不一样的教育体验，注重品格的培养！

我们始终坚信，通过积极的教育经历，学生不仅可以获得高分，去到世界上最好的大学，他们还会成为热情善良、雄心壮志、积极向上且必不可少的社会成员。我们认为实现这一目标的最佳方式是创造一个培养学生良好行为和道德的环境。

It is our belief that through positive educational experiences students can achieve high grades, go to the worlds best universities and be essential, active members of society who are passionate kind and ambitious. We felt the best way to achieve this was to create an environment that nurtures good behaviors and morals in students.

正如伟大的中国哲学家老子说过“性格决定命运”，这与我们的愿景非常贴切。个人的选择决定了他们的未来，培养良好品格的目的是让学生有能力做出正确的选择。品格能让个人茁壮成长、让社会繁荣昌盛。这就是为什么教育的目的应该是发展品格和取得学术成就。

As the great Chinese philosopher Lao Tzu said “Character becomes your destiny,”  this is a quote that is very apt in our beliefs. The choices an individual makes determines their future, and the purpose of developing good characters is to give students the ability to make good choices. Character allows us to flourish as individuals, and as a wider society. This is why the development of character, as well as achieving academic attainment, should be the purpose of education.

没有一张蓝图能决定品格教育应该是怎么样的。品格教育应该根据学生及其服务的社区需要来塑造。但我们确实认为，要使它真正具有变革性，它应该是有计划、有目的，并且完全融入整个学校的教育里。只有这样，才能真正地“教导”、“捕捉”和“寻找”品格。为了制定有计划的品格教育方法，我们加入了品格教育协会。这是一个学校社区，所有学校都和我们一样重视品格教育。品格教育协会（以下简称ACE）由30多所英国学校组成，其中一所来自迪拜，另一所来自中国（深圳汉开）。

We don’t believe that there is a blueprint for how character education should be delivered. Character education should be shaped by the needs of the children and community it serves. But we do believe that for it to be truly transformative it should be planned, intentional and fully embedded across the whole-school. Only then can character be truly ‘taught,’ ‘caught,’ and ‘sought.’ For us to develop a planned approach to character education we joined the Association for Character Education which is a community of schools that all value character education like us. The Association for Character Education (ACE) is a group of 30 plus schools based in the UK and one from Dubai and one from China (Shenzhen Hankai).

ACE是基于社区实践形成的，是英国最大的品格教育协会。ACE在其网络中认可、分享并促成品格教育方面的杰出实践。这涉及到利用社区内广泛的专业知识，以便社区内的学校可以相互学习。每年ACE都会召开一次关于品格教育的会议。在会上，这些学校可以聚在一起并讨论品格教育的最佳实践成果。此外，ACE还与Jubilee品格中心和Virtueto密切合作，确保他们的品格教育理念受到最新研究的指导和塑造。

ACE is the UK’s largest character education-based community of practice. ACE recognize, share and enable outstanding practice in character education within their network. This involves harnessing the extensive expertise that exists within their community, so we can learn from other schools, and they can learn from us. Every year ACE holds a conference on Character Education where each of these schools can gather and discuss best practice for Character Education. Additionally, ACE works closely with the Jubilee Centre for Character and Virtueto which guarantees that their ideas on Character education are guided and shaped by the latest research.

我们从一开始就认识到，为了塑造正确的学生品格，我们的老师必须以身作则。很明显，品格教育的一个关键主题是需要与学生建立牢固的尊重关系。虽然建立这种关系需要时间，但我们能够为我们的学生和老师创造必要的环境和机会，让学生与老师们共度美好时光。

We recognized from the beginning that in order to build the right type of student characters our teachers must lead by example. It became apparent that a key theme to Character Education was the need to build a strong respectful relationships with our students. Building that relationship takes time but by creating opportunities for small groups of students to spend quality time with several teachers we were able to create the environment needed for those students and teachers to bond.  

尊重学生，允许他们表达自己，这对我们的教育愿景极其重要，也是我们认为成功的关键。我们发展这一点的方法之一是让学生参与决策过程。记住，品格教育的目的是教学生如何做出正确的选择。我们鼓励给学生和老师自主权，激发他们独立工作和学习的意识。在开学的第一周，我们就告知学生要制定一些规则，并要求他们为自己的团队制定规则。

Treating students with respect and allowing them to express themselves is incredibly important to our version of education and is something we believe is essential for success. One of the ways we have developed this is to include the students in the decision-making process. Remember that the aims of Character Education are to teach students how to make good choices. It is our intention to develop agency within our staff and students and we nurture this agency by giving some autonomy. In the first week of school the students were told that we should have some rules and they were asked to create the rules for their cohort.

如果学生不能遵守他们制定的规则，那么不遵守规则的惩罚由班级决定。举个例子，如果学生上课迟到，他们的惩罚是跑回宿舍，并用最快的速度返回教室。

If the students couldn’t follow the rules that they had laid out, then the punishment for not following the rules was decided by the class. In this instance students were late to class and their punishment was to run back to their dorms and back in record time. 

