国内访学：探秘国际教育(txt+pdf+epub+mobi电子书下载)

作者：陈丽

出版社：重庆大学出版社

格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT

国内访学：探秘国际教育试读：

为推进北京建设世界城市、贯彻国家与北京市中长期教育改革与发展规划纲要精神，北京市教委于2011年设计、实施了北京市中小学干部教师“国内访学”计划（Domestic Study Program，DSP），旨在探索提升首都教师国际素养、提高中小学教育国际化水平的有效路径。

在北京办学的一批国际学校，他们驻足北京，联结世界，搭建文化融合与交流的桥梁；他们放眼全球发展，关注多元文化，为生活在北京的国际孩子提供国际化发展的成长平台。国际学校先进的办学理念与经验，非常值得北京本地学校学习，但国际学校运行机制的特殊性决定了本地学校很难进入其中，更难了解国际学校的先进经验与理念。“国内访学”计划项目打破了国际学校与北京本地学校之间交流的壁垒，使本地学校与国际学校建立起友好合作关系。通过北京市教委搭建的“国内访学”计划项目平台，北京本地学校干部教师可以进入国际学校进行为期一个月的现场深度体验式学习。国际学校高度负责的设计、热情周到的安排、高水平的办学管理经验，对于提升北京市干部教师国际素养与综合能力具有重大作用。另一方面，通过“国内访学”计划项目搭建平台，使本地学校与国际学校建立友好合作关系，也使国际学校了解首都的中小学校与教育。

同时，“国内访学”计划项目组把很多有价值的培训元素如对象、方式、场地、课程等进行整合创新设计，避免了单一培训元素的不足。同时，第三期“国内访学”计划在前两期探索的基础上，将培训目标确定为由点的借鉴到整体的感知、借鉴和改进上。希望通过整体把握国际学校生态环境、组织管理以及课堂教学的特点，实现对“国际学校教育管理的整体认识”，并将其借鉴到本地学校的改革实践中。正因为这一系列创新，“国内访学”计划在实施过程中呈现出国际性、体验性、研究性等特点，使北京市中小学干部教师不出国门就能留学，大大开阔了学员的国际视野，提升了国际素养；促进了本地学校的国际交流与办学国际化水平提升，受到学员的高度肯定与赞誉，培训各项满意率都达到100％。

设计先进只是培训项目质量的一个必要条件之一，实施好“国内访学”计划的另一个关键要素是国际学校精心提供的高质量、浸润式学习环境。北京顺义国际学校、北京哈罗英国国际学校、北京德威英国国际学校、北京加拿大国际学校、北京耀中国际学校、北京新加坡国际学校、北京京西学校、北京乐成国际学校、北京英国国际学校九所国际学校高水平的办学实践、开放大气的心胸与专业的培训设计，为学员提供了“浸润其中”的学习环境，学员尽情探秘国际教育。“浸润其中”与“走马观花”的区别就是，“走马观花”是局外人的学习方式，而“浸润其中”是局内人的学习方式，学员是学校的一份子，全程与国际学校师生一起上课、生活，参与学生活动，参与教师活动，谈论学校中发生的事情，研讨交流教育问题，学员不再是“访客”。每所国际学校的校长、教师和学生都跟来自北京本地学校的干部教师友好相处。不仅如此，国际学校还针对学员个人需求为每位学员私人定制学习课表，保障了培训的个性化与针对性，加之国际学校学习资源对学员完全开放，让学员完全浸润在国际化的教育环境中。总之，国际学校开放的心胸、高质量的办学水平、精心的个性化设计，保障了“国内访学”计划的成功实施。

