教育是“愛”的事業(yè)，也是“專業(yè)”的事業(yè)。無論教育如何變革，教師的專業(yè)素養(yǎng)始終是教育教學(xué)的源頭，有了這個(gè)“活水源頭”，教育才能長久健康地發(fā)展。今天的教師，既是思想的引領(lǐng)者，同時(shí)又是自我生命與精神的變革者，必須要把對教育的研究，作為最重要的工作，并站在專業(yè)的立場上去啟發(fā)學(xué)生、引導(dǎo)學(xué)生、幫助學(xué)生。

Education is about love and is also about professionalism. No matter how education changes, the professional quality of teachers is always the source of education. With professional teachers, education can healthily develop for a long time. Teachers today both lead students" minds and help to shape their personalities. We must take education as the most important job, and adhere to a professional standpoint to inspire, guide, and help students.

在深國預(yù)，有一個(gè)陣容強(qiáng)大的“博士天團(tuán)”——

(資料圖片僅供參考)

At SIFC, we have a strong doctorates team

李婭 Dr. Kennis Li

中方副校長

Deputy Chinese Principal

美國肯特州立大學(xué)跨學(xué)科領(lǐng)導(dǎo)力博士

Ed.D. of Interprofessional Leadership, Kent State University

Dr. David Medina

外方副校長

Deputy Foreign Principal

美國科林大學(xué)金融/工商管理博士

Ph.D. of Finance and Business Administration,

Corllins University

于怡婷 Dr. Tracy Yu

學(xué)術(shù)校長

Academic Principal

美國南佛羅里達(dá)大學(xué)數(shù)學(xué)及教育學(xué)雙博士

Ph.D. of Mathematics and Education,

University of South Florida

Dr. Wendy Moss

音樂老師

Music Teacher

美國內(nèi)華達(dá)大學(xué)音樂博士

DMA of Music, University of Nevada, LasVegas

李昔南 Dr. Richard Li

社會科學(xué)組副組長

Deputy Director of Social Science Dept.

英國拉夫堡大學(xué)社會學(xué)博士

Ph.D. of Sociology, Loughborough University

許逸詩 Dr. Yvonne Xu

科學(xué)老師

Science Teacher

新加坡國立大學(xué)病毒和免疫學(xué)博士

Ph.D. of Virus and Immunology,

National University of Singapore

劉超 Dr. Kevin Liu

理科老師

Science Teacher

中國科學(xué)院?學(xué)天體物理博?

Ph.D. of Astrophysics,

University of Chinese Academy of Science

本期，我們邀請了深國預(yù)7位博士老師，為大家分享他們各自在國際教育界五年至二十年的經(jīng)驗(yàn)與思考。他們的分享里，有個(gè)體成長故事，有時(shí)代教育的變遷，也有至高的教育情懷和教育理想。邀你走進(jìn)其中，一同感受。

At this time, we have invited 7 teachers with doctoral degrees from SIFC to share their experience and thinking in the international education field. In their sharing, there are personal growth stories, educational changes of the times, and rich experiences and feelings about educational ideals. Let’s read and experience it together!

01

博士“卷”進(jìn)

國際高中當(dāng)老師

People who attained doctorates

choose to be teachers at

international high schools

為什么選擇來到深國預(yù)？

Why choose SIFC?

Kennis：我在國際教育領(lǐng)域有著二十多年的經(jīng)驗(yàn)。在我眼里，深國預(yù)的魅力在于它的包容性，容納來自不同國家、有著不同文化背景的老師。我們在深國預(yù)交流、碰撞，有一分熱，發(fā)一分光，為同學(xué)們撐起一片學(xué)術(shù)天地。

As a educator who has worked in the international education front for more than 20 years, in my opinion, the charm of SIFC lies in its inclusiveness, accommodating teachers from different countries and with different cultural backgrounds. We communicate and study from each other here, and support an academic atmosphere for our students.

