📚 Chengdu International School (CDIS) Guide: Curriculum, Faculty and Holistic Growth | 成都爱思瑟国际学校全解析：课程体系、师资与全人培养
Choosing an international school is one of the most consequential decisions a family makes, because the school becomes the environment in which a child's habits of thinking, standards of work and sense of self are shaped day by day. Chengdu International School (CDIS), known in Chinese as Chengdu Aisise Guoji Xuexiao, is a recognised international school located in Chengdu, a city that combines a relaxed lifestyle with a fast-growing international business and education sector. The school's stated purpose is to deliver a high standard of education that strengthens students academically while also developing their interpersonal skills and overall competence, so that graduates leave prepared for university study and for life beyond it.
选择国际学校，往往是家庭做出的最重要的教育决定之一，因为学校就是孩子日复一日形成思维方式、学业标准与自我认知的环境。成都爱思瑟国际学校（Chengdu International School, CDIS）坐落在美丽的成都，是一所备受认可的国际学校，致力于提供高水平的教育，全方位提升学生的学术实力、人际交往能力和综合素养。成都既有从容的生活节奏，也在快速成长为国际商务与教育重镇，学校正是在这样的城市土壤中办学，希望毕业生既能胜任海外大学的学习，也能从容面对毕业之后的人生。
This article explains the school's educational philosophy, its teaching team, the curriculum pathways it offers, its approach to subject choice, co-curricular life, home-school cooperation and university preparation. It is written for parents who are comparing international schools in Chengdu, and for students who want to understand what daily learning in an international environment actually looks like.
本文将系统介绍这所学校的教育理念、师资团队、课程体系、选课方式、课外活动、家校合作以及升学准备，既适合正在比较成都国际学校的家长阅读，也适合想了解国际学校日常学习形态的学生参考。
1. School Overview: Location, Identity and Mission | 学校概况：位置、定位与使命
Chengdu International School is situated in Chengdu and serves both expatriate and Chinese families who are looking for an internationally oriented education. Its identity rests on three pillars: academic rigour, personal development, and a genuinely international learning culture. The mission is not simply to raise test scores but to help each student become a capable, curious and socially responsible young adult.
成都爱思瑟国际学校坐落于成都，服务的是希望接受国际化教育的家庭，其中既有外籍家庭，也有本地家庭。学校的定位建立在三个支柱之上：学术严谨、个人成长，以及真正具有国际视野的学习文化。它的使命不只是提高考试分数，而是帮助每一位学生成长为有能力、有好奇心、有社会责任感的年轻人。
Academic strength: demanding coursework, clear learning outcomes and regular assessment that shows students exactly where they stand.
学术实力：课程具有挑战性，学习目标清晰，并通过定期评估让学生明确知道自己当前的位置。
Interpersonal skills: collaborative projects, group discussion and team activities that build communication, negotiation and leadership.
人际交往能力：通过合作项目、小组讨论和团队活动，培养沟通、协商与领导能力。
Overall competence: arts, sport, service and creativity treated as essential parts of the education rather than optional extras.
综合素养：艺术、体育、服务与创造力被视为教育的必要组成部分，而不是可有可无的附加项。
| Item 项目 | Details 说明 |
| Location 位置 | Chengdu, Sichuan Province, China 中国四川省成都市 |
| School type 学校类型 | International school 国际学校 |
| Curriculum 课程 | IBDP, IGCSE and Chinese national curriculum IBDP、IGCSE 与中国国家课程 |
| Core focus 核心关注 | Academics, character, global perspective 学术、品格、全球视野 |
2. Educational Philosophy: Unlocking Potential, Expanding Horizons, Shaping the Future | 教育理念：激发潜能、拓展视野、塑造未来
The school's guiding philosophy can be summarised in three phrases: unlock potential, broaden horizons, and shape the future. In practice this means building a learning environment in which no student is allowed to settle for a version of themselves that is smaller than their actual ability.
学校的教育理念可以概括为三句话：激发潜能、拓展视野、塑造未来。落到实践中，就是全力打造一个全面发展的学习环境，让学生不满足于一个比自己真实能力更小的自我形象。
Potential is not treated as a fixed quantity. A student who struggles with algebra in Grade 8 may be the one who wins a mathematics competition in Grade 11, and a student who is quiet in class may turn out to be the strongest debater once given a structured chance to speak. Teachers therefore look for the conditions under which a particular child learns best, rather than applying a single template to everyone.