保障项目实施质量的另一个关键要素是管理。首先，“国内访学”计划项目组在北京市教委、北京教育学院领导指导下，倾情投入，分工合作，示范引领。项目组以追求卓越、塑造品牌为价值追求，为项目成功运转辛苦付出。项目负责人陈丽教授要求严格，亲自主持培训、研究环节，对每一场专题报告、每一次现场学习、每一次课题交流都进行高站位的点评，起到引领作用。项目组成员以高度的责任感和工作热情完成理论学习、下校现场学习、深度访学、异地培训、课题研究各个环节。其次，项目组采取成人、成事的培训策略，注重“培训、研究、改进一体化”，使参训干部教师的培训学习、课题研究与学校工作改进密切结合起来，从而使“国内访学”项目成为干部教师素养提升与工作改进的重要平台。再次，项目组采用了团队管理的理念，着力打造班级学习团队，用专业的品质吸引学员积极投入学习，同时发挥学员自主管理的积极性，从而在一年的学习过程中，使班级成为一个充满友爱的学习型组织。最后，项目组建立完善的项目评估体系，运用评价改进培训。第三期“国内访学”项目的评估体系较为完善，评价方式主要有诊断性评价、过程性评价与终结性评价，评价主体主要有学员评价、国际学校评价、北京教育学院评价等。

总之，打造一个培训品牌是多方努力的结果。“国内访学”计划作为北京市教委推动首都基础教育国际化水平的一项重要探索，经过三年的努力，已经获得多方的高度好评，其在推进首都教育国际化进程中的作用也越来越明显，相信会成为推进首都基础教育现代化的一个重要平台。Preface 1　Domestic Study Program：Demystifying International EducationBeijing Municipal Commission of Education　Jie LUO

In order to promote Beijing's development toward a“world city”and the im-plementation of national and municipal guidelines for medium-to-long-term educa-tion reform and development plan，Beijing Municipal Commission of Education designed and carried out“Domestic Study Program”（DSP） for teachers and administrators at Beijing primary and secondary schools in 2011．The program aims to explore an effective pathway of improving international literacy of the capital teachers and increasing the level of education internationalization at local schools．

There are a group of international schools located in Beijing．They stay in Beijing and connect with the world，building a bridge of cultural integration and communication；they keep the whole world in view and pay attention to multiple cultures，providing a growth platform of internationalized development for the foreign children living in Beijing．For local schools，it is quite worth learning their advanced philosophies and experience of running schools．However，the special operating mechanism of international schools makes it very difficult for local schools to get access to these schools，not to mention learning their experience and philosophies．

The“Domestic Study Program”has broken the barrier of communication between international schools and local schools and helped them establish a friendly cooperative relationship．Through this program，teachers and administrators at Beijing local schools can get into the international schools and conduct a deep onsite experiential learning there for one month．The international schools involved in the program always carefully design learning activities，provide warm and thoughtful arrangements，and display excellent management experience of running schools．All these play an important role in improving the international literacy and integrated capability of local school administrators and teachers．On the other hand，the program has built a platform that not only facilitates the establishment of the friendly cooperative relationship between local schools and international schools，but also enhances the international schools' understanding of primary and secondary schools and education in the capital．

At the same time，the work team of DSP designs the program in an integrated and innovative way．They creatively integrated many important elements of training，such as subjects，approaches，sites，course，etc．，avoiding the deficiency of one single element．Based on the previous two classes in 2011 and 2012，the training goal of this year was set as“from learning specific practices to a whole perception，learning and improvement”．The participants were expected to form an over-all understanding of international schools' management and education and bring what they learn back to their schools，via comprehensively observing the ecological environment，organizational management，and classroom teaching of international schools．Because of these innovations，the program has been implemented in an international，experiential，and research-based way，which enables local school administrators and teachers to get cosmopolitan training on their own doorstep．It has greatly broadened their international horizons and advanced their international literacy，and has facilitated local schools' development in terms of international communication and education internationalization．Therefore，the program of this year received high affirmation and praises from participants and the satisfaction degree of every arrangement all reached 100 percent．