David：讓我們喜聞樂見的是，越來越多有博士學(xué)歷的教育工作者加入到深國預(yù)來。我認(rèn)為大多數(shù)擁有博士學(xué)位的人都非常重視教育。這也意味著他們有著激勵年輕一代的激情，他們愿意去挑戰(zhàn)那些固有的認(rèn)知模式，并著眼于改變未來。

We are delighted to see that more and more educators holding a Ph.D. joined SIFC. I think most people holding a Ph.D. highly value education, this means they want to encourage the next generation, challenge preconceived ideas and find a better way to do things in the future.

Tracy：我自己也是美高畢業(yè)，所以對于美國的高中體系是有親身體驗(yàn)的。在美國的大學(xué)里，我教授過10余門數(shù)學(xué)專業(yè)課程比如微積分，三角函數(shù)，微分方程等，也教過教育方法和教育心理學(xué)的課程，學(xué)生主要是未來意向做老師的學(xué)生以及本身就在高中教課的進(jìn)修研究生。所以我一直以來的研究方向和興趣都是在初高中教育。當(dāng)決定回國之后，來到國際學(xué)校任職也是我對自己的規(guī)劃。之所以來到深國預(yù)，主要是認(rèn)同傅院長的教育理念，教育就是“喚醒”。這是一所教育家創(chuàng)建的國際學(xué)校，深國預(yù)鼓勵的教育方法在充滿創(chuàng)新意識和活力的同時(shí)，也更有文化底蘊(yùn)，更適合新時(shí)代的青少年。

Graduated from high school in the US myself, I personally experienced the American education system and am familiar with the advantages of such curriculum. In universities in the US, I have also personally taught more than ten different mathematics courses such as Calculus, Trigonometry, and Differential Equations. In addition, I have taught educational methods courses and educational psychology courses in the School of Education. There, my students are mainly pre-service teachers and graduate students who are studying their masters degrees in education while teaching in high school at the same time as their professional development. So my research direction and interests have always been in secondary education. Upon my decision to return to China, it was natural that I chose my career working in International schools. The reason why I came to SIFC is mainly because I believe the same thing our founding principal Fu’s educational values: education is awakening. SIFC is an international school founded by a true educator, therefore, here at SIFC we promote teaching strategies placed emphasis on not only innovation and vitality but also cultural heritage, hence, more beneficial for youth in the new era.

Richard：在我的家族中，很大一半的家庭成員是 K12 老師。我從他們那里學(xué)到了很多關(guān)于教學(xué)的知識，從教學(xué)方法到道德準(zhǔn)則。我在英國待了近 10 年，從英國回來后僅僅幾個(gè)月就遇到了深國預(yù)。這里有著真正的、友好的國際化環(huán)境，可愛而才華橫溢的學(xué)生讓我度過了愉快的時(shí)光。

Partially because of my family tradition, in my extended family, a large half of the family members are K12 teachers. I have learned much about teaching, from pedagogy to ethics, from them. I encountered SIFC just a few months after returning from the UK where I have stayed for almost 10 years. The friendly and truly international atmosphere and the adorable and talented students have made my stay enjoyable.

Yvonne：我是在機(jī)械學(xué)習(xí)的學(xué)術(shù)環(huán)境中長大的。雖然順利通過了高考并進(jìn)入了中國頂尖大學(xué)之一，但在開啟博士學(xué)位的學(xué)習(xí)之旅時(shí)，我遭遇了嚴(yán)峻的挑戰(zhàn)。進(jìn)入 21 世紀(jì)，學(xué)生和教師都需要預(yù)見未來的不斷變化和未知挑戰(zhàn)。面對這些未知的挑戰(zhàn)，學(xué)生需要通過積極的學(xué)習(xí)環(huán)境培養(yǎng)批判性思維和推理能力，也需要真實(shí)世界的學(xué)習(xí)體驗(yàn)。在深國預(yù)，我們的使命、愿景和目標(biāo)與我的教學(xué)理念相一致，因此我來到了這里。

I was brought up in an academic environment that encourages route learning. Although having successfully passed my GaoKao examinations and gaining admission into one of China"s top universities, I found steep challenges when I went abroad to continue my journey during my Ph.D.Being in the 21st century, students and teachers alike need to anticipate constant change and unknown challenges of tomorrow. In face of these unknown challenges, students need to develop critical thinking and reasoning skills through a positive learning environment that provides them with an authentic learning experience. Here at SIFC, our mission, vision and objectives are aligned to my ideology, and hence I came here believing that we have the same mission.

