新学年，LYBS上海燎原双语学校国际课程班学术校长苏博士履新已有月余。对于LYBS高级中学国际课程班来说，这是学术焕新的开始。对于已有十余年国际课程建构和融合的苏校长来说，也是一个新旅程的开始。

In the new school year, Dr. Su joined LYBS as the academic principal of Liaoyuan Bilingual High School, English Division, which is the beginning of an academic upgrade. It’s also a new start for Dr. Su who has over 10 years of experience in international curriculum development and integration.

苏小琴博士，上海燎原双语高级中学国际课程班学术校长。北京大学本科、博士，斯坦福大学医学院博士后。多年全职美国高中数学、物理、化学、生物课程教学、课程设计及国际课程管理经验。2012年开始在国内负责中外合作办学双文凭项目的运营和教学管理**。12年教育生涯中，她坚持在中国文化背景下构建高中国际化教育教学和管理体系，融合中西方教育体系优势，帮助学生实现从中国基础教育到海外优质高校的成功过渡。

Xiaoqin Su, the Academic Principal of Liaoyuan Bilingual High School, English Division. Obtained her PhD in Molecular Cell Biology at Beijing University and later worked at Stanford Medical School as a postdoctoral scientist for three years. She moved on to education and worked for private schools in California for six years as a teacher, curriculum developer and international program administrator. She has taught a wide range of STEM courses including advanced math, physics, chemistry and biology, using inquiry-based approach. She managed five dual diploma programs in China and worked as an academic principal for the international division of Chongqing No.2 Foreign Language School.

上海燎原双语学校国际课程班学术校长

在燎原双语学校，苏博士将全面负责课程的研发、评估、教学等**。燎原双语学生较强的可塑性和思维活力、学术和教师团队扎实的专业基础，整个学习社区所拥有的学术氛围，让苏博士课程升级**有了一个符合她预期的起点。

At LYBS, Dr. Su will be fully responsible for curriculum development, assessments, and academic teaching. Dr. Su will have a fresh start at LYBS with a strong foundation of academic learning and community spirit, with a connected and supportive faculty team and a life-long learning community.

她是一名从北大到斯坦福大学的科学家From PKU to Stanford

顺应“21世纪是生物学的世纪”的时代潮流，苏博士入读北京大学生命科学学院，并在完成从本科到博士学位的学习后，申请到斯坦福大学博士后**的机会，从事微生物与免疫学的科学研究**。未来进入大学或研究院，组建自己的研究团队，一切似乎顺理成章。

Dr. Su enrolled in the School of Life Sciences at Peking University, and after completing her undergraduate doctoral studies, she applied for a post-doctoral position at Stanford University to conduct scientific research in microbiology and immunology. In the future, it would be logical for her to enter a university or graduate school and form her own research team.

直到她在斯坦福大学遇到了这样的一群来自世界各地的科学家同事，他们对于科学的热爱，真挚而纯粹，没有目的，不计得失，因好奇而生，由执着而发，整个团队充满了快乐、满足和智慧的光芒。她也一度被感染着，努力着;但很快发现，这种热爱是学不来的，它根植于基因、童年，是学校、家庭和社会多年呵护培育的结果。她开始省视自己的内心，重拾少年时代开始的对三尺讲台的憧憬。这时一位伯乐点燃了苏博士内心，在她的邀请下苏博士走进了美国高中校园，为这所基于在线课程的学校提供线下科学课程，并接受了基本的教学和课堂管理训练。

She met a group of colleagues at Stanford University who were scientists from all over the world. Their love for science was sincere and pure, born of curiosity, born of persistence, and filled with joy, satisfaction, and wisdom. At one point, her work was infectious; as she soon discovered that this love could not be learned, it was rooted in genes, in childhood, and was the result of years of care and nurturing by school, family and society. She began to think with her heart and regain the longing to be a teacher since she was still young. Dr. Su went on to an American high school campus to provide offline science courses for the online curriculum-based school and received basic training in teaching and classroom management.