A good design is only one of necessary conditions to ensure the quality of the training program．A second key element for successfully implementing DSP is the quality immersive learning environment provided by the international schools．There have been nine international schools involved in the program．They are International School of Beijing，Harrow International School Beijing，Dulwich College Beijing，Canadian International School of Beijing，Yew Chung International School of Beijing，Beijing BISS International School，Western Academy of Beijing，Beijing City International School，and The British School of Beijing．All these schools exhibit their high-level practical experience of running schools with an open atmosphere and professional training designs．They provide an immersive learning environment for the local participants，within which the participants could fully explore international education．“Immersion”is quite different from“a cursory glance”．The latter is the learning way for outsiders．The former is the learning way for insiders，in which the participants become a member of the school，rather than a“visitor”．They worked and lived with teachers and students at international schools，took part in teachers' and students' activities，talked about school events，and discussed educational problems with them．In the process，principals，teachers and students of each international school got along well with the administrators and teachers from local schools．Furthermore，the international schools made personalized schedules for each participant to meet their personal needs，which guarantees the personalization and pertinency of the training．Moreover，the learning resources of international schools，which are fully open for the local participants，further helped them to immerse in the internationalized educational environment．In a word，it is the open climate，quality practice and personalized design provided by the international schools that ensure the successful implementation of the program．

Management is a third key element that guarantees the implementation quality of the program．First，guided by leaders of Beijing Municipal Education Commission and Beijing Institute of Education，the work team was fully devoted to the training program．They shared out the work and cooperated with one another，and played a demonstrating and leading role in the implementation process．Led by the idea of“pursuing outstanding，building brand”，the whole team worked very hard to promote the successful implementation of the program．The director，Professor Li CHEN，has strict requirements on work．As the leader of the program，she personally hosted the training courses explained the research arrangement，and gave insightful comments on all lectures，on-site learning activities and research discussions．With great enthusiasm and commitment，the team members completed all the training procedures，including theory learning，on-site learning activities，deep immersive learning，training in other cities，and topic research．Second，with the purpose of both developing people and improving work，the work team paid attention to“the integration of training，research and improvement”and guided the participants to combine their learning and research with the improvement of school work，which enabled the program to become an important platform for school administrators and teachers to promote qualities and improve work．Third，the work team absorbed the idea of team management and made efforts to build learning teams in the class．They managed to attract the participants to engage into learning with professional quality and encouraged them to manage themselves as well．Last，the work team established a sound assessment system to improve the training．The assessment system of this year was more mature．The assessment methods mainly included diagnostic assessment，process assessment and summative assessment．The involved appraise subjects were the participants，international schools and the Beijing Institute of Education．

In conclusion，shaping a training brand is the outcome of multiple efforts from different parties involved．As an important exploration launched by the Beijing Municipal Committee of Education to promote basic education internationalization in the capital，the“Domestic Study Program”has received rave reviews from all the parties involved after three years of efforts and has been playing more and more important role in advancing education internationalization in Beijing．We believe that the program will become an important platform for promoting the modernization of basic education in the capital．序二　开拓创新，塑造品牌，示范引领——兼谈校长教师培训品牌塑造北京教育学院　李方