这所学校并不把潜能看作一个固定的量。八年级在代数上吃力的学生，也许十一年级会在数学竞赛中获奖；课堂上安静的学生，一旦被给予结构化的表达机会，可能恰恰是最有说服力的辩手。因此教师关注的是"这个孩子在最合适的条件下能走多远"，而不是用同一套模板要求所有人。
Horizons are expanded through exposure: to unfamiliar texts, to conflicting historical interpretations, to laboratory work that does not have a single clean answer, and to classmates from different cultural backgrounds. The goal is that students in academic, artistic and sporting fields alike can stand out in multiple domains, and can explain their thinking to people who do not already agree with them.
视野的拓展来自接触：接触陌生的文本、互相冲突的历史解释、没有单一标准答案的实验探究，以及文化背景各异的同学。目标是让学生在学术、艺术、体育等多个领域都能脱颖而出，并且能够向原本不认同自己的人清晰地解释自己的思考。
3. Faculty: Experience, Expertise and Teaching Approach | 师资团队：经验、专业与教学方式
The school brings together an experienced teaching team whose members hold solid international education backgrounds and subject expertise. Beyond qualifications, what matters is that these teachers know how to spark self-directed learning and creative thinking, so that students eventually work because they want to understand something, not merely because a deadline is approaching.
学校汇聚了一支经验丰富的教师团队，他们不仅拥有扎实的国际教育背景和专业知识，更擅长激发学生的自主学习热情和创新思维。比起学历本身，更重要的是这些老师懂得如何让学生最终是"因为想弄明白"而学习，而不是仅仅因为截止日期临近。
Classroom practice is deliberately interactive. Teachers encourage active discussion and hands-on operation, and design tasks that require students to defend a position, evaluate evidence and revise their conclusions. The emphasis falls on critical thinking and the practical ability to solve problems, including problems that have not been neatly packaged for them in advance.
课堂刻意保持互动性。老师鼓励积极的讨论和实践操作，并设计需要学生为自己的立场辩护、评估证据、修正结论的任务。教学重点落在批判性思维和解决实际问题的能力上，包括那些没有被提前打包整理好的真实问题。
Questioning over dictation: lessons are built around questions that have more than one defensible answer.
以提问代替灌输：课堂围绕那些存在不止一个合理答案的问题展开。
Feedback loops: drafts, redrafts and targeted comments, so that improvement is visible rather than assumed.
反馈闭环：通过初稿、修改稿与有针对性评语，让进步清晰可见，而不是想当然。
Differentiation: extension tasks for students who are ready, scaffolding for those who need it.
差异化教学：为准备好的学生提供拓展任务，为需要帮助的学生提供脚手架支持。
Professional development: teachers keep updating subject knowledge and assessment practice.
专业发展：教师持续更新学科知识与评估方法。
4. Curriculum Framework: IBDP, IGCSE and the Chinese National Curriculum | 课程体系：IBDP、IGCSE 与中国国家课程
The curriculum is flexible and multi-layered. It covers the International Baccalaureate Diploma Programme (IBDP), IGCSE, and the Chinese national curriculum, which means families can choose a route that matches their child's age, language profile and long-term university plans rather than being locked into a single track.
爱思瑟国际学校的课程体系灵活多元，涵盖国际文凭课程（IBDP）、IGCSE 以及中国国家课程。这意味着家庭可以根据孩子的年龄、语言基础与长期升学规划选择合适路径，而不必被锁定在单一轨道上。
| Programme 课程 | Typical stage 常见阶段 | Assessment style 评估方式 |
| IGCSE | Grades 9-10 九至十年级 | External examinations with coursework components 外部统考加课程作业 |
| IBDP | Grades 11-12 十一至十二年级 | Internal assessment, extended essay, final exams 内部评估、拓展论文与全球统考 |
| Chinese national curriculum 中国国家课程 | Varies by cohort 视年级与班级而定 | Continuous assessment plus school-based tests 过程性评价加校内测试 |
The IBDP structure itself is worth knowing because it shapes the timetable. Students study six subject groups, complete a Theory of Knowledge course, write an Extended Essay, and fulfil Creativity, Activity and Service requirements. A common way of describing the overall diploma outcome is:
IBDP 的结构本身值得了解，因为它直接决定了课表的安排。学生需要学习六个学科组，完成认识论课程（TOK），撰写拓展论文（EE），并满足创造、行动与服务（CAS）要求。用来概括文凭总分的一个常见表述是：
Diploma Total = Σ (Subject Score 1-7) + TOK + EE Bonus Points (0-3)
That combination rewards breadth, sustained independent work and reflection, which is precisely why universities in the UK, the US, Canada, Australia and Hong Kong recognise it so widely.
这一组合奖励的是广度、持续性的独立研究与反思能力，这也正是英国、美国、加拿大、澳大利亚与中国香港地区高校普遍认可 IBDP 的原因。
5. Subject Pathways and Personalised Course Selection | 学科路径与个性化选课
Students can choose across a wide range of fields, including language and literature, sciences, mathematics, social sciences, arts and physical education. Because the school treats interest and strength as legitimate starting points, a student who loves biology and music is not forced to abandon one in order to protect the other; instead, the timetable and the university plan are adjusted around that combination.
