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Hangzhou No.4 High School International Division (Hangzhou Shanghai World Foreign Language School): IB Blending Chinese and Global Education | 杭州上海世界外国语学校：IB课程融合中外教育，助力学生全面发展

2026-01-05 11:13 · 本文部分内容由AI辅助创作

📚 Hangzhou No.4 High School International Division (Hangzhou Shanghai World Foreign Language School): IB Blending Chinese and Global Education | 杭州上海世界外国语学校：IB课程融合中外教育，助力学生全面发展

Globalisation has turned a practical question into a fundamental one: how do we educate young people who are firmly rooted in their own language, history and values, yet fully able to study, work and compete internationally? Schools that offer the International Baccalaureate sit at the very centre of that question. This article looks at how an international division attached to a Chinese high school blends the IB framework with the strengths of Chinese education, and what that blend actually means for inquiry, wellbeing, individual talent, cultural identity and lifelong learning.

在全球化态势下，怎样培育既深深扎根于本土语言、历史与价值观，又能够契合国际学习、工作与竞争需求的人才，已经从操作层面的问题上升为教育的核心命题。开设国际文凭课程（IB）的学校，正处在这一命题的中心。本文将结合杭州上海世界外国语学校（杭州第四中学国际部）的办学实践思路，探讨 IB 严谨框架与中式教育优势如何实现本土化融合，以及这种融合对探究能力、身心健康、个性潜能、文化认同与终身学习的真实意义。

1. The Localisation of International Curricula | 国际课程的本土化融合

The IB Diploma Programme is recognised by universities worldwide, and its core purpose is to develop students' inquiry skills and intercultural understanding. When schools introduce it, they rarely copy it wholesale. Instead, they work on combining it with the best elements of national education. That integration shows up at several levels at once: curriculum design, teaching methods and assessment systems, with the aim of taking the strengths of both traditions rather than replacing one with the other.

国际文凭课程在全球范围内得到广泛认可，其关键之处在于培育和提升学生的探究能力与跨文化理解。许多学校在引入该课程时，并非完全照抄照搬，而是致力于把它与本国教育的精华部分结合起来。这种融合同时体现在课程设置、教学方法与评估体系等多个层面，目的是吸收两种教育体系的长处，而不是用一种传统取代另一种传统。

Successful examples of integration show that a school should keep the rigorous IB framework intact while flexibly weaving local language, culture and values education into it. In humanities and social sciences, for instance, students should examine global issues and also study their own country's history and social development in depth. This selective, whole-school approach avoids cultural dislocation and helps students build a solid cultural identity alongside an international outlook.

案例中成功的融合情况表明，学校在保持国际课程严谨框架的同时，要灵活地把本土语言、文化与价值观教育融入其中。举例来说，在人文社科领域，既要探讨全球性议题，又要深入钻研本国历史与社会发展进程。这种有选择的整体融合方式，能够规避文化脱节现象，进而让学生在建立国际视野的同时，构筑起坚实的文化认同。

Dimension | 维度 Global framework | 国际框架 Local integration | 本土融合
Curriculum design 课程设置 Six subject groups, TOK, EE, CAS Chinese language and history kept compulsory
Pedagogy 教学方法 Concept-driven, open inquiry Structured knowledge building, exam discipline
Assessment 评估方式 Internal assessment, extended essays Regular formative testing, feedback cycles

2. Inquiry Learning Built on Questioning | 以质疑为核心的探究学习

Traditional education often emphasises the transmission and memorisation of knowledge, while modern educational thinking increasingly values the ability to ask questions. A questioning-centred model encourages students to identify problems during learning, propose hypotheses and then look for answers on their own. In that way the classroom shifts from a place of passive listening into a place of active exploration.

传统教育常常侧重于知识的传授与记忆，而现代教育理念则越发重视培养学生主动提问的能力。以质疑为中心的教学模式，鼓励学生在学习过程中发现问题、提出假设并自主寻找答案。这样一种方法把课堂从被动听讲的地方转变为主动探索的地方。

In practice, teachers design open inquiry units and guide students around one core concept for deeper investigation. Students must gather information, run experiments, hold group discussions and present their findings. This process not only deepens understanding of the content but, more importantly, trains critical thinking and independent research skills that underpin lifelong learning.

