诺奖创新论坛丨深圳国际预科学院学术校长于怡婷博士分享深国预如何激发学生的创新潜力|国际教育|学术|教学|预科学院|马斯洛

2022年5月30日，京领诺奖创新论坛暨国际学校颁奖典礼在京领平台圆满举办。这是一场以世界智慧启发中国国际教育的创新论坛，是一场极具专业性与影响力的国际学校颁奖盛典，更是一场由京领独家举办，助力教育事业发展、推动行业升级、促进创新人才培养的年度盛宴。参与此次论坛的嘉宾包括诺贝尔化学奖得主，哈佛、剑桥知名教授，全国知名国际学校校长等。

在京领诺奖创新论坛暨国际学校颁奖典礼上，深圳国际预科学院的学术校长于怡婷博士受邀作为全国名校代表，与诺奖得主、顶尖大学教授同台进行专题演讲。

校长名片

于怡婷博士

深圳国际预科学院学术校长

南佛罗里达大学数学、教育学双博士学位。作为海外大学数学及教育心理学讲师十余年，曾任芝加哥大学学校数学研究项目研究员、佛罗里达州“誓言”教师培训研究项目研究员、美国数学教师协会论文评审员等职务。有近20年教育教学管理经验，是美式课程方向的资深教师和管理者。曾任北京知名中学高中部负责人及学术总监、升学总监。

学校介绍

深圳国际预科学院（英文简称SIFC）于2004年6月经深圳市教育局批准成立，是深圳最早推行国际大学预科课程和美国中学课程的老牌国际学校。学校秉承“融汇中西、坐言起行”校训，坚守严谨的学术精神，撷取中西文化的精粹，经过长期探索，打造出独特的双语和多元文化教学模式以及国际化校本课程。学校致力于将学生培育为身心健康、人格完美、思想独立、意志坚韧，具有家国情怀、富有创新精神的现代公民。

笃行国际教育18年，深国预是一所由学者办学、致力于培养“人”的国际学校。学校坚持“融汇中西、文理兼备、体育与艺术一个都不能少的通识教育”，始终保持传承与创新并进。从创校初衷、办学理念、到不断优化的办学模式，深国预谱写了自己的创新史，不断取得喜人的成绩，积累了丰硕的教育成果。

嘉宾演讲

在此，京领独家放送深圳国际预科学院学术校长于怡婷博士的精彩演讲，以飨读者。

以下是于怡婷博士的演讲内容：

诺奖创新论坛丨深圳国际预科学院学术校长于怡婷博士分享深国预如何激发学生的创新潜力

各位老师和教育工作者，大家好。很荣幸京领邀请我在诺奖创新论坛进行演讲。我是深圳国际预科学院的学术校长——于怡婷。我今天想分享的话题是：创新不是一种能力，而是一种潜力。

创新是社会发展的呼唤。我在这里说创新不是一种能力，因为能力可能是指一个人拥有较少人所拥有的技能。但是，我相信创新是一种潜力，它可以从青年时期开始发展，并且可以在像深国预这样的地方茁壮生长，从而最终发挥一个人在生活中的全部潜力。

如今，“创新”这个词几乎随处可见，甚至可能被过度使用。然而，这样的词是对任何新的、不同的、令人兴奋的事物的精确定义，以至于它在不同的领域发挥着神奇的作用。这就是为什么我想以两个问题开始这次分享：1)教育创新对您意味着什么？2)您在课堂上做过的最具创新性的事情是什么？

一线教师谈创新教育

事实上，我和深国预的11位老师进行了交流，以下是我从他们那里得到的答案。

经济学老师Jason非常重视对学习的新认识，以及新的教学方法。他通过利用现有技术来管理自己的课程，从而达到适应高中学生需求的目的。他在学生需求和教育者工具包方面提到了“变化”这个词。

我们的生物老师Isaac对户外动物摄影充满热情，《深圳日报》最近为他做了一个纪录片。他的创新理念是带来新的策略，或尝试开发学生兴趣或学术程序的新方法。通过带学生进行实地考察，他们可以亲身体验大自然并进行现实生活观察，以应用课堂上所学的理论知识。

在物理教育中，Lilian的创新理念是发现新事物，用不同的方式看待问题，最终实现培养创造力和解决问题能力之目标。在她的课堂上，学生们会为他们的小组作业设计自己的规则和评分标准。

我们的设计老师Jonathan认为，创新是一个学习过程，而不是最终结果。他经常鼓励学生在工作室环境中扮演自己的角色，在对工具做出独立决策的同时协作创造性选择。学生可以提出自己的产品设计工具，3D打印机通常会涉及在其中。