在中国，国际教育最令人担忧的一个问题是，学生如何从传统且严苛的应试教育模式过渡到积极自主学习的国际化教育环境中。对我们来说，学生发展自律的需要远远超过了他们受到纪律约束的需要。我们认为，学习如何自律是一个过程。通过对学生的严格控制的方式，剥夺了他们学习如何在生活、学习和工作中遵守纪律的能力。我们的目标是培养良好的习惯和纪律，而不是将其强加给学生。我们实现这一目标的方法之一是允许学生犯错。我们发现，通过支持、惩罚和鼓励，学生可以做出正确的决定。

One of the greatest concerns for international education in China is that students struggle to migrate from the traditional discipline in Chinese national curriculums that is strictly enforced by the teachers to the more active learning and self-disciplined approach of international education. For us the need for students to develop that self-discipline far outweighs the need for them to be disciplined. We believe that learning discipline is a process and by maintaining a strict control over your students you are robbing them of the ability to learn how to be disciplined in their life, study and work. Our aim is to teach good habits and discipline, not enforce them on the students. One of the ways we achieve this is by allowing students to make mistakes. We have found that through a combination of support, reprisal and encouragement students can make the right decisions.

学生们制作了班级值日表，每天都有值日生负责保持教室的清洁。

Students took it upon themselves to create their own cleaning rotas with different students each day responsible for maintaining the cleanliness of the classrooms.

纵观整个社会，你会看到人们在公共场所随地吐痰、乱扔垃圾和故意破坏东西，但这些人会保持自己的家干净，爱护自己的物品。学生也是如此。我们觉得有必要给他们自己的空间，让他们负责，并鼓励他们在自己的空间里维护自己的规章制度。为此，我们摒弃了大多数学校的固定教室概念，取而代之的是公共休息室概念。

Throughout society you will see people spitting, littering and vandalising things in public but these same people will keep their own homes clean and take care for their belongings. This is true for students too. We felt the need to give them their own space that they are responsible for and try to encourage them to maintain their own rules and regulations in their own space. We did this by scrapping the homeroom concept seen in most schools and replacing it with our own common room concept.

我们告诉学生，公共休息室是他们的空间，他们可以用它做任何他们想做的事，但他们必须让老师满意，所以他们必须考虑如何保持休息室的干净和吸引人。

Students were told that the common room was their space and that they could do what they want with it but they must keep their teachers happy so they must consider how to keep it clean and inviting.

尽管学生们很挣扎，但在老师不时的推动下，他们努力地保持着公共休息室的干净整洁。公共休息室受到了学生们的热烈欢迎，我们也很开心看到他们很享受拥有自己的监管空间。

Students have struggled to maintain the room, but we found that with a little nudge from a teacher from time to time they kept the room clean and tidy. The common room has been a great hit with the students who enjoy the fact that they have their own space that they oversee.

家长们最关心的一个问题是电子设备的管理。由于教育局规定学生在学校不允许使用手机，我们不允许学生在周一至周五使用手机。但我们允许他们使用ipad和电脑。

Another great concern for parents is the management of technology. Due to the government ruling that mobile phones are not allowed in school we do not allow our students to have a phone during the week. However, we do allow them to use ipads and laptops. 

在这个现代社会，学生需要懂电脑，因此我们鼓励他们使用iPad和笔记本电脑。A-Level课程要求学生在常规课程之外进行额外的阅读和研究，因此学生能够独立学习并进一步研究所选课程至关重要。这意味着学生在达到A-Level时需要自律。

In this modern age students need to be computer literate, so we encourage the use of ipads and laptops. A Level is designed in a way students are expected to do further reading and research beyond the regular curriculum, so it is essential for students to be able to independently study and research their chosen courses further. Which means students need to be self-disciplined by the time they reach A level. 

技术的使用一直是一个棘手的问题，因为一些学生有上瘾的倾向，难以控制自己。但我们发现，通过密切监控和指导，学生可以有效地使用他们的电子产品。对于一些学生，我们必须采取比其他学生更有力的措施，没收他们的电子产品。我们将在一周或一个月后给回学生，具体取决于他们不正确使用电子设备的次数。

The use of technology has been a tricky one as some students have addictive tendencies and struggle to control themselves, but we found with close monitoring, and mentoring students can use their electronics in a productive way. For some students we would have to take stronger measures then we would with others and remove their privilege to use their electronics. Which we would return a week or a month later depending on how many times they have misused their electronic device.

我们认为，这是教学生培养正确习惯和品格的重要组成部分。完全禁止使用电子产品并不能帮助学生学会控制对电子产品的上瘾。我们通过对完全禁止使用电子产品的学校观察发现，学生们只会对老师隐瞒他们对电子产品的使用，这反过来又会让学生养成坏习惯，让他们变得淘气和不诚实。对我们来说，我们更倾向于开放的使用政策，这意味着我们允许学生全面使用他们的电子产品，让我们有机会监控他们的使用情况，避免学生过度使用和误用。

We believe that this is an essential part of teaching students the right habits and characters and a that a complete ban of the use of electronics would not help a student learn to control their addiction towards electronics. We have found through observation of schools that ban the use of electronics that students will simply hide their use of electronics from their teachers, which in turn is teaching students bad habits and teaching them to be mischievous and deceitful. For us we prefer an open use policy which means we allow students to use their electronics in full view giving us the chance to monitor their use and avoid overuse and misuse from students.