学生可以在语言文学、科学、数学、社会科学、艺术与体育等广泛领域中，根据个人兴趣和特长自由选择。学校把"兴趣"和"优势"都视为正当的出发点，因此一个同时喜欢生物与音乐的学生，不必为了保住一个而放弃另一个，而是围绕这种组合去调整课表与升学方案。
Good course selection is not simply picking the subjects with the highest predicted grades. It balances three questions: what does the student enjoy enough to study for two years, what does the target university programme require, and what keeps future options open if plans change?
好的选课并不只是挑选预估分最高的科目，而是要平衡三个问题：学生是否喜欢到愿意学两年？目标大学的专业有什么要求？如果计划改变，这样的组合是否还能保留其他可能？
Group 1 - Studies in Language and Literature: builds close reading, argument and written precision.
第一学科组 - 语言与文学：训练细读、论证与书面表达的精确度。
Group 2 - Language Acquisition: develops a second or third language for real communication.
第二学科组 - 语言习得：培养可用于真实交流的第二或第三语言能力。
Group 3 - Individuals and Societies: economics, history, psychology, geography and similar subjects.
第三学科组 - 个体与社会：经济、历史、心理、地理等人文社科科目。
Group 4 - Sciences: biology, chemistry, physics, with laboratory skills assessed internally.
第四学科组 - 科学：生物、化学、物理，实验技能通过内部评估考核。
Group 5 - Mathematics: different levels to suit analytical and applied pathways.
第五学科组 - 数学：设置不同层次，适配偏理论或偏应用的升学方向。
Group 6 - The Arts: visual arts, music, film or an additional subject from another group.
第六学科组 - 艺术：视觉艺术、音乐、电影，或从其他学科组加选一门。
6. Language, Literacy and Bilingual Learning | 语言、读写与双语学习
Language is the operating system of every other subject. A student who cannot follow the syntax of an examination question will underperform even when the underlying knowledge is secure, so literacy is taught explicitly across the curriculum rather than being left to the English department alone.
语言是其他所有学科的"操作系统"。如果学生读不懂题干句法，即便知识本身掌握得不错，成绩也会受影响。因此读写能力是贯穿课程显性教授的，而不是只交给英语组负责。
In an international school serving both expatriate and local families, teachers manage a range of language profiles in one room. The practical response is scaffolded reading, subject-specific vocabulary lists, modelled writing and structured speaking tasks, so that a student moving from Chinese-medium learning into English-medium study is supported rather than simply tested.
在一所同时服务外籍与本地家庭的国际学校里，同一个教室里存在多种语言基础。务实的应对方式是：带支架的阅读、学科专属词汇表、示范性写作与结构化的口语任务，让从中文授课转入英文授课的学生得到支持，而不是被直接"考"出来。
Subject vocabulary: words such as mitochondrion, elasticity or opportunity cost are taught as content, not decoration.
学科词汇：像 mitochondrion（线粒体）、elasticity（弹性）、opportunity cost（机会成本）这类词是当作内容来教的。
Academic writing: thesis statements, evidence, counter-argument and conclusion become a repeatable routine.
学术写作：论点、证据、反方观点与结论，逐步变成可重复使用的写作流程。
Speaking confidence: seminars, presentations and debates build the oral fluency that university interviews later reward.
口语自信：研讨、演示与辩论培养的口头流利度，日后会在大学面试中得到回报。
7. Mathematics, Science and Inquiry-Based Learning | 数学、科学与探究式学习
Mathematics and the sciences are taught as ways of thinking rather than as collections of procedures to memorise. In mathematics, the priority is proportional reasoning, algebra, functions and statistics, with an emphasis on explaining why a method works. In the sciences, laboratory work is central: students design investigations, control variables, record uncertainty and evaluate the limits of their own data.
数学与科学被当作思维方式来教，而不是需要背诵的操作步骤集合。数学的重点在于比例推理、代数、函数与统计，并强调解释"方法为什么成立"。科学学科的核心是实验：学生要设计探究、控制变量、记录不确定度，并评估自己数据的局限。
v = Δs ÷ Δt | P₁V₁ ÷ T₁ = P₂V₂ ÷ T₂
Students also encounter computation and data handling, which matter increasingly in university science and economics courses. A typical internal reporting model in a coursework-based subject looks like this:
学生还会接触计算与数据处理，这在大学的理科与经济类课程中越来越重要。在含课程作业的科目中，一种常见的校内评分模型如下：
Final Grade = (Coursework × 40%) + (Examination × 60%)
Design and method: choose variables, justify the range of readings, plan the control.