Kevin：我很認(rèn)同深國預(yù)的辦學(xué)理念：融匯中西、坐言起行。我也相信，如果學(xué)生能夠做到集合中西方文化各自優(yōu)秀的部分，融匯貫通，有自己的獨(dú)立人格，具備積極向上的價(jià)值觀，并且有完成自己目標(biāo)的行動力，這對學(xué)生而言將會終生受益。

I agree with the school motto: Combining China and the West, in words and actions. I also believe that if students can integrate the excellent parts of Chinese and Western culture, possess their own independent personalities, keep positive attitudes, and devote themselves to achieving their goals, it will benefit students all their life.

02

連結(jié)當(dāng)下和未來

非凡經(jīng)歷鋪就卓越學(xué)子成長之路

Connecting the present and the future,

extraordinary experiences pave the way for “outstanding students” to grow

你的經(jīng)歷可以為深國預(yù)帶來什么？

What can your experience bring to SIFC?

David：在摩根大通工作期間，我作為長期的學(xué)習(xí)者、各種公司和行業(yè)的顧問，觀察到中國的快速變化，這可以幫助學(xué)生了解世界的風(fēng)云變幻以及如何適應(yīng)變化。讓他們更深入地了解商業(yè)和世界的運(yùn)作方式。

My experience as a long-term student, and consultant to various companies and industries while working at JPMorgan and even here watching the rapid changes in China can help the students understand how fast change occurs and how to adapt. Give them greater insights into how not only business but the world works.

Richard： 我受過社會學(xué)家的教育，并且深刻地理解現(xiàn)實(shí)社會比書本所能捕捉的要復(fù)雜得多。在我的課程設(shè)計(jì)上，借鑒了我作為研究員的經(jīng)驗(yàn)，試圖培養(yǎng)學(xué)生的實(shí)踐能力，比如嚴(yán)謹(jǐn)?shù)挠^察力、批判性思考和科學(xué)精神。我們在實(shí)踐中思考和研究，而不僅僅是去理解空洞的理論概念和撰寫論文。當(dāng)然，這些東西也很重要，但可以留給學(xué)生在大學(xué)階段繼續(xù)深造。與高等教育相比，中學(xué)教育是啟發(fā)式和鼓勵式的，讓學(xué)生對課程內(nèi)容中提到的學(xué)科有一定的認(rèn)識，為他們打開通往更大知識世界的大門。

I am trained as a sociologist and understand deeply that the real society is much, much more complex than what can be captured by books. In my course design, I drew on my experience as a researcher to try to cultivate students’ practical skills, such as rigorous observation, critical and scientific thinking, and research-in-action, rather than a mere intellectual understanding of empty theoretical concepts and writing essays. Of course, these things are also important but can be reserved for students’ further study at the university level. Education at the secondary level, compared with the tertiary university level, is more heuristic and inspirational, to have the students develop some awareness of the subjects mentioned in the course content, to open for them the door to a larger world of knowledge.

Yvonne：我接受過 IBDP 教師培訓(xùn)，除了在課堂上教授內(nèi)容知識外，我會引入諸如科學(xué)本質(zhì) (NOS)、知識理論 (TOK) 和跨學(xué)科課題，以幫助學(xué)生獲得批判性思維技能并建立跨學(xué)科思維。

Being previously trained as an IBDP teacher, apart from teaching content knowledge in my classroom, I inculcate elements such as the nature of science (NOS), theory of knowledge (TOK) and use of interdisciplinary content to help students gain critical thinking skills and see issues across subject disciplines.

