far the goals have been achieved, what difficulties they have encountered and what support they need from the school … This works very well to promote the internal drive of teachers to grow on their own.

We have also set up a platform which is overseen by the academic principal and curriculum director: when teachers are working on a large unit, what are the core questions of the unit? At the end of the unit, will the children have acquired knowledge competencies that can be transferred to their future lives? With these as goals, teachers design assessment to test whether the goals are met, and design appropriate instructional activities …… Teachers upload these to the teaching and learning platform so that academic principals, curriculum directors, and other leaders can track teachers’ lesson planning processes and provide timely guidance.

Wenping Li, Executive Principal of Tsinghua International School: The ability to identify problems and ask questions is the key. Just like the well-known question —— “Why can’t out school cultivate outstanding scientific innovative talents?” from Qian Xuesen . Children can do “from one to many” very well, but they are not good at “from zero to one”, that is, from nothing to something. Just like after the cell phone was invented, several cell phone brands emerged in China, but we did not do “from zero to one”. Therefore, it is important to protect students’ curiosity and thirst for knowledge, and let them boldly query, ask questions, and express different ideas.

It’s also incredibly important to have your own judgment and not to follow the crowd. Our mission is to help our children become better versions of themselves, not to become “someone else’s child”. We often hear parents comparing their children to other children and say that their children are not as good as other people’s children. At such times, I would show the parents what other parents look like. How can parents ask their children to become “someone else’s child” if they have not become “someone else’s parent”? We encourage parents to focus more on the unique growth path of their kids, to help students discover their own interests and keep working in that direction.

The school offers an Independent Research Project for twelfth-grade students, providing a platform for academically strong students to deeply explore topics of interest in depth. This program offers students an opportunity for autonomous development and helps them gain a clearer understanding of their future exploration directions. Under the guidance of mentors within the school, students develop project objectives, research questions, research plans, and assessment criteria. They regularly meet with their mentors to discuss the progress of their research plans and participate in project defenses. Each year, the Independent Research Project covers various fields. This year’s graduating class selected topics from biology, history, art, technology, social sciences, English language and literature, Chinese language and literature, etc., demonstrating the students’ diverse research interests and enthusiasm for scientific inquiry. Some of the topics researched by the students included the International Department’s carbon neutrality plan, the origins of quantum physics, behavioral economics in advertising, bioengineering and pollution, Egyptian aesthetics in mummy portraits, and facial recognition in the media, and so on.

Wenping Li, Executive Principal of Tsinghua International School: One of the things we want to do is to expand students’ knowledge and experience of various future careers. One of the problems facing society today is that some students don’t know how they should solve practical problems after working. Therefore, we are working on teamwork, problem identification, and problem solving skills through PBL and other methods so that students know very clearly what the problem is, what the reasons behind the problem are, and what support they need to seek to solve the problem …… Students should not only know this, but also be able to handle it in a very organized manner.

We will create career experience sites where students can go to factories, law firms, etc. We want to get students to travel more outside the classroom to learn, partly to experience careers and partly to understand what people in all walks of life are doing, so that theory is better connected to practice.

We have “invite in” and “go out” activities in terms of school-enterprise combination. For example, we have invited parents to campus and let them introduced to students about how a company works and how each position in the company works. In the future, we’re going to be more systematic in solidifying some great resources.

The second thing is breaking down the walls of learning. Not only are we going to move the disciplinary experience to the museum, but we’re going to develop a museum curriculum from a historical and Chinese perspective. There are many resources in Beijing that can support our museum curriculum.

Not long ago, the eighth graders went out to plant trees, and the students were very happy because they hadn’t been out to plant trees in a long time due to the pandemic. Learning at school is one thing, and hands-on activities like this are another. Such practical activities can pry students’ thinking in a certain aspect, and can pry students’ interests and specialties. Therefore, school-enterprise combination and career experience base … we will put these into practice as soon as possible.

The third thing is to explore the path of empowering education, curriculum design, and student development through AI in the era of “The Future Has Arrived”, cultivating students who are oriented towards the future. In May of this year, the International Department invited experts in related fields to hold a seminar on the theme of “AI Empowering Education”, discussing together how schools, parents, and students can respond to the opportunities and challenges brought by AI. Within the school, we have students who have independently developed an application called “AI Note Taker,” and teachers have voluntarily formed an “Artificial Intelligence Committee,” engaging in relevant research and training on artificial intelligence and teaching. By actively embracing AI, we hope to foster students’ curiosity, autonomy, and creativity. At the same time, we also focus on students’ physical and mental well-being, enhancing their social skills and inner resilience, and cultivating them to become “moral and ability” excellence.

*文中图片均来自：清华附中国际部