我们相信，通过建立一个有家长、学生和老师参与的学习社区，可以鼓励学生以积极的方式发展自己的品格，改善与家长和老师的关系，最显著的是提高学业成绩。

We believe in learning communities which involve parents, students, and teachers and that by building a community we can encourage students to develop their characters in a positive way, improve relationships with students and parents, students and teachers, and most significantly improve the academic outcome. 

发展社区最重要的方式是通过不断的交流。作为一个国际课程中心，由于我们的教师和家长往往无法使用同一种语言进行交流，因此交流比传统的教学模式更为困难。我们首先确保家长每周定期收到学生上课的反馈，强调学生在每一周学到的东西，并提到家长应该注意学生的一些问题。其次，我们鼓励家长参加我们每两周举行的定期“咖啡时间会议”，并邀请家长来学校与老师们进行直接对话。并且，我们每学年会举行四次家长会。

The most significant way to develop a community is through constant communication. As an international curriculum centre communication is more difficult than it would be in a traditional set up as our teachers and parents often cannot use the same language to communicate. We develop this by first making sure that parents receive regular weekly feedback of the students’ classes, highlighting what the students have learnt that week and making mentions of students of note. Secondly, we encourage parents to attend our regular “coffee time meetings” which take place fortnightly and allow parents to come to the school to have a direct conversation with a certain teacher. And thirdly we have the traditional parents’ meetings that take place four times a year.

我们鼓励学生参与这一过程，并请他们为老师翻译。我们相信，每一个机会都是一个学习的机会，通过让学生而不是中方老师为外籍老师翻译，以提高他们的公共演讲和英语语言技能。

We encourage our students to be involved with the process and ask them to translate for their teachers. We believe that every opportunity is a learning opportunity and by using students instead of teachers to translate for the foreign staff we are giving the students another opportunity to improve their public speaking skills and their English language skills.

我们通过常规课程以外的活动进一步发展这些社区，让学生和教师有机会建立健康负责的关系。每项活动都有其特地的目标和价值，这是我们在培养学生品格时应该考虑到的。我们希望看到，学生发展的一个最重要领域是拥有全球视野和理解其他观点的能力。

We further develop these communities through activities and events that are beyond the regular curriculum. Giving the students and the teachers an opportunity to bond and build relationships that are healthy and responsible. Every activity has a purpose and value that is considered in the development of our students’ characters. One of the most important areas of develop in our students that we crave is the ability to have a global perspective and to understand other points of view. 

我们认为，我们的学生应该尊重他人，尊重多样性。我们并不要求我们的学生都有相同的信仰，但我们希望他们能够理解与他们不同的人，并考虑他人的感受和动机。我们这样做的方法之一是向学生介绍他们没有经历过的新鲜事物。

We believe our students should be respectful to others and consider the differences. We do not demand that our students all have the same belief system, but we hope that they can understand those who are different to them and consider their feelings and motives. One of the ways we do this is to introduce our students to new things that they don’t have experience with.

目前为止，我们在这方面取得了巨大的成功，学生们取得优异的学业成绩。同时，我们培养出的学生自律、尊重、勤奋、关心他人。我们发现，通过强调品格教育，其他积极作用已经开始显现出来了。其中一个积极作用是我们学生拥有健康的思想，他们总是笑着，充满了喜悦和幸福。

So far, we have had great success with our students. Achieving fantastic academic results and producing students who are self-disciplined, respectful, hard working and considerate. We have found that by having an emphasis on character education that other positive biproducts have started to reveal themselves. One of those biproducts is the healthy mind of our students. Our students are always smiling and laughing and full of joy and happiness.

他们对自己的老师很有信心，也很乐意坐下来与他们谈论世界和他们的兴趣。他们理解教育的价值，也理解享受学校生活的价值。他们努力学习，但同样喜欢开玩笑和放声大笑。我们发现，学生们越快乐，他们就越愿意享受快乐。他们也不怕尝试新的概念和想法，不惧怕挑战。

They are confident with their teachers and are happy to sit and have conversations with them about the world and their interests. They understand the value of their education and understand the value of enjoying their school life. They work extremely hard but equally have fun with jokes and laughter. We have found that the happier our students are the more willing they are. They are not afraid to try new concepts and ideas and are not afraid of a challenge.

我们的学生积极地参加义工活动，比如协助进行核酸检测或帮助老年人。我们没有告诉学生要这样做，他们是自愿去做的。因为他们想这样做，我相信这是我们专注于品格教育的积极作用。

Our students are now starting to take the initiative and volunteer to help with Covid testing or support the elderly. We didn’t tell the students to do this they did it on their own because they wanted to do it and I believe this is a biproduct of our focus on character education.