Maria认为语言教学的创新是提供一个系统，让学生在学习和探索兴趣方面得到充分支持。她要求学生自己编写试卷，通过这个过程，学生们必须从老师的角度考虑考试各个方面的问题，从而达到深度学习的目的。

Nicholas是我们的文学老师，他相信教育创新能够将工具添加到教师的工具箱中，无论它们是技术的、教学的还是心理等方面。他在课堂上做过的最具创新性的事情，是通过在课堂上与学生进行实验来模拟文学的故事情节。这个过程使了解故事背后的内容成为了一种个人体验。

我可以从Jordan老师关于创新的观点中提炼出两点：首先，睁大你的眼睛，寻找任何新的东西来重塑你的课程设计方法；其次，通过活动来进行学习，创造难忘的教学时刻。作为一名经济学教师，他用有机学习的方式将枯燥的理论带入生活，对他来说，这就是创新的本质，实现理论与行动的综合。

我们亲爱的西班牙老师Violeta，不仅教学生语言，还教学生文化。她相信教育的创新是摆脱传统的课堂环境，更新、寻找和调整让学生学习的方式。为了促进语言习得，她将学生视为课本的来源，以便他们共同创作自己的故事作为每个单元的文本，有时甚至将他们带到墨西哥餐厅作为她的新教学环境。

数学老师Krishna也相信，创新的目的是帮助学生通过实践项目获得更丰富、更深入、更熟练的知识理解。他相信我们可以把教室带出教室的边界，将数学应用到现实生活中，将代数、几何、微积分与音乐、经济学和金融学等联系起来。

科学老师Jeffery认为，创新不是来自整体的改变，而是来自我们定期对教学所做的微小改变。解决学生的各种学习方式需要创新。在他的课堂上，他让他的学生接触到四个阶段性领域，他们可以在其中使用逻辑、语言、视觉和建模技能，以增强学习力度和学生参与度。

从心理学的角度来看，我们的心理学老师Alistar将创新定义为一种不同的做事方式，以及一种更好的做事方式。他首先强调，在创新发生之前，需要有了解“错误”和“落伍”的意愿。他在课堂上用来加强关系的方法，是使用基于对话的教学方法，让学生学会口头表达他们的担忧。

当然，没有正确或错误的答案。对于什么是创新，我们都有自己的看法。也许在某些人看来，创新是一种巨大的变化，它将我们从原始时代带入了我们现在生活的数字世界。但没有人可以否认，创新正在我们身边一点一点地发生。

唤醒：深国预的教育观

从我们老师提供的精彩答案中，可以看出，在教育方面，我们希望通过创新创造的魔力是对学习的热爱。通过我们基于理论和实践发现和探索的创新方法，学校可以实施全新的方法来激发学习的内在兴趣，从而使学习能够持续下去。

这也与深国预的教育价值完美契合：唤醒。我们学校教育中的“唤醒”就是要唤醒学生的自我效能感和内在的学习动力。因为在深国预，我们坚信，并非所有有天赋的人都擅长相同的才能。在一个才能领域被评估为天才的学生在另一个领域也许并不是很有天赋，反之亦然。

我想用泰勒博士的研究来支持我的陈述，他是研究人类创造力的一个重要人物。泰勒发现，只有一小部分人才可以通过典型的智商测试来识别，最多只有10%。泰勒提出，为了发现更多学生在公认的人才领域具有天赋，我们应在课堂上评估多种才能。

泰勒已经确定了的九种才能包括：学术、生产型思维、计划、沟通、预测、决策、执行、人际关系和洞察机会。奇妙的是，这些品质与我们教师在促进教学创新的回应中出现的方法和信念密切相关。泰勒研究的结果更加乐观，更多的学生被认为是有才华的，而不仅仅是基于智商。以前表现不佳的学生在一些新的人才领域至少上升到中等水平。几乎所有学生都会在至少一个人才领域获得高于平均水平的有益体验。三分之一的学生在至少一个人才领域被认定为极具天赋。

我可以自豪地说，泰勒的研究结论也正是我们在学校所做的。教师和辅导员会发现注重学生身上许多不同类型的才能，并鼓励任何学生的个人发展潜力。我们提倡创新的教学和学习，培养具有创造性和批判性思维能力的学生。

从马斯洛需求层次理论

看深国预的创新人才培养

马斯洛扩展的八层需求层次明确指出，只有满足所有需求，才能达到自我实现的最后阶段，满足超越的需要。我们的目标是在学校尽最大努力提供这样的体验和支持，让学生可以专注于发现自己，在拥有优质的学校生活品质的同时，找到自己独特的道路。

