📚 Chengdu International School (CIS): An Overview for International Families | 成都美国学校（CIS）：国际家庭择校概览
Chengdu International School (CIS) is a private international school founded in 2005 and located in Chengdu, the capital of Sichuan Province in southwestern China. It delivers a solid American-style education and aims to help students grow into globally minded leaders and world citizens. This guide walks through its curriculum framework, grade structure, teaching approach, extracurricular programme, language offerings, home-school partnership and campus facilities, so that families considering an international pathway can judge the fit for themselves.
成都美国学校（Chengdu International School，简称 CIS）是一所创办于 2005 年的私立国际学校，坐落于中国西南四川省省会成都市。学校提供扎实的美式教育，致力于帮助学生成长为具备全球视野的领导者与世界公民。本文将从课程体系、年级结构、教学方式、课外活动、语言课程、家校合作与校园设施等方面逐一梳理，帮助正在考虑国际教育路线的家庭判断这所学校是否适合自己。
1. School at a Glance | 学校概览
CIS is a private international school founded in 2005 and located in Chengdu, Sichuan Province. Since opening, it has served expatriate families and internationally minded local families who want an English-medium education without leaving the region. Students come from many nationalities, so the campus forms a genuinely multicultural community from kindergarten onwards, and classmates routinely bring different first languages, passports and cultural habits into the same classroom.
成都美国学校是一所创办于 2005 年的私立国际学校，位于四川省成都市。自建校以来，学校一直服务于希望在本地区即可接受英语授课教育的外籍家庭，以及具有国际视野的本土家庭。学生来自多个国家，因此从幼儿园阶段起，校园便形成了真正的多元文化社区，同班同学往往带着不同的母语、国籍与文化习惯走进同一间教室。
The school's stated purpose is simple and consistent: provide a solid American-style education and help each student become a globally minded leader and world citizen. That mission shapes the timetable, the assessment habits and even the way teachers talk about success. Academic results matter here, but so do curiosity, responsibility and the willingness to work with people who are not like you.
学校的办学宗旨简单而一贯：提供扎实的美式教育，帮助每一位学生成长为具备全球视野的领导者与世界公民。这一使命塑造了课程安排、评价习惯，甚至影响教师谈论"成功"的方式。在这里，学术成绩重要，好奇心、责任感以及愿意与不同背景的人合作的态度同样重要。
| Founded 创办年份 | 2005 |
| Location 所在地 | Chengdu, Sichuan Province, China 中国四川省成都市 |
| Grade range 年级范围 | Kindergarten to Grade 12 幼儿园至 12 年级 |
| Medium of instruction 教学语言 | English 英语 |
| Curriculum model 课程模式 | American core ideas and standards 美国教育核心理念与课程标准 |
2. The American Curriculum Framework | 美式课程体系
The school follows the core ideas and curriculum standards of American education. In practice this means a broad, credit-based structure rather than a single narrow examination syllabus: students study several subjects at once across the year, are assessed continuously through coursework, projects, presentations and tests, and are encouraged to ask questions rather than memorise answers. Teachers write learning objectives that describe what a student should be able to do, not merely what they should be able to recall.
学校遵循美国教育的核心理念与课程标准。落到实践中，这意味着一种宽口径、学分式的结构，而非单一而狭窄的应试大纲：学生在一学年中同时学习多门学科，通过平时作业、项目、展示与测验接受持续评价，并被鼓励提问而非死记答案。教师撰写的学习目标描述的是学生"能够做什么"，而不只是"能够记住什么"。
A second principle is that academic level and personal qualities advance side by side. Subject mastery is one target; communication, self-management, collaboration and integrity are the other. Reports and parent conversations therefore cover effort, participation and growth as well as grades, and students are expected to reflect on their own learning rather than simply receive a score.
第二个原则是学术水平与个人素养同步提升。掌握学科知识是一个目标；沟通能力、自我管理、协作精神与诚信是另一个目标。因此，成绩报告与家长沟通中既包含分数，也包含努力程度、课堂参与和成长轨迹，学生被期待对自己的学习进行反思，而不仅仅是被动接收一个分数。
3. A K-12 Continuum with English as the Medium of Instruction | 幼儿园至 12 年级一贯制，以英语为主要教学语言
The teaching system runs from kindergarten all the way through Grade 12, which means a family can stay with one school for the whole of a child's school life. Younger learners focus on language immersion, early literacy, numeracy and social skills; the middle years add subject specialisation and study skills; the senior years build toward graduation requirements and university applications. Because the pathway is continuous, teachers already know a student's history when new challenges appear.