北京教育学院作为校长教师培训的专业高地，“开拓创新，塑造品牌，示范引领”成为学院人的专业追求，也体现学院事业对首都基础教育的责任担当与存在价值。

培训项目成长为培训品牌，体现为品牌影响力的形成，而品牌影(1)响力主要表现为知名度、美誉度与忠诚度三方面。所谓知名度，就是培训项目被社会公众所认知、知晓与认同的程度，包含被认识的深度、被知晓的广度与被认同的共识度等内容。所谓美誉度是指培训项目的被赞赏程度，一般用满意度来表达。所谓忠诚度指额外付出度与自觉追随度两方面。额外付出度主要指社会公众宁愿在金钱、时间与路程、额外要求等方面多付出的程度。自觉追随度主要指社会公众对培训品牌的持久追崇、自觉效仿乃至应用转化生成创造的程度。北京市中小学干部教师“国内访学”计划（Domestic Study Program，DSP）在短短的2—3年时间就打造了品牌，首先，因其创新程度高及效果极佳被《人民日报》、《中国日报》（China Daily）、《光明日报》、《中国教育报》、《现代教育报》、《北京日报》、《中小学管理》等报刊杂志纷纷报道；参与培训的干部教师满意度几年全部达到100％，“很满意”率也在95％以上；许多干部教师都以能够进入该项目为荣，不少区县教委领导、不少学校校长通过多方“打招呼”希望送本区、本校干部教师进入该项目，甚至许多正职校长也特别希望能够进入该项目学习；该项目出勤率极高，培训结束后许多学员还多次强烈要求、呼吁再次进入该项目学习；该项目也改进了一批学校的(2)教育、教学、管理实践，并在《国内访学：不出国门留学》及《国(3)内访学：探秘国际教育》中推出一批学校教育国际化探索经验，为其他学校提供教育国际化探索借鉴；该项目还为几十所学校建立国际合作关系；等等。总之，无论是在中小学干部教师培训界，还是在中小学教育实践界，“国内访学”项目都产生了较大的影响力，成为服务首都基础教育国际化的一个重要平台，实现了从一个具体的培训项目到一个培训品牌的发展。

北京市教育委员罗洁在本书的前言也分析了“国内访学”培训品牌形成的关键要素，在此，仅就“国内访学”品牌打造过程分析北京教育学院培训品牌打造的共性，以期更多的教师校长培训领域的同仁能够成为培训品牌的塑造者。

首先，培训品牌的打造来源于顶层设计的高瞻远瞩。正如罗洁在(4)《国内访学：不出国门留学》一书的前言中所说：为提高基础教育国际化水平，北京市教委于2011年10月设计、启动了中小学干部教师“国内访学”计划。可以看出，“国内访学”项目本身就是为了解决首都基础教育国际化这一重大问题所设计的项目。如何使我们的培训项目成为北京市教委推进重大决策的重要智力支持成为项目设计与品牌打造的重要基础，这就需要我们密切关注并根据北京市基础教育重大决策开展活动，从而使项目设计与实施成为政策落实的智力支持平台。

其次，培训品牌的打造来源于优质资源开发与利用。“国内访学”项目组有开放心胸，力图把项目打造成为全球前瞻理论与优秀教育经验交流学习的平台，面向全球开发优质培训资源。“国内访学”项目组注重开发北京市优秀培训资源，发挥北京市九所优质国际学校的核心作用。这九所国际学校是：北京京西学校、北京顺义国际学校、北京英国学校、北京乐成国际学校、北京德威英国国际学校、北京哈罗英国国际学校、北京加拿大国际学校、北京耀中国际学校、北京新加坡国际学校。九所国际学校高度负责的态度、先进的办学理念、优秀的办学经验、一对一私人定制访学课表等为“国内访学”项目品牌的打造奠定了坚实的基础。同时，项目组还注重发挥北京市专家与优质中小学先进的国际化教育经验，邀请教育部的专家举行前瞻性专题报告，分别走进北京市十一学校、北大附中、北京史家胡同小学、北京市芳草地国际学校、北京171中学、北京一师附小等进行现场学习。在此基础上，项目组注重开发全国优质教育国际化资源，如走进上海、广州、深圳、杭州、苏州等地的国际学校与中小学国际部进行异地培训；还注重开发全球优质培训资源，邀请美国、英国、澳大利亚等发达国家的专家及一线校长举行报告，限于条件往往采取整合策略进行。正是这种开放的心胸与资源整合能力，使“国内访学”项目成为先进的优质培训资源荟萃平台，使每场活动都成为学习的“盛宴”。