按照马斯洛的说法，我们的目标是创造一种独特的校园生活，这些方面可能包括但不限于心理咨询、学生俱乐部、学术咨询、学院制度、学生会以及定期的活动和表演。您可能认为这些是每个学校都有的普通组件，所以请允许我深入介绍校园生活其中的一些元素，以便为您呈现一幅更生动的画面。

在深国预，我们提供额外的设施，以确保学生在校园和学生公寓中过上舒适的生活。学生在公寓里都有自己的卫生间、淋浴间和洗衣机。我们还设有健身房和游泳池以满足学生的健身需求。目前深国预开设有49个学生俱乐部，以确保满足学生的各种兴趣。此外，庆祝活动是这个校园的常态。每月都有一个主题庆祝，比如中华文化月、音乐月、艺术月等。每个节日都会有卡片、礼物、装饰品、表演表达爱和关怀，让每个人都有家的感觉，并且所有的表演都由网络在线传输给家长。国际日是这里的传统庆祝活动，也有“无墙周”，学生和教师组织一起前往全国各地进行探索和团建。

学生需要认识和了解自己和周围的事物。深国预鼓励好奇心，因此可以促进不同才能的发挥。最近，我们增加了PBL艺术项目，并在校园内建立了深国预-腾讯教育人工智能创新实验室。此外，我们还为学生开设了24门选修课，包括组合数学和数字制造通识课等不寻常的课程。我们不断寻求为学校添加新的资源和技术，以提高教学质量和学习体验。

在深国预，学生在许多方面都会受到尊重和关心。学校鼓励定期运动和比赛以及学术竞赛。学生通过胜利和参与他们擅长的不同领域，会获得自豪的体验感，从而得到信心。每年，我们还为所有年级学生的整体表现提供奖学金，当然学生需要通过包括申请、推荐和面试在内的过程。我们的目的不仅仅是通过奖学金本身表彰学生，更是以此过程创造他们必须为之努力的有益体验。

任何和艺术与音乐有关的事情，我们的学生都是最擅长的。我们的表演总是自愿的，但由于时间有限，如果没有试镜来减少节目数量，我们一次都无法让所有的学生节目出场表演。通过艺术与音乐，学生学会欣赏美感，这是创造力的重要组成部分。此外，他们勇于表达和享受展示的自信，比起艺术天赋，这才是我们最看重的才能。

在深国预，自我实现的意义不仅仅是去顶尖大学。我们的教师和学生通过学生主导的活动来庆祝国际文化。学生通过做自己喜欢的事情来寻找激情和方向，培养领导能力和组织能力，这才是我们对自我实现的定义。我们的目标是为他们的成长创造机会，并为他们提供在高中期间体验世界文化所需的所有资源。

等级的最高层次是对超越的需要。这是当我们的学生意识到他们可以为他人做更多的事情来产生影响。例如，我们的学生Eason写的一首关于Covid-19的歌曲，他与他的同学和老师一起在线上演唱，成为轰动一时的歌曲，感动了很多人。Nick带领一个由4名学生组成的团队，前往湖南的一个小村庄，将积极心理学的概念带到了他与当地人的互动中。Sharon将自己的时间投入到对性别刻板印象的研究中，并执导了一部电影以提高对社会平等的认识。这些都是为社会和身边的人群做出改变的尝试。这些学生在如此年轻的时候就发现了自己的激情，意味着他们已经在为自己选择的道路上迈出了寻求发展的一大步。

基于我对深国预的环境、我们的学习信念和我们活动的介绍，我希望你们都能看到，我们的学校真正相信下一代创新从教育开始。教育的形式正在不断发展，但我们的教育价值始终如一，就是挖掘所有学生的潜能，鼓励他们有自己的创造性思维。我们将继续以不断发展的眼光看待我们的学生。我们相信，深国预的每一位学生都可以得到无条件的爱和支持，以及无限的可能性，这些都得到了心理学理论的实践和支持。我们尽全力让他们拥有成为最具创新精神的全球公民所需的一切。

总而言之，创新不是一种能力，而是一种潜力。这就是今天我与大家分享的内容，感谢聆听。

English Version

Hello, teachers and educators. It is a true honor to be invited to this forum by KingLead. This is Dr. Tracy Yu, the academic principal from Shenzhen International Foundation College. The topic I'd like to talk about today is thatinnovation is not an ability, but a potential.

Innovation is calling of the society. I say here that innovation is not an ability, because ability may refer to someone who possesses a skill that few has. However,I believe innovation is a potential that can be developed from youth and can thrive in a place like SIFC, so one eventually reaches his or her full potential in life.