她是一名从科学到跨国学术管理的教育传播者Dr. Su value-added from Science to International Education

多年的科学研究经历，让她在美国中学课堂上很快游刃有余。多年后，她常常与学生们分享初入课堂全英文教学因为口音和文化差异而闹的笑话，但这些都不是交流的障碍，反而借由自嘲和善意的解释，成为破冰的工具。在美国课堂上，苏博士逐渐认识到，学术性的优质K-12学校在系统性培养孩子们的科学思维能力上不遗余力。每个年龄段都有丰富的资源和多变的教学方法，这里的科学课与国内基于记忆、理解、应用的知识性课堂有根本区别。

In the American classroom, Dr. Su has come to realize that K-12 schools with a reputation have put efforts into systematically developing children's scientific thinking skills. With a wealth of resources and versatile teaching methods for every age group, science lessons here are fundamentally different from the traditional classrooms based on memorizing, understanding, and exercising at home.

为学生的未来人生建构一套系统化的科学思维 A Systematic Scientific Thinking for the Future

什么是系统化科学思维?

What is systematic scientific thinking?

系统的科学思维有三个要素:提出问题、分析问题和用理论实际解决问题，也*括在此过程中体现出的科学精神、科学知识储备、科学素养和综合科学能力。

Systematic scientific thinking has three elements: the formulation of problems, comprehensive thinking and analysis of problems, as well as the capacities such as theoretical and practical problem solving, and the process embodied in the scientific spirit, scientific knowledge reserves, scientific literacy and scientific ability of the comprehensive general term.

所谓科学思维，具体到教学中，就是将学术知识与现实紧密连接，所有的知识，都能在实际生活中找到应用。学生能够根据现实场景提出问题和假设，利用学术知识构建模型，并用以解决问题。

Scientific thinking, specifically in teaching, is about connecting academic knowledge to reality, all of which can find an application in real life. Students are able to formulate questions and hypotheses based on realistic scenarios, using academic knowledge to construct models, and then use them to solve problems.

在美国传统学校做课程教学、研发和设计，让她对美国教育的整个逻辑体系和评估体系有深入的研究和洞察，也让她有机会作为美国学校代表回到中国对中国的合作院校进行课程建构和学术管理。

Her work in curriculum teaching, development and design in traditional American schools has given her insight into the entire logic and assessment system of American education, and has given her the opportunity to return to China as a representative of American schools to provide curriculum structure and academic management to partner institutions in China.

苏博士成为美国一所知名的私立高中派往中国的学术总监，并负责为中国多个校区设计适合中国学校和中国学生的课程体系。

Dr. Su became the academic director of a prestigious private high school in the United States and was assigned to several campuses in China, where she was responsible for the design of a curriculum suitable for Chinese schools and Chinese students.

在积累了6年国际课程建构与融合的经验后，苏博士在重庆一家外国语学校国际部担任教学副校长。事实证明，融合了中外教育优势的课程体系框架，即使在传统学校，也能让一直接受传统教育的孩子很快适应新的课程体系，迅速转变观念，获得全新学习状态，成功过渡到海外优质高校。三年来，她目睹学生们挣脱分数、排名的束缚，发现自己热爱的学科领域，充分利用学校和家庭提供的外部支持展开积极探索，从茫然变得笃定。

国际课程建构和融合之路：科学思维+激发学生内在的驱动力

The road to international curriculum construction and integration: scientific thinking + stimulating students' inner drive

苏博士分享了她将科学思维渗透于AP微积分课程设计与教学的经历。班上很多学生数学基础在传统评价体系内并不出色，甚至有学生一直被贴上数学学不好的标签。这一门大学难度的课程，英文教学，在只做了两套真题的情况下，AP微积分考试几乎全数通过。一些被传统评估体系否认的学生，却成为课堂上思路最开阔和活跃的孩子，在课堂问答和讨论中贡献了很多思想火花，他们的进步也是最快的。

Dr. Su shared her experience of infusing scientific thinking into the design and teaching in her AP Calculus course. Many of the students did not do well in math within the traditional public school system. This college-level course, taught in English, passed almost all of the AP Calculus exams with only two sets of questions. Some of the students who were denied access to the traditional assessment system were the most open-minded and active kids in the classroom, contributing meaningfully in classroom quizzes and discussions, and they made the fastest progress.