设计与方法：选择变量、论证测量范围的合理性、规划对照组。
Analysis: graph the data, identify anomalies, calculate gradients and account for error.
分析：作图、识别异常点、计算斜率并处理误差。
Evaluation: state clearly how confident the conclusion can be, and what to change next time.
评价：清楚说明结论的可靠程度，以及下次应如何改进。
8. Arts, Sport and Student Wellbeing | 艺术、体育与身心健康
Creative and physical subjects are part of the core offer, not a reward for finishing academic work early. Participation in music, drama, visual arts and competitive sport gives students a second and third setting in which to take risks, receive feedback and perform under pressure - experiences that transfer directly back into academic life.
艺术与体育属于核心课程，而不是提早完成学业任务的奖励。参与音乐、戏剧、视觉艺术与竞技体育，让学生拥有第二、第三个可以试错、接受反馈并在压力下表现的场域，而这些经历又会直接迁移回学术生活。
Wellbeing is treated as a practical, daily concern: manageable workloads, predictable deadlines, access to counselling, and a culture in which asking for help is normal. A student who is exhausted and anxious does not learn well, no matter how good the syllabus is.
身心健康被当作日常的务实问题来处理：课业量可控、截止时间可预期、可以获得心理辅导，以及一种"求助是正常行为"的文化。如果学生疲惫焦虑，再好的课程大纲也难以产生好的学习效果。
Arts: portfolios, ensemble work and performance build discipline and self-presentation.
艺术：作品集、合奏与演出培养自律与自我呈现能力。
Sport: training routines, teamwork and losing gracefully are all part of the curriculum of character.
体育：训练习惯、团队协作与体面地接受失败，都是品格课程的一部分。
Balance: students are encouraged to protect sleep and rest, not to trade them for marks.
平衡：学校鼓励学生保护睡眠与休息，而不是用它们去换分数。
9. Extracurricular Activities, Global Perspective and Social Skills | 课外活动、全球视野与社交技能
Beyond classroom learning, the school places real weight on social skills and global perspective. A rich programme of co-curricular activities - from clubs and societies, to outdoor expeditions, to cross-cultural exchange - gives students the chance to interact and collaborate with peers from different cultural backgrounds, and horizons widen as a direct result.
超越课堂学习，学校同样重视社交技能与全球视野的养成。丰富多彩的课外活动——从社团俱乐部、户外探险到跨文化交流——让学生有机会与不同文化背景的伙伴互动协作，眼界由此大开。
These activities are not a break from learning; they are a different form of it. Organising a fundraising event requires budgeting, delegation and persuasion. A Model United Nations conference requires research, drafting and the ability to respond to an argument in real time. An outdoor expedition requires planning, resilience and cooperation when conditions turn unpleasant.
这些活动不是"学习的暂停"，而是另一种形式的学习。组织一次募捐活动需要预算、分工与说服他人；参加模拟联合国需要调研、起草文件，以及实时回应他人论点的能力；户外考察则需要规划、韧性，以及在条件变差时彼此配合的意识。
Service and leadership: students take responsibility for projects that benefit someone other than themselves.
服务与领导力：学生要为真正惠及他人的项目承担责任。
Intercultural competence: working in mixed-language teams teaches patience and precision in communication.
跨文化能力：在多语言团队中合作，能训练沟通中的耐心与精确。
Resilience: activities that are genuinely difficult produce genuine confidence.
韧性：真正有难度的活动，才能带来真正的自信。
10. Home-School Partnership: Working With Families | 家校合作：与家庭同行
The school actively works alongside families and treats parents as partners rather than spectators. A home-school cooperation committee provides a formal channel for feedback, while regular parent meetings and themed talks give families a clear picture of what students are learning and why it is taught that way.
同时，学校积极携手家庭，共同关注孩子的成长。家校合作委员会提供了正式的沟通渠道，定期的家长会与主题讲座则让家庭清楚了解孩子在学什么，以及为什么这样教。
Training and support are also offered so that parents can participate more effectively in their child's education - for example, understanding how IBDP assessment works, how to talk about a disappointing grade without damaging motivation, or how to plan application timelines without creating panic.
学校还提供培训与支持，帮助父母更有效地参与子女的教育旅程。例如：了解 IBDP 的评估机制，在遇到不理想的成绩时如何沟通而不打击学习动机，以及如何规划申请时间线而不制造恐慌。
| Channel 渠道 | Purpose 目的 |
| Home-school committee 家校委员会 | Two-way feedback and shared decision-making 双向反馈与共同决策 |
| Parent meetings 家长会 | Progress review with subject teachers 与学科教师共同回顾学习进展 |
| Themed talks and training
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