建于传统，基于进步。作为一所IB国际文凭组织认证的IB世界学校，自2016年更名“上海市燎原双语学校”后，学校开启了融合IB国际文凭组织PYP和MYP项目于中国国家课程的转型之路。
Founded on tradition, grounded in progress. As an IB World School accredited by the International Baccalaureate Organization (IB), since changing its name to Shanghai Liaoyuan Bilingual School in 2016, our school has embarked on a transformative journey to integrate the IB PYP and MYP frameworks with in the Chinese National Curriculum (CNC).
熟知IB课程体系的人，对于IB培养目标可能并不陌生。所有国际文凭IB课程教育项目的目标均在于培养具有国际意识的人，他们认同人类共有的博爱精神并分担守护地球的责任，帮助开创一个更美好、更和平的世界。
For those familiar with the International Baccalaureate (IB), its objectives may be familiar. The goal of all IB programmes is to develop internationally minded individuals who share a common spirit based on the fundamental human values of love and responsibility for the planet, helping to create a better, more peaceful world.
顶思RAISE2020亚洲国际学校大会现场
基于这一目标，学生必须将 “全球思维”融入到日常的学习和生活体验中。这意味着我们需要装备学生，使他们发展学习、理解信息和获取知识的（智力）能力，开放地接受差异、改变和适应的（人际）能力，以及与他人互动和沟通的（人际）能力。
With this goal in mind, it is important for students to incorporate a "global mindset" into their daily learning and life experiences. This means that we need to equip students, so that they develop the (intellectual) ability to learn, understand information and gain knowledge, the (intrapersonal) ability to be open to differences and change and adapt, as well as be (interpersonally) able to interact and communicate with others.
“国际意识”，积淀全球思维
"International mindedness" for a global mindset
The term "international mindedness" may seem abstract on the surface, but it is no less important and no less relevant to the mission of the IB and is fundamental to its educational philosophy; it is at the heart of the IB continuum of international education. Consider this question: How do you communicate smoothly with people of different cultures from around the world when you work for a corporation at home or abroad? This is precisely the problem that "global awareness" education needs to address.
具有“国际意识”的学生，可以和来自世界不同地方的伙伴一起和谐工作，彼此学习，学会不同思考角度。这促使了尊重，同理心和同情心的发展。
"Internationally minded" students can collaborate harmoniously with counterparts from different parts of the world, learn from each other, be flexible and adapt as needed. This leads to the development of respect, empathy and compassion.
纵观当下一些国际学校，国际文凭组织的前负责人George Walker提出过一个非常好的表述，用来形容学校里常见的国际化学习。他将其归结于三个“F”——食物、国旗和节日。这些内容对孩子来说是一个很好的起点，但如果我们真的想帮助孩子和我们自己去发展跨文化和全球思维，学习的内容就需要超越这些。
Looking at some of today's schools and quoting George Walker, the former head of International Baccalaureate, what they do is focus on what he called the three Fs - food, flags and festivals just to tick the boxes of what an “internationally minded” education should look like. "Now there's nothing wrong at all with learning about food, flags, festivals, or any other F you want to add. Learning about those is a great starting point but if we're serious about helping kids and ourselves to develop an [intercultural] and global mindset, then it needs to go beyond that."
“全球竞争力”，助推全球思维
"Global competence" to promote global thinking
二十二世纪的教育：
从课堂上学习固定课程到终身学习模式转变。
从教学模式向学习模式转变。
从固定时间、固定空间、固定教师的学习到无处不在的学习。
从利用技术进行教学到利用技术进行学习。
从学习内容到学习技能，从而培养全球竞争力。
——霍华德·加德纳(美国教育学家和心理学家）
Moving from learning a fixed curriculum in a classroom to a lifelong learning model.
Moving from a teaching model to a learning model.
Moving from learning with a fixed time, space, and access to a teacher to ubiquitous learning.
Moving from using technology for teaching to using technology for learning.
Moving from learning content to learning skills, [hence developing global competence].
——Howard Gardner