科学思维，底层学术能力

Scientific Thinking, Fundamental Academic Capacity

系统化科学思维的建构过程，不仅能让学生在科学学科中获得好的学术成绩，还可以为孩子培养的底层学术思维，并能够迁移到其他学科的学习当中，甚至经常打破文理界限，以自然科学中训练到的思维能力，去解决社会科学中发现的问题。

The process of systematizing the construction of scientific thinking will not only lead to good academic performance in science courses, but also to the development of a fundamental academic mindset for the child that can be transferred to other disciplines, often breaking boundaries in the arts and sciences, and using the thinking skills trained in the natural sciences to solve problems found in the social sciences.

这就是科学思维从根本上塑造孩子学术思维的过程。科学思维，是可训练，可迁移的底层学术能力。一旦形成，它将根本上提升孩子各学科学习，促使学生对所有学科首先形成全局观，从而使学习更系统性。

This is the process by which scientific thinking fundamentally shapes a child's academic mindset. Scientific thinking is the underlying academic skill that can be trained and transferred. Once formed, it will fundamentally enhance a child's learning in all subjects, prompting students to develop a holistic view of all subjects first, thus making learning more systematic.

苏博士强调，她之所以能够在教育领域获得自己预期的效果，和她在北大和斯坦福大学曾接受的科学思维训练是离不开的。北大人对于现实的热烈关注，帮助他们将学业学术与外部世界紧密起来，让学业学术研究充满现实活力。

Dr. Su emphasizes that her ability to get the results she expects in education is inseparable from the scientific thinking she was trained to do at Peking University and Stanford University. PKUer's passion in reality helps them to connect academic scholarship to the outside world and to make academic scholarship vibrant with reality.

她来到燎原，是缘分，是使命，更是科学传承Dr. Su and LYBS join forces

在过去12年时间，苏博士从具体的教学开始，逐渐涉及课程设计、课程体系建设，再到课程发展规划、师资队伍建设、大学升学指导体系建设、日常教育教学管理及教学质量管理等等，其教育实践覆盖了教育的全部维度。

In the past 12 years, Dr. Su has been involved in curriculum design, curriculum system construction, curriculum development planning, faculty development, university guidance system construction, daily education management, teaching quality management and so on, covering all dimensions of education.

她所**过的学校都因为这充满科学异彩的教育实践而受益。同时也受益于每个学校给予的机会，她在中外传统学校走出了独具科研特色的国际课程建构和融合之路。

All the schools she has worked at have benefited from this scientific and exciting educational practice. She has also benefited from the opportunity given to her by each school to build and integrate an international curriculum with unique research characteristics in both Chinese and foreign traditional schools.

因为对教育的初心，对教学的极致追求，苏博士在燎原开始了一段新的旅程。

Because of her passion for education and consistent pursuit of teaching, Dr. Su began a new journey at LYBS.

在这里她以中国文化为背景构建国际课程的成熟经验，参与到燎原双语高级中学课程升级当中，而燎原高级中学耕耘10年的国际课程基础和学术氛围，也给予了苏博士一个足够高的起点。

Her mature experience in building an international curriculum integrated with Chinese culture, and her participation in upgrading the curriculum of the bilingual high school in LYBS, where the foundation of international curriculum and academic atmosphere has been cultivated for 10 years, gave Dr. Su a high enough starting point.

在LYBS高级中学学术焕新的道路上，苏博士将携手高级中学学术团队，深度调研，以数据为基础，共同设计学术焕新方案，让燎原学子能够发现自我，并有能力做自己想做的事。

On the road to academic renewal at Liaoyuan High School English Division, Dr. Su will work with the senior high school academic team to conduct in-depth research to design an academic renewal program based on data, so that students can discover the best in themselves and have the ability to succeed.

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