学校的教学体系从幼儿园一直贯穿至 12 年级，这意味着一个家庭可以在孩子的整个求学阶段留在同一所学校。低龄段侧重语言沉浸、早期读写、数感与社交能力；中间学段增加学科分化与学习方法训练；高年级则围绕毕业要求与大学申请展开。由于路径是连续的，当新的学习困难出现时，教师已经了解这名学生此前的成长轨迹。
English is the main language of instruction across all subjects, so students are immersed in academic English throughout the day rather than only during English lessons. Beyond the core courses, the programme also covers art, physical education and community service. That combination matters: a student who writes well, plays on a team and volunteers in the local community is being prepared for a wider range of futures than one who only drills past papers.
所有学科均以英语为主要教学语言，因此学生整日都沉浸在学术英语环境中，而不仅仅是在英语课上。除核心课程之外，课程体系还涵盖艺术、体育及社区服务等领域。这种组合很重要：一个既能写好文章、又能参与团队运动、还在本地社区做志愿服务的学生，所面对的未来可能性远多于只刷历年真题的学生。
4. Beyond the Core: Arts, Physical Education and Community Service | 核心课程之外：艺术、体育与社区服务
Art and physical education are treated as real subjects with real standards, not as fillers between academic lessons. Studio work develops observation, patience and the ability to accept critique; sport develops fitness, discipline and the habit of losing well. Both give students a second and third arena in which to succeed, which is especially valuable for a teenager whose strengths do not lie in mathematics or science alone.
艺术与体育被视为有真实标准的正式学科，而不是学术课之间的"填充"。工作室创作培养观察力、耐心以及接受批评的能力；体育运动则锻炼体能、纪律性以及坦然面对失败的习惯。两者为学生提供了第二、第三个可以取得成就的舞台，这对那些优势并不只在数学或科学上的青少年尤其宝贵。
Community service sits alongside them. Students take part in service projects that connect classroom values with real needs, whether that is environmental work, helping at community events or supporting younger students on campus. The point is not to collect hours on a form but to build the habit of contributing, which is exactly what universities and employers later look for when they read a personal statement or interview a candidate.
社区服务与二者并列。学生参与服务项目，把课堂价值观与真实需求连接起来，无论是环保行动、社区活动协助，还是在校内帮助低年级同学。重点不在于在表格上凑够时长，而在于养成贡献的习惯——这正是大学招生官与雇主日后阅读个人陈述或面试候选人时真正想看到的东西。
5. Teachers and the Art of Differentiation | 师资与因材施教
The teaching team brings international education backgrounds and substantial classroom experience. Many staff have taught in more than one country, which helps them read the silent signals of a student who is adjusting to a new language or a new culture. They also understand that a class of twenty contains twenty different starting points, and plan lessons with that reality in mind.
这里的教师团队拥有国际教育背景和丰富的课堂经验。许多教师曾在多个国家任教，这使他们更容易读懂那些正在适应新语言或新文化的学生所发出的无声信号。他们也明白，一个二十人的班级里有二十个不同的起点，并在备课时把这一现实纳入考量。
Differentiation is therefore central to the teaching approach. Teachers adjust strategies according to each student's strengths and needs: some learners receive extra scaffolding in reading, others are pushed toward independent research or a harder problem set, and groupings change depending on the task. The goal is individual growth and academic progress for every child, not a single pace imposed on the whole room.
因此，因材施教是教学方式的核心。教师会根据每位学生的特长和需要灵活调整教学策略：有的学生在阅读上获得更多支架式支持，有的则被推向独立研究或更高难度的题目，分组方式也会随任务而变化。目标是推动每一个孩子的个性成长与学业进步，而不是把全班的节奏统一压成一条线。
6. Electives and Extracurricular Activities | 选修课与课外活动
A rich menu of electives and after-school activities opens doors to academic research, science competitions, art exhibitions and sport. A student might join a research club that prepares a project for a regional fair, enter a science competition as part of a team, hang work in a school exhibition, or train with a squad for a tournament. Each route offers a different kind of pressure and a different kind of reward.