在实际操作里，教师通过设计开放性的探究单元，引领学生围绕一个核心概念展开深入调查。学生需要收集信息、开展实验、进行小组讨论，还要展示成果。这样的过程不但加深了对知识的理解，更关键的是锻炼了批判性思维与独立研究能力，为终身学习打下基础。

Concrete subject work makes the method visible. A physics group may test the relationship between speed, distance and time; a chemistry group may verify a reaction ratio by measurement; a mathematics group may move from measurement to a general formula and then justify it.

具体学科任务能让这种方法变得可见。物理小组可以检验速度、距离与时间之间的关系；化学小组可以通过测量验证反应比例；数学小组则可以从测量出发，归纳出一般公式并给出论证。

v = s ÷ t    A = πr²    2H₂ + O₂ → 2H₂O

Students record data, plot graphs, compare the measured gradient with the theoretical value and discuss sources of error, such as reaction time or heat loss. The habit of asking "how do I know this is true?" is exactly what IB internal assessments reward.

学生记录数据、绘制图像、把实测斜率与理论值进行比较，并讨论误差来源，例如反应时间或热量损失。"我如何知道这是真的？"这一提问习惯，正是 IB 内部评估所看重的素养。

3. Broad Knowledge and Wellbeing in Equal Measure | 知识广博与身心健康并重

It is not appropriate to limit students' all-round development to academic results alone. Contemporary education stresses breadth of knowledge and actively encourages students to explore science, the arts and the humanities, so that they build an interconnected network of understanding. Wide reading and interdisciplinary study help to stimulate creative thinking and to cope with the multiple challenges of a complex world.

仅仅把学生的全面发展限定于学术成绩是不太妥当的，当下的教育着重强调知识面的宽广程度，积极鼓励学生涉足科学、艺术、人文等诸多不同的领域，从而构建起彼此相互关联的知识网络。广泛阅读与跨学科学习，有助于激发创新思维，也能帮助学生应对复杂世界的多元挑战。

At the same time, students' physical and mental health is the foundation of academic success. Schools attend to fitness and emotional management by offering systematic PE courses, mental health talks and a rich programme of clubs. Guaranteeing sufficient outdoor activity time and opportunities to relax is a key safeguard for sustainable learning.

与此同时，学生的身心健康乃是学业成功的基础。学校通过开设系统的体育课程、开展心理健康讲座、举办丰富的社团活动，来关注学生的体能锻炼与情绪管理。保证学生拥有充足的户外活动时间以及放松机会，这是实现可持续学习的关键保障。

4. Unlocking Potential and Personalised Growth | 潜能挖掘与个性化发展

Every student has unique talents and interests, and discovering and nourishing those potentials is one of the important tasks of education. Schools create opportunities for students to explore their own possibilities by offering diverse course choices and extracurricular platforms, such as robotics clubs, art workshops and Model United Nations.

每一个学生都有独特的天赋与兴趣，去发现且滋养这些潜能，是教育的重要任务之一。学校通过提供多样的课程选择以及课外活动平台，例如机器人社团、艺术工作坊、模拟联合国等，来为学生创造探索自身可能性的机会。

Teachers act as observers and guides. Through daily interaction and project assessment, they identify each student's areas of strength and then provide more targeted learning materials and challenging tasks, supporting students to develop at a deeper level in the direction they are good at. This builds confidence and clarifies the route ahead.

教师充当着观察者与引导者的角色，凭借日常互动与项目评估，辨认出学生的优势领域，并在此基础上给予更具针对性的学习资料以及挑战任务，支持学生在自己擅长的方向朝着更深层级发展。由此，学生得以建立自信并明确未来前行的路线。

Platform | 平台 Skill developed | 培养能力
Robotics club 机器人社团 Design thinking, coding, teamwork
Art workshop 艺术工作坊 Visual expression, portfolio building
Model United Nations 模拟联合国 Research, debate, negotiation in English

5. Cultivating a Chinese Heart and a Global Vision | 培养中国心与世界眼

In a globalised context, developing students' national identity and their international outlook may look contradictory, but in fact the two reinforce each other. The so-called "Chinese heart" is, in the end, formed through deep language, history and culture education, which enables students to understand and identify with the core values and traditional wisdom of their own culture, and thereby to establish a firm spiritual foundation.