Wendy：我相信，在世界各地演奏多種風(fēng)格音樂的豐富專業(yè)經(jīng)驗(yàn)可以為深國預(yù)帶來全球化的視角。我的學(xué)生可以像那些在紐約市演唱過歌劇首演、在意大利演唱過、在拉斯維加斯的主要舞臺上表演過多個(gè)音樂劇角色等等的人學(xué)習(xí)。他們可以理解并從我自己的音樂經(jīng)歷中學(xué)習(xí)，成為具有全球視野的藝術(shù)家。

My vast professional experience performing many styles of music in many places around the world brings a very global perspective to SIFC. From me, my students can have the advantage of learning from someone who has sung premieres of opera in New York City, Sang recitals in Italy, performed multiple musical theatre roles on the main stages in Las Vegas and so much more! My experience becomes something I share with them—so they too can understand and learn from my own musical experiences.

Kevin：我沒有特別豐富的人生經(jīng)歷，但我自己成長的經(jīng)歷會讓我不自覺的給學(xué)生傳遞一種價(jià)值觀：充分的探索各個(gè)科目，發(fā)現(xiàn)其中的樂趣，了解自己的性格、能力點(diǎn)，明確自己學(xué)習(xí)的目標(biāo)，最最重要的是學(xué)會延遲滿足。成功可以是考上常春藤大學(xué)，但也可以是找到自己人生的定位并為之努力。

I don"t think I have any single special good experience, but I think my own growth experiences will let me unconsciously pass to students my values, that is to guide students to fully explore the subjects, find the fun, understand their character, ability, specify their learning goals, the most important thing is that students should learn to delay gratification, success can be being admitted to an ivy league university, but also can be to find their life passion and excel at it.

03

從“硬核”博士到國際高中老師

是挑戰(zhàn)也是見證

From a Doctoral to

an international high school teacher,

it is both a challenge and an opportunity

to witness growth

在深國預(yù)，有什么新的思考？

At SIFC, what new thinking do you have?

Richard: 在大學(xué)里，教師也是優(yōu)秀的科研人員，他們的研究成果可以直接反饋到教學(xué)實(shí)踐中。在K12階段，我需要花更多的時(shí)間研究教學(xué)法，了解特定課程的結(jié)構(gòu)和基本邏輯，而不是沉迷于研究只有我感興趣的科目，以更好地指導(dǎo)和激勵學(xué)生學(xué)習(xí)。它是一門先進(jìn)知識的交流藝術(shù)，根據(jù)學(xué)生的需要定制知識，以獲得更全面的教育體驗(yàn)。

At the university, teachers are also excellent scientific researchers, whose research outcomes can directly feed into teaching practices. At the K12 level, instead of indulging myself in researching the subjects that only I am interested in, I will need to dedicate more time to researching pedagogy and understanding the structure and essential logic of particular curriculum, to better advise and motivate the students to learn. It is the art of communication of advanced knowledge, to tailor the knowledge according to the student"s needs for their fuller experience of education.

Yvonne：在深國預(yù)，我們有美高和英高的課程可供選擇。盡管兩個(gè)教學(xué)大綱的內(nèi)容覆蓋范圍不同，但重要的是讓學(xué)生學(xué)會知識遷移的能力。進(jìn)入21 世紀(jì)的物聯(lián)網(wǎng)時(shí)代，內(nèi)容知識不再是當(dāng)今科學(xué)教育的重點(diǎn)，因?yàn)槊繒r(shí)每刻都在產(chǎn)生大量新的內(nèi)容知識。然而，面對未知的挑戰(zhàn)，Geisinger (2016) 提到，當(dāng)今教育的重點(diǎn)是培養(yǎng)具有知識遷移技能的學(xué)生，幫助學(xué)生跨越學(xué)科邊界來解決真實(shí)的問題，而不僅僅是死記硬背。深國預(yù)的EPQ課程可以實(shí)現(xiàn)這個(gè)教育目標(biāo)，我們?yōu)閷W(xué)生提供了教學(xué)大綱以外的研究技能、認(rèn)知技能、批判性思維技能和數(shù)據(jù)分析技能的機(jī)會。學(xué)生需要大量閱讀文獻(xiàn)，并找到合適的研究課題。之后，他們還需要設(shè)計(jì)可行的方案、收集可量化數(shù)據(jù)，以推理出嚴(yán)謹(jǐn)?shù)目茖W(xué)結(jié)論。