丰富的选修课与课外活动为学生打开了学术研究、科学竞赛、艺术展示和体育运动的大门。学生可以加入研究社团，为地区性展评准备项目；可以组队参加科学竞赛；可以在学校展览中挂出自己的作品；也可以随队训练备战赛事。每条路径都提供不同形式的压力与不同形式的回报。
Alongside knowledge and skills, students quietly build teamwork, leadership and creative thinking. Organising a competition entry means agreeing on roles, meeting deadlines and resolving disagreements; leading a club means motivating people who are not obliged to listen to you. These are the competencies that survive long after a specific syllabus is forgotten, and they are the ones that interviews and university essays tend to probe.
在获得知识与技能的同时，学生也在潜移默化中锻炼了团队协作、领导力和创新思维。筹备一次参赛作品意味着要分工、要守时、要在分歧中找到共识；带领一个社团则意味着要激励那些并没有义务听你指挥的人。这些能力在具体大纲被遗忘很久之后依然留存，也正是面试与大学申请文书最常追问的部分。
7. Teamwork, Leadership and Innovative Thinking | 团队协作、领导力与创新思维
These three qualities are rarely taught in a single lesson; they are absorbed through repetition. A group project that fails because nobody coordinated teaches more about planning than a lecture on planning ever could, and a student who has to present to peers learns quickly how much clarity matters. Teachers deliberately build such moments into the term rather than leaving collaboration to chance.
这三种品质很少能靠一节课教出来，而是通过反复实践被吸收。一个因无人协调而失败的小组项目，在规划方面给人的教益远超一堂"如何做规划"的讲座；而必须向同学做展示的学生，很快就能体会到清晰表达有多重要。教师会有意识地把这类时刻安排进学期中，而不是把协作交给运气。
Over time this produces students who can enter an unfamiliar team, work out what needs doing and do it. That is exactly the profile that international universities describe when they talk about "fit", and it is also what employers mean when they say they hire for attitude and train for skill. The earlier this habit is formed, the cheaper it is to maintain.
久而久之，这培养出能够进入陌生团队、判断出需要做什么并动手完成的学生。这正是国际大学在谈"契合度"时所描述的形象，也是雇主说"招人看态度、技能可以培养"时所指的东西。这种习惯形成得越早，维持它的成本就越低。
8. Global Awareness and Chinese Language Learning | 全球意识与中文课程
Global awareness and international understanding are another signature of the school. Students are encouraged to see events from more than one national perspective, to ask who benefits from a particular narrative and to treat cultural difference as information rather than as a problem. Classroom discussion, international days and service projects all feed this habit of mind.
全球意识与国际理解是学校的另一张名片。学校鼓励学生从不止一个国家的视角看待事件，追问某种叙述对谁有利，并把文化差异当作信息而非问题来对待。课堂讨论、国际日与志愿服务项目，都在滋养这种思维习惯。
The school also offers Chinese courses, giving international students the chance to study the Chinese language and culture in depth. For a student living in Chengdu, this is not an abstract extra: ordering food, reading a sign, chatting with a neighbour or understanding a festival all become possible. Language competence turns everyday life into part of the curriculum and builds respect for the host culture.
学校还开设中文课程，让外籍学子有机会深入学习中国语言和文化。对生活在成都的学生而言，这并非抽象的附加项：点餐、读路牌、与邻居聊天、理解一个节日的来历，都会因此成为可能。语言能力把日常生活变成课程的一部分，也培养出对所在国文化的尊重。
9. International Exchange and Cross-Cultural Interaction | 国际交流与跨文化互动
The school actively joins international exchange programmes and works with a number of international schools to create cross-cultural opportunities for its students. Exchanges may take the form of joint projects, shared online lessons, visiting groups or collaborative performances. The practical effect is that a student's peer group extends beyond the campus gate to other cities and other countries.