在全球化背景之下，培育学生的民族认同以及国际视野，看似矛盾，实际上却是相辅相成的。所谓"中国心"，说到底，是通过深入的语言、历史与文化教育，让学生理解并认同本国文化的核心价值与传统智慧，进而形成稳固的精神根基。

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A "global vision" requires students to go beyond a local perspective and understand how different cultures, economies and political systems operate. Through international exchange programmes, the study of global issues and second-language learning, students learn to regard differences with respect and openness, preparing themselves for future participation in international dialogue and cooperation.

"世界眼"则要求学生超越本土视角，去理解不同文化、不同经济、不同政治体系的运作方式。学生通过国际交流项目、全球性议题研究以及第二外语学习，学会以尊重和开放的态度看待差异，为未来参与国际对话与合作做好准备。

6. Education as a Foundation for Lifelong Learning | 迈向终身学习的教育基石

The final goal of education is not simply to prepare for entrance examinations, but to cultivate the inner motivation and ability to keep learning. Students who possess inquiry skills and creative thinking can actively adapt to constantly changing social and technological conditions, and schools protect that curiosity by creating an atmosphere that encourages experimentation and tolerates failure.

教育的最终目标并非只冲着升学考试而去，而是要培育一种持续学习的内在动力与能力。那些拥有探究能力以及创新思维的学生，能够主动适应不断变化的社会与技术变革。学校则凭借营造鼓励尝试、容忍失败的氛围，来保护学生的好奇心。

Such an education focuses on mastering learning methods rather than merely accumulating knowledge. Students learn how to set learning goals, how to manage time, how to filter information and how to reflect. These transferable skills allow them to deal effectively with new challenges in their careers and personal lives long after they leave school.

这种教育着重于学习方法的掌握，而非知识的单纯积攒。学生懂得了怎样设定学习目标、怎样把控时间、怎样筛选信息，以及怎样展开反思。这些可迁移的技能，致使他们在离开校园之后，依旧能够有效地应对职业与个人生活里的各类新挑战。

7. The IB Core: Structure, Points and Assessment | IB 核心结构、分数与评估

Understanding the architecture helps students and parents see where the effort goes. In the IB Diploma Programme, candidates normally study six subjects, three at Higher Level and three at Standard Level, chosen from six subject groups. On top of that sit the three core elements: Theory of Knowledge (TOK), the Extended Essay (EE) and Creativity, Activity, Service (CAS).

理解课程架构，能帮助学生与家长看清努力应当投向何处。在 IB 文凭项目中，学生通常学习六门学科，其中三门为高级水平（HL）、三门为标准水平（SL），分别从六个学科组中选取。在学科之外，还有三大核心要素：知识论（TOK）、拓展论文（EE）与创造、活动、服务（CAS）。

Group | 学科组 Typical subjects | 常见科目
1 Studies in Language and Literature Chinese A: Literature, English A: Language and Literature
2 Language Acquisition English B, Chinese B, French ab initio
3 Individuals and Societies Economics, Business Management, History, Psychology
4 Sciences Physics, Chemistry, Biology, Computer Science
5 Mathematics Analysis and Approaches, Applications and Interpretation
6 The Arts (or a second subject from 2-4) Visual Arts, Music, Film

Each subject is graded from 1 to 7, giving a maximum of 42 points, and the core can add up to 3 more, so the diploma maximum is 45 points. The diploma is awarded from 24 points upwards, provided that core requirements and the minimum standards in each subject are met. Internal assessment typically counts for around 20 to 30 per cent of a subject's final grade.

每门学科按 1 至 7 分评定，六门学科最多可得 42 分；核心要素最多再加 3 分，因此文凭满分为 45 分。在满足核心要求以及各科最低标准的前提下，达到 24 分即可获得文凭。内部评估通常占单科最终成绩的约 20% 至 30%。

Total = Σ (6 subjects × 7) + core (max 3) = 42 + 3 = 45

8. Subject Choices and University Pathways | 选科策略与升学路径

Subject choice is the point where an international outlook becomes a concrete plan. A common strategy is to keep breadth for as long as possible, then align the Higher Level subjects with the intended university field. Students aiming at engineering, for example, often take Mathematics: Analysis and Approaches HL, Physics HL and Chemistry HL, whereas future economists may pair Economics HL with Mathematics HL.