The word innovation can be seen almost everywhere these days, maybe even to the point that it might seem overused. However, such a word is the precise definition for anything new, different, and so exciting that it performs magic in different fields. This is why I'd like to begin this talk with two questions: What does innovation in education mean to you? What is the most innovative thing you have done in your classroom?

Innovative Education

in Teachers’ Eyes

In fact, I reached out to 11 teachers at SIFC, and here are the answers I have received from them.

Jason, the economics teacher, plays great importance on new understanding about learning and new instructional methods. He mentioned the word "varying" in terms of students' needs and educator tool-kits, which is what he has done for his students by repurposing existing technology to manage his course to adapt to high school students' needs.

Our biology teacher Isaac is very passionate about outdoor animal photography that the Shenzhen Daily recently has done a documentary on him. His idea of innovation is to bring new strategies or try new ways of developing students' interests or academic procedures. By taking students on field trips, they can express nature by firsthand and make real-life observations in order to apply what is theoretically being learned in class.

In physics education, Lillian's idea of innovation is to uncover something new. Use different ways to look at problems and finally achieve the goal of developing creativity and problem-solving skills. In her classroom, students design their own rules and rubrics for their group work.

Jonathan, our design teacher, believes innovation is a learning process and not an result. He often encourages students to assume their rules in the studio setting, and collaborate creative choices while making independent decisions on tools. Students are allowed to propose their own tools for product design. 3D printers are often involved.

Maria thinks innovation in language teaching is to provide a system where students are fully supported to learn and explore their interests. Her students are asked to write up exam papers themselves, through which process students are put in a place where they must consider aspects of an exam from a teacher's perspective.

Nicholas is our literature teacher who believes innovation in education is being willing and able to add tools to the teacher's toolbox, whether they are technological, pedagogical, psychological. The most innovative thing he has done in his class is to simulate a literature storyline by doing an experiment in class with his students. They made it such a personal experience understanding what lies behind the story.

Two things that I can highlight from Jordan's opinion on innovation are: first, keeping your eyes open for anything new to reshape your approach to course design. And second, learn through activities to result in unforgettable teaching moments. As an econ teacher, he uses an organic learning approach to bring dry theories to life. For him, this is the essence of innovation, which is to achieve synthesis between theory and action.

Our beloved Spanish teacher Violetta, teaches the students not only the language, but also the culture. She believes innovation in education is to move away from traditional classroom settings and update, find, and adjust ways how you can engage student learning. To promote language acquisition, she sees the students as the curriculum itself, so that they co-create their own stories to be the texts for each unit. Sometimes even taking them to a Mexican restaurant as her new teaching environment.

Krishna, the mathematics teacher, also shares the belief that the purpose of innovation is to help students gain a richer, deeper, proficient understanding of knowledge through hands-on projects. He believes we can take the classroom outside the walls, apply mathematics in real life, and connect algebra, geometry, calculus, with music, economics, and finance.

Jeffrey, the science teacher, believes innovation comes not from wholesale changes, but from the minor changes we make to our teaching on a regular basis. Addressing students' various learning styles requires innovation. In his class, he exposes his students to four staging areas in which they get to use logical, verbal, visual, and modeling skills in order to increase learning and student engagement.

From a psychological perspective, Alistar, our psychology teacher, defines innovation as a different way of doing things, and a better way of doing things. He emphasized first that there needs to be a willingness to learn about what is wrong and outdated before innovation can take place. And what he has used to enhance his relationship in his classroom was to use a conversation-based teaching methodology so that the students learn to communicate their concerns verbally.

There are no right or wrong answers, of course. We all have our own perspectives on what innovation is. Maybe in someone's eye, innovation can be drastic changes that bring us from caveman time to the digital world that we are living in right now. However, no one can deny,innovation is happening around us bits by bits all the time.

Awakening:

the Educational Value of SIFC

From the fantastic answers provided by our teachers, one can tell,in education specifically the magic that we wish to create with innovation is the love for learning.With innovative ways, we have discovered and explored through theories and practices. Schools can implement brand new ways to stimulate intrinsic interest in learning. So learning can persist over time.

This also aligns perfectly with SIFC's educational value, which is awakening.Awakening in our school education means to wake up the students' self-efficacy and their internal drive to learn.Because here at SIFC, we firmly believe not all gifted individuals excel in the same talents. Gifted students who have been evaluated in one talent area as talented, may not be very talented in another talent area, and vice versa.

I'd like to back up my statement with a study by Dr. Kelvin W. Taylor, who is an important figure in the study of human creativity. Taylor found only a small fraction of talents can actually be identified by typical IQ tests, 10 % at most. He proposed that multiple talents should be evaluated in the classroom in order to identify more students as gifted in recognized talent areas.