学校积极融入国际交流项目，与多所国际学校携手，为学生创造跨文化互动的宝贵机会。交流可以采取联合项目、线上共课、来访团体或合作演出等形式。其实际效果是：学生的同伴群体不再局限于校园围墙之内，而延伸到其他城市与其他国家。
Such contact is useful preparation for university life abroad, where students must build relationships quickly with people from unfamiliar backgrounds. It also softens the culture shock that often accompanies a first long stay overseas, because the student has already practised the awkward first conversation many times in a safe environment.
这类接触为将来在海外的大学生活做了有益准备——那时学生必须迅速与来自陌生背景的人建立关系。它也能缓解初次长期在海外生活时常伴随的文化冲击，因为学生已经在安全的环境中反复练习过"尴尬的第一次对话"。
10. Home-School Partnership | 家校共育
Home-school co-education is taken seriously here. Regular parent meetings, education lectures and parent-child activities create steady contact between school and family, so that concerns are raised early rather than discovered at the end of a term. Teachers share what they see in class, parents share what they see at home, and the two pictures are compared rather than assumed to match.
家校共育在这里同样受到重视。定期的家长会、教育讲座和亲子活动，让学校与家庭之间保持稳定联系，使问题能被及早提出，而不是等到学期末才被发现。教师分享课堂上的观察，家长分享家里的观察，两幅画面被放在一起对照，而不是想当然地认为它们彼此一致。
The result is a close communication bridge and a mutually supportive partnership. For families new to an international curriculum, the education lectures are often the most useful part: they explain how assessment works, what "differentiation" actually looks like, and how to support a child who is learning in a second language without adding pressure at home.
由此形成的是紧密的沟通桥梁与相互支持的合作关系。对刚刚接触国际课程的家庭而言，教育讲座往往是最实用的部分：它们解释评价机制如何运作、"因材施教"究竟长什么样，以及如何在不为家庭增添压力的情况下，支持一个用第二语言学习的孩子。
11. Campus Environment and Facilities | 校园环境与设施
The campus is elegant and its facilities are modern. There are multi-functional classrooms, science laboratories, art studios, a library and a gymnasium, among other spaces. Each of these is designed for a specific kind of learning: a laboratory for controlled experimentation, a studio for messy and iterative making, a library for quiet reading and research, a gym for movement and competition.
校园环境优雅，设施现代，设有多功能教室、科学实验室、艺术工作室、图书馆和健身房等空间。每一处都为特定类型的学习而设计：实验室用于可控的探究实验，工作室用于允许试错与反复修改的创作，图书馆用于安静的阅读与研究，健身房用于运动与竞技。
Together they create an environment suited to both study and daily life. Good facilities do not by themselves produce good learning, but they remove excuses: when a student has somewhere to build, test, rehearse and perform, the gap between an idea and a finished piece of work narrows considerably, and that is where confidence comes from.
这些空间共同营造出适宜学习与生活的环境。好的设施本身并不能直接带来好的学习，但它能消除借口：当学生有地方去搭建、测试、排练和演出时，一个想法与一件成品之间的距离会明显缩短，而自信正源于此。
12. Is CIS the Right Choice for Your Family? | 这所学校适合你的家庭吗？
Taken together, Chengdu International School offers a rigorous academic system, a colourful programme of extracurricular extension and an outward-facing educational philosophy. The American curriculum framework, the K-12 continuum, the emphasis on differentiation and the combination of Chinese language study with international exchange amount to a coherent package rather than a list of separate features.
综合来看，成都美国学校以严谨的学术体系、多彩的课外拓展和面向世界的教育理念，为学子铺设了通向卓越的道路。美式课程框架、幼儿园至 12 年级的一贯制、对因材施教的重视，以及中文课程与国际交流的组合，构成的是一个彼此呼应的整体，而不是一串彼此孤立的卖点。
For families who want an international education, this is a school worth considering seriously. The most reliable next step is a visit: sit in a classroom, ask how differentiation is documented, look at recent student work, and talk to current parents about communication. Answers to those questions will tell you far more than any brochure.
对追求国际化教育的家庭而言，这是一所值得认真考虑的选择。最可靠的下一步是实地走访：坐在一间教室里听课，询问因材施教如何被记录，看看近期学生的作品，并与在读家长聊聊沟通体验。这些问题的答案，会比任何宣传册告诉你更多。
Published by TutorHao | International School Guide | aleveler.com
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