选科是国际视野落到具体规划上的关键节点。常见策略是尽量长时间保持学科广度，随后让高级水平科目与目标大学的专业方向对齐。例如，志在工程的学生常选数学（分析与方法）HL、物理 HL 与化学 HL；而未来想读经济学的学生，则可能把经济 HL 与数学 HL 搭配起来。

Intended field | 目标方向 Likely HL combination | 常见 HL 组合
Engineering 工程 Maths AA HL + Physics HL + Chemistry HL
Medicine / Life Sciences 医学与生命科学 Chemistry HL + Biology HL + Maths AA HL
Economics / Finance 经济与金融 Economics HL + Maths AA HL + English A HL
Law / Social Sciences 法律与社会科学 History HL + English A HL + Psychology HL

Applications to the UK rely on UCAS with predicted grades and a personal statement, while applications to the United States weigh the transcript, essays, recommendations and activities together. In both cases, consistency between chosen subjects, extended essay topic and stated ambitions is what makes an application convincing.

申请英国方向主要依托 UCAS，以预估成绩与个人陈述为核心；申请美国方向则综合考量成绩单、文书、推荐信与课外活动。无论是哪种路径，选科、拓展论文选题与所陈述的志向之间保持一致，才是让申请具备说服力的关键。

9. Language, Writing and Academic Literacy | 语言能力、写作与学术素养

Bilingual competence is the working tool of an IB classroom. Students may take Chinese A: Literature while learning English B, or take English A and study Chinese B. Either route demands a shift from everyday fluency to academic register: defining terms, handling evidence, and writing an argument that survives scrutiny.

双语能力是 IB 课堂的工作工具。学生可以修读中文 A 文学同时学习英文 B，也可以修读英文 A 并学习中文 B。无论哪条路径，都要求从日常流利转向学术语域：界定概念、处理证据，并写出经得起推敲的论证。

The Extended Essay is where this literacy is tested most visibly. A 4,000-word research paper requires a focused question, a methodology, sources evaluated for reliability and a conclusion that answers the question rather than summarising the topic. Students who keep a research log from the beginning find the final drafting far more manageable.

拓展论文是检验这种素养最直观的环节。一篇 4000 词的研究论文，需要聚焦的问题、明确的方法、对可靠性加以评估的资料来源，以及一个真正回答问题的结论，而不是对话题的概括。从开题起就坚持写研究日志的学生，在最终成稿时会轻松得多。

10. Wellbeing, CAS and Character in Daily Practice | 身心健康、CAS 与品格的日常落地

Wellbeing is not an abstract slogan; it appears in the timetable. Creativity, Activity and Service gives students a structured way to balance intellectual work with physical activity and contribution to others, and it is a compulsory part of the diploma rather than an optional extra.

身心健康不是抽象的口号，它体现在课程表里。创造、活动、服务（CAS）为学生提供了结构化的方式，把智力学习与体育锻炼、服务他人平衡起来，而且它是文凭的必修组成部分，而非可有可无的附加项。

A realistic weekly rhythm might combine three training sessions, one sustained service commitment and one creative project across a term. Teachers watch for warning signs such as falling attendance, disrupted sleep or withdrawal from group work, and the school's counselling and pastoral systems respond early rather than waiting until examination season.

一种切合实际的每周节奏，可能是在一个学期内安排三次训练、一项持续的服务承诺以及一个创作项目。教师会留意出勤下降、睡眠紊乱或回避小组合作等预警信号，学校的心理辅导与导师体系会尽早介入，而不是等到考季才处理。

11. Questions Worth Asking When Choosing a School | 择校时值得追问的问题

Families comparing international divisions should look beyond glossy brochures and ask for evidence. A short, disciplined set of questions usually reveals more than an open day presentation, because the answers can be checked against documents and data.

在比较各国际部时，家庭应当超越精美的宣传册，去索取可核验的证据。一组简短而有章法的问题，往往比开放日的宣讲更能揭示真相，因为答案可以用文件与数据来核实。