CAE & CAS Senior Members Society, together with staff representing Beijing Normal University, as well as several well-known primary schools and secondary schools in Beijing, conducted survey and research in ISB (International School of Beijing, Shunyi) for a consulting project on education reform, entitled “Research on Problems and Solutions in the Process of Deepening Quality Education and Cultivating Innovative Personnel”, on May 17, 2011. Participants in the research team included 7 CAE or CAS Senior Members Jin Guofan, Yang Yufu, He Zuoxiu, Wang Kui, Zhai Guangming, Feng Shuyu and Zhou Jing. Officials and office personnel in relevant departments in both Academies also were also present in the survey and study event. 

CAE Member Jin Guofan, Vice Chairman of the CAE & CAS Senior Members Society, first of all, extended his gratefulness for warm reception of ISB on behalf of the Society, who then put forward several questions as follows, hoping to be partly answered through the little workshop. Questions are: What are some of the major differences in curriculum between ISB and typical Chinese primary schools or secondary schools? How can we cultivate and improve students’ leadership qualities, creativity and innovation capability, imagination, expression ability (presentation skills) and global thinking effectively? What should we do to help foster students’ good behaviors and noble morality? What are some of the major elements for high-quality education?

International School of Beijing, Shunyi, is an independently-run baccalaureate international school, which was built in 1980, enrolling students ranging from kindergarten to the 12th grade. There are currently 1,860 students in school. ISB is an IB (International Baccalaureate) International School, certified by NEASC (New England Association of Schools and Universities) and NCCT (National Center for School Curriculum and Textbook Development), authorized to grant IBDP (International Baccalaureate Diploma Program) diploma. ISB is also a member of EARCOS (East Asia Regional Council of Schools). 

Greg Thomas, the Curriculum Designer of ISB, together with his assistant Anne introduced the teaching philosophies and curriculum design ideas for ISB, putting stress on the special features and advantages of their common practice of “teachers write their own curriculum”. Thomas also emphasized on the curriculum design approach called UbD (Understanding by Design), and elaborated on the 6 facets of understanding (that is, explanation, interpretation, application, perspective, empathy and self-knowledge). In this way, Thomas introduced the complete process of curriculum design from setting learning goals, to determining ways of assessment, and to making teaching and learning plans. Thomas said that, they aim at trying every means possible to achieve students’ “enduring understanding” about things being taught in classes, versus merely giving students the knowledge. He compared the distinction to mere drilling practice to acquire certain skill in soccer players training, versus trying to enable them to be able to play the game. That is to say, the purpose of teaching here is to enable students to be able to truly apply what they have learned in classes into practice, and in this process, Thomas stresses, testing should not act as the only means for assessment and evaluation. Finally, Thomas illustrated the teaching framework which they call “Learning 21”, saying that 5 kinds of qualities (namely, Leadership & Responsibility, Innovation & Creativity, Communication & Collaboration, Global Thinking, Inquiry, Critical Thinking & Problem Solving) are of special significance in the 21st century, thus need to be cultivated. Thomas also claimed that the cultivation of all these qualities can be realized through routine classroom teaching and others. 

Afterwards, a Q&A section was organized and Senior Members of CAE or CAS raised questions and doubts on their minds. For example, how should we balance the basic knowledge acquisition & basic skills training and innovation capability cultivation in the overall education process, or what should be the respective percentage for each side in education? Will the cultivation of certain capabilities (like innovation) exert negative influence on the basic skills training and acquisition? The fact that the so-called “creativity” exhibited in some emerging high-end and well-equipped secondary schools is nothing but copying of teachers’ ideas will make student believe that “thoughts can be copied”, which is quite alarming. How should we solve this problem and eliminate this phenomenon? Should teachers take into account students’ personal interests and hobbies in formal class teaching settings? What can we do to enhance teachers’ own innovation capability as well as personal qualities? What can be done to encourage teachers to treat students in a fair manner, not paying more attention to students with better performance and ignoring the opposite? What can senior middle schools do to help prepare students for college courses in terms of curriculum? Has senior middle school courses in the 21st century changed with the development and progress of society? If teaching philosophies of schools do not go with the society’s understanding of education as well as parents’ expectation of education, what should the schools do? Thomas tried to respond to all of these concerns frankly, which actually triggered more discussion and exchanges of viewpoints, helping both sides to enhance understanding of the other in education. A lot of consensus was also reached during discussion. 

Thomas and Anne also led the senior academicians and other members on the research team to visit some of the classrooms, demonstrating ISB’s teaching philosophy in a more vivid manner by resorting to specific teaching aids, classroom layout, students’ homework exhibition, and galleries on certain themes, etc. The research team sang high praise for the discussion and field study, commenting that they were well-organized and proved to be very fruitful. They also extended their hope to come back to observe some actual classes some other day. Both sides expressed their willingness to further strengthen communication and exchanges with each other in the future. (By Liu Chang, June 2011)