At SIFC, we have two programs available - the Edexcel A level and the AP curriculum. Despite the differences in the coverage of content for both syllabi, it is important for students to see that they need to develop transferable skills. Being in the 21st century at an IoT (internet of things) age, content knowledge is no longer the focus in today’s science education as there is much new content knowledge being generated every moment. However, in face of unknown challenges, Geisinger (2016) mentioned that the focus in today’s education is to develop students with transferable skills that are able to help students across a broad range of subject disciplines/boundaries to solve authentic problems instead of just remembering content knowledge. SIFC"s EPQ program achieves this educational goal. The Extended Project Qualification (EPQ) provides students an opportunity out of their content-restrictive syllabus to develop research skills, literacy skills, critical thinking skills, and data analytical skills. Students are required to read voraciously through the literature in identifying a research gap and brainstorming to find suitable research questions. After which they also face the challenge of designing feasible methods and instrumentations to investigate their issue of concern and collect measurable data for analysis in order to reach a conclusive statement that may contribute to understanding or enhancing the current field of knowledge.

Kelvin：我認(rèn)為自然科學(xué)的教學(xué)重點(diǎn)應(yīng)該放在實(shí)驗(yàn)或探究上，認(rèn)同“以學(xué)生為中心”的教學(xué)方式并付出實(shí)踐。對于那些缺乏動手能力，或者不擅長合作式學(xué)習(xí)的同學(xué)，老師需要通過與學(xué)生溝通，使學(xué)生深刻理解我們的教學(xué)動機(jī)和模式，確保學(xué)生知道自己每堂課需要做什么、做到什么程度。數(shù)學(xué)的話，就是打好基礎(chǔ)，與生活實(shí)例結(jié)合設(shè)計(jì)一些project，提高課堂活動的參與度。AP科目的話，重點(diǎn)應(yīng)該放在抓考試核心，同時(shí)保證課堂的話題性和趣味性。

For Natural Science, I think the focus should be on the experiment or investigation, the teacher agrees with the "student-centered" teaching method and applies it. For students who lack hands-on ability, or are not good at group learning, teachers need to communicate with students frequently through continuous persistence, so that students can deeply understand our teaching motivation and mode and ensure that students know what they need to do and to what extent to do it in each class. For math, I think it is to lay a good foundation. The teacher should design some fantastic activities common in real life combined with the project aiming to improve the participation of students. For AP subjects, the focus should be on the core of the exam, while ensuring the topicality of material so that the class is attractive.

04

一起探索教育本真

讓每位師生“預(yù)”見最好的自己

To explore the nature of education together,

we wish that every teacher and student

can find their best selves.

你理想的教育是什么樣子的？

What does your ideal

education be like?

Tracy：深國預(yù)是一個(gè)人才濟(jì)濟(jì)的地方，很多老師都有在海外留學(xué)的經(jīng)歷。有這樣的師資資源，我希望老師們在傳授學(xué)術(shù)知識的同時(shí)，更重視對學(xué)習(xí)能力的培養(yǎng)，力求為學(xué)生未來的大學(xué)學(xué)習(xí)做好鋪墊，這也是我們正在做的。我們的校園文化更接近海外大學(xué)，提早為學(xué)生建立一個(gè)與海外大學(xué)相似的環(huán)境，啟用更多大學(xué)授課方法，鼓勵學(xué)生用批判性思維來看待世界，解決問題。

SIFC is a place of talents, many of which are with academic educational background overseas. While imparting academic content knowledge, teachers also share their own overseas experiences with the students. Our campus culture is built similarly to culturesin universities worldwide. We put our best effort in establishing an international, diverse, and open-minded environment for SIFC students early on in their lives, implement teaching strategies used similarly at a university level, and encourage students to view the world with critical thinking skills to solve problems. Such an environment will naturally pave the way for our students" future university study.