再次，培训品牌的塑造来源于项目组追求卓越的专业探索与实践引领。这其中有三点尤为重要。一是关于培训模式的探索，一个培训品牌要有其独到的培训模式支撑，如“国内访学”项目探索了“研究(5)性访学模式”，创新性的培训模式为培训质量提供了保障。二是关于培训主题的研究，项目负责人应是项目主题的首席专家，对培训主题进行研究，形成自己关于培训主题的见解，能够引领学员解决问题。如“国内访学”项目组对国际学校教育、教学、课程与管理的研究，从某种程度上说，项目负责人的责任与水平直接决定着项目主题的优选与培训品牌的打造。三是培训、研究与改进一体化，使培训既成人又成事。当今在北京的中小学干部教师培训，不是仅仅邀请一些大牌专家做几个“高大上”的报告就能满足校长、教师的需求。学员们听各种各样的报告已经非常多，如何围绕主题，使培训、研究与学校改进一体化，将成为项目美誉度与忠诚度的重要影响因素。因此，需要项目负责人带领项目团队真正解决校长教师面临的教育、教学、管理等实际问题，通过培训引导大家研究这些问题，指导大家提出解决这些问题的思路与举措，并帮助大家对改进的经验进行提炼与总结，形成首都教育经验与教育科学规律，同时项目组还要担当起传播成功经验的重要职责，使培训项目成为干部教师素养提升与问题解决的平台、经验提炼与传播的平台。本书详细阐述的就是“国内访学”项目如何扎实推进培训、研究、改进一体化的完整过程与特色经验。

总之，校长教师培训是一门科学，培训专业化探索永无止境。希望本书能为广大教育工作者、培训工作者和各界读者带来思想的启迪与创新实践的动力，共同担负立德树人的使命，办好人民满意的教育。

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(1) 方中雄，陈丽，等．学校品牌策划［M］．重庆：重庆大学出版社，2009：39-44．

(2) 陈丽．国内访学：不出国门留学［C］．北京：北京出版社，2013．

(3) 陈丽．国内访学：探秘国际教育［C］．重庆：重庆大学出版社，2014．

(4) 罗洁．不断提升首都基础教育国际化水平［A］．陈丽．国内访学：不出国门留学．北京：北京出版社，2013：1．

(5) 陈丽，胡荣堃．国内访学：不出国门的留学［J］．中小学管理，2013（7）．Preface 2　Exploring，Innovating，Shaping Brands，and Leading the Practice as a Demonstration——Concurrently talking about brand shaping of training programs for principals and teachersBeijing Institute of Education　Fang LI

As a professional highland of principals and teachers training，Beijing Institute of Education has set up a professional pursuit of“exploring，innovating，shaping brands，and leading the practice as a demonstration”．The pursuit is not only shared by all the staff，but also embodies the responsibility and values of the institute for the capital basic education．

A training program growing up to be a training brand is a process of building brand influence which mainly manifests in three aspects，(1)that is，popularity，reputation and loyalty．Popularity refers to the extent to which the program is known，perceived and recognized by the public，involving the depth of understanding，the breadth of popularity and the degree of agreement on recognition．Reputation means the extent to which the program is appreciated，which is usually represented by the degree of satisfaction．Loyalty includes two elements：the degree of extra efforts and the degree of consciously following．The degree of extra efforts is the extent to which the public would like to make extra efforts in terms of money，time，distance and requests，etc．The degree of consciously following mainly refers to the degree to which the public persistently follows，consciously imitates and even makes innovations through applying a training brand．The Domestic Study Program （DSP）for Beijing school administrators and teachers and has been built into a training brand in 2—3 years．The innovation and good effects of the program has been reported by People's Daily，China Daily，Guangming Daily，China Education Daily，Modern Education，Beijing Daily，and School Administration．The degree of participant satisfaction was all up to 100 percent and 95 percent of the participants indicated they were“very satisfied”with the program over the past several years．It has been an honor for school administrators and teachers to participate in the program．Many officials of district education commission and school principals have contacted the program work team through multiple channels in order to send teachers and administrators from their districts or schools into the program．Some school principals also hoped to join the training．The attendance rates of the program were very high．After the training，a great many participants even strongly requested to attend the program again．The program has promoted the improvement of educational，teaching and management in a batch of local schools．With the publishment of two compilations of the training outcomes，Domestic (2)Study Program：“Learning Abroad”at Homeand Domestic Study (3)Program：Demystifying International Education，the program has introduced a series of exploratory experience of school education internationalization，which would benefit other schools' explorations of education internationalization．Furthermore，the program has helped dozens of schools establish international cooperative relationship．In a word，the Domestic Study Program has exerted a great impact on both school teacher and administrator training and school educational practice，and become an important platform serving the internationalization of the capital basic education，which realizes the development from a specific training program to a training brand．