Nine talents have been identified, academic, productive thinking, planning, communicating, forecasting, decision-making, implementing, human relations, and discerning opportunities. And fascinating enough, these qualities are tightly connected with approaches and beliefs that appeared in our teachers' responses in promoting innovation in teaching.

Positive outcomes from Taylor's studies showed more students are recognized as talented than just based on IQ. Previously low-performing students rise to at least a middle level in some talent areas. And almost all students will have the rewarding experience of being above average in at least one talent area. 1/3 of students are identified as highly gifted in at least one talent area.

Based on Taylor's conclusion, I can proudly say this is exactly what we do at our school.Teachers and counselors recognize many different kinds of talents and encourage any student's potential for personal development. We promote innovative teaching and learning, and cultivate students with creative and critical thinking skills.

On the Cultivation of

InnovativeTalents in SIFC

fromMaslow's Expanded

Hierarchyof Needs Theory

Maslow's expanded hierarchy of needs clearly stated that only if all needs are met, one can then achieve the final stage of self-actualization and satisfy the need for transcendence.Our goal is to best provide such experiences and support in school, so students can focus on discovering themselves to find their own unique paths while having a quality school life.

We aim to create a unique school according to Marslow. These aspects may include but are not limited to counseling, student clubs, academic advising, house system, student union, and events and performances on a regular basis. You may think these are just ordinary components that every school has, so please allow me to introduce some of these elements in depth, to give you a better picture.

In SIFC, we provide additional facilities to make sure students have a comfortable life while on campus and in the dorms.Each dorm room has its own restroom, shower, and washing machine. We also have gym and swimming pool outside for students' fitness needs. There are 49 student clubs currently to ensure students' various interests are met. In addition, celebrations are norms on this campus. Each month, there is a theme for celebration, such as Chinese culture month, music month, art month, and so on. And for every holiday, there will be cards, gifts, decorations, and performances, to show love and care, so everyone feels at home. And all performances are streamed to parents online. International day is a traditional celebration here as well as week without walls when students and teachers travel together to different locations around the country to explore and bond.

Students have needs to knowledge and understand themselves and things around them.Curiosities are encouraged in our school, so different talents are promoted. Recently, we added a PBL art program and established a Tencent AI laboratory on campus. In addition, we have opened 24 elective courses for students, including unusual courses like combinatorics and digital fabrication. We constantly seek to add new resources and technologies to our school to improve teaching quality and the learning experience.

In our school, students are respected and cared for in many ways.Regular sports and competitions are encouraged as well as academic contests. Students gain self-esteem through winning and participating in different areas that they're good at. Each year, we also provide scholarships for students' overall performances for all grade levels after a careful selection process, including application, recommendation, and interviews. The objective is not just the scholarship itself, but to create a rewarding experience that they have to work for.

Anything related to art and music, our students are the best at.Performances are always voluntary, and yet not once can we fit all the programs in without having an audition to cut down the numbers. Through art and music, students learn to appreciate the sense of beauty, an essential part of creativity. Moreover, their confidence to express and enjoy the showcase, that is a talent I value even more than their artistic qualities.

Here at SIFC, self-actualization is not only going to a top university. Our teachers and students celebrate international cultures with student-led activities.Students find passions and directions and develop leadership and organizational skills through doing the things they love. That is our definition of self-actualization.Our purpose is to create opportunities for their growth and give them all resources that they need to experience the world while in high school.

The highest level of the hierarchy is the need for transcendence. This is when our students realize that they can do so much more for others to make an impact.For example, a song on Covid-19 written by our student Eason was performed online together with his classmates and teachers and became such a sensational piece that it touched many people. Nick led a team of four students and went to a small village in Hunan, and brought the concept of positive psychology in his connections with the locals. Sharon devoted her time in gender stereotypes and directed a film to raise awareness in our society about equality. These are attempts to make a difference for the society and for the people. Finding their passion at such a young age, these students are already seeking steps to go further on the roads they have chosen for themselves.

And based on what I have introduced about our environment, our learning belief, and activities here at SIFC, I hope that you can see we are true believers that innovation of the generation starts from education.Of course, the form of education is constantly developing. However, our educational value remains consistent. It is to dig out all potential a student might have, and encourage him or her to have a creative mind of their own.We see students with a developing eye. We can, here at SIFC, offer them the unconditional love and support that they need and unlimited possibilities. These are supported by theories and practices. And therefore, one day they can become the global citizens that are the most innovative.

In conclusion, innovation is not an ability, but a potential. And that is my talk today. Thank you very much.

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