Jie LUO，commissioner of Beijing Municipal Education Commission points out the key elements of brand development of the program in his preface for this book．Hereon，I would like to analyze the commonness of brand shaping of the training programs provided by our institute through dissecting the brand shaping process of DSP，so that more colleagues in this field could become a training brand shaper．

First，the brand shaping of a training program roots in a visionary top-level design．The Commissioner Jie LUO said in the preface of the book Domestic Study Program：“Learning Abroad”at Home，“in order to promote basic education internationalization，Beijing Municipal Commission of Education designed and launched‘Domestic Study Program’for school administrators and teachers in October，(4)2011．”It implies that the program itself is designed to deal with the prominent issue of internationalization of the capital basic education．An important foundation for program design and brand shaping is how to build our training programs into an important intellectual support for Beijing Municipal Education Commission to make major decisions．Therefore，we should pay a close attention to important decisions of Beijing basic education and manage to enable the design and implementation of our training programs to be an intellectual supportive platform for policy implementation．

Second，the brand shaping of a training program stems from the development and utilization of quality resources．With an open mind，the DSP work team makes efforts to shape the program into a platform for communicating and learning global cutting-edge theories and good practices．Thus，the program resources not only come from Beijing and China，but also come from other places and countries on the earth．The work team emphasized the use of good training resources in Beijing．They gave full play to the key role of nine international schools located in Beijing．They are Western Academy of Beijing，International School of Beijing，the British School of Beijing，Beijing City International School，Dulwich College Beijing，Harrow International School Beijing，Canadian International School of Beijing，Yew Chung International School of Beijing，and Beijing BISS International School．The nine schools have advanced ideas and excellent experience of running schools and are highly responsible for the program and always provide personalized schedules for every participant，which lay a firm foundation for the brand shaping of the program．At the same time，the work team paid atten-tion to the role of local experts and the experience of local schools in promoting education internationalization．They invited experts from the Ministry of Education to give forward-looking lectures and arranged the participants to visit Beijing National Day School，the Affiliated High School of Peking University，Bei-jing Fuxue Hutong Primary School，Beijing Fang Cao Di International School，Bei-jing No．171 High School，the Affiliated Primary School of Beijing No．1 Normal College，etc．On the basis，the work team paid attention to developing quality resources of education internationalization nationwide．For example，the work team led the participants to visit international schools and international departments of primary and secondary schools in Shanghai，Guangzhou，Shenzhen，Hangzhou，and Suzhou．The work team also emphasized the development of worldwide quality training resources．For example，the work team invited experts and principals from advanced countries，such as America，England，and Australia，to give lectures，which were often given in an integrated way because of the existing conditions．It is the open mind and the capability of resources integration that has built the program into an platform assembling various quality training resources and made every activity to be a“banquet”of learning．

Third，the brand shaping of a training program comes from the professional exploration and practical leading of the work team，with a pursuit of excellence．There are three important points．The first point is about the exploration of training models．A training brand has to have a unique training model．For example，the Domestic Study Plan has formed a“research visit and learning model”．The innovative training model guarantees the training quality．The second point is about the research into training topics．As the chief expert of the training topics，program directors should study the topics，establish their own perceptions and understandings，and lead participants to solve problems．For example，the work team of DSP has been making efforts to study education，teaching，curriculum and management of international schools．To some extent，the responsibility and capability of program directors directly determine the selection of training topics and the establishment of training brands．The third point is the integration of training，research and improvement，which aims to both develop people and improve work through training．For nowadays school teacher and administrator training in Beijing，especially school administrator train-ing，only inviting some famous experts to deliver fabulous lectures can no longer meet the training need of principals and teachers，who have attended more than enough lectures．We should think about how to

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