Kennis：作為教育工作者，我們不能用同一把尺子去衡量孩子的發(fā)展。每個(gè)學(xué)生都有不同的個(gè)性和特長，我們要因材施教，讓每個(gè)學(xué)生都能在優(yōu)勢領(lǐng)域發(fā)光發(fā)熱。我相信，個(gè)性化教育能讓每個(gè)學(xué)生都成才。

Kennis: As educators, we can"t use the same ruler to measure the development of children. Every student has a different personality and specialty. We should teach students in accordance with their aptitude so that every child can shine in their field of study. I believe that personalized education can make every child successful.

Wendy：深國預(yù)國際音樂中心讓我們的音樂學(xué)生成為具有全球視野的藝術(shù)家。深國預(yù)是他們的起點(diǎn)，從這里他們可以去世界任何地方。我希望所有學(xué)生在接受了深國預(yù)的音樂教育后，都能對自己音樂家和表演者的身份充滿自信。

The SIFC Music Arts Center prepares our music students in becoming artists with a global perspective who can go abroad and continue their studies in music! SIFC is the starting point for them and from here they can go anywhere in the world in feel confident in who they are as a musician and has a performer! I would hope that all of our Music students would have this sense of confidence in who they are as a musician after studying here at SIFC!

Yvonne：我將國際教育視為中國背景下的雙語教育，它不僅為海外大學(xué)提供途徑，還有一個(gè)顯著的特點(diǎn)：學(xué)生可以自由選擇感興趣的課程。這個(gè)時(shí)候，教育工作者應(yīng)該根據(jù)學(xué)生個(gè)體差異來設(shè)計(jì)、調(diào)整課程，把課程視為一個(gè)整體。在深國預(yù)，我們會繼續(xù)前進(jìn)，開發(fā)能培養(yǎng)學(xué)生關(guān)鍵能力、提供真實(shí)學(xué)習(xí)體驗(yàn)、能應(yīng)對未來挑戰(zhàn)的課程，讓學(xué)生真正受益。

Considering international education as a bilingual school within the Chinese context, I see that bilingual international education providers are schools that provide an alternative pathway, particularly for entry to foreign Universities, and that students are given the freedom to choose what they want to study at a very young age through a variety of curriculum. However, in many such contexts, these curricula are taken as a whole without careful thinking or design to what skills our children need for an increasingly unknown future. At SIFC, we missioned ourselves to go ahead and developed courses that are critical and provide an authentic learning experience for learners to face an unknown challenge of tomorrow.

Richard: 通過教育，一個(gè)人不僅要在知識和技能方面得到充分發(fā)展，在性格和人性方面也要得到充分發(fā)展。作為一名社會學(xué)家，我希望給學(xué)生們一些除了學(xué)術(shù)知識和技能之外的理想主義視野——而不是被空洞的元敘事所框定，比如愛國主義、民族主義或全球主義，我希望他們能學(xué)會“愛”生命和“關(guān)愛”社會，就是踐行“人類命運(yùn)共同體”的理念。這意味著他們不僅需要更多地關(guān)注自己，還要關(guān)注他們?nèi)粘Ｉ詈蜕鐣钪斜灰暈槔硭?dāng)然的社會和人類現(xiàn)象。通過提出更多問題來培養(yǎng)探究精神，例如“為什么會發(fā)生某事”或“某事如何運(yùn)作”。在課堂之外，我希望他們可以多出去走走，用心去感受世界和社會，無論它在不久的將來可能在哪里，關(guān)心、互動甚至幫助有需要的人，為建設(shè)一個(gè)人們更容易成為更好的人的美好社會貢獻(xiàn)自己的一份力量。

Through education, a person is expected to develop fully in terms of not only knowledge and skills, but also character and humanity. As a sociologist, I hope to offer the students some idealist vision apart from academic knowledge and skills - instead of being framed in empty meta-narratives such as patriotism, nationalism, or globalism, I wish they can learn to ‘love’ life and ‘care’ for the society, which is to practice the idea of ‘human community with a shared future. This means that they will need to pay more attention to not only themselves but the taken-for-granted social and human phenomena around their everyday social life. To develop an inquiring mind by asking more questions such as ‘why something happened’ or ‘how something worked. Outside of their classrooms, I wish they can go, walk around, and take heart to sense the world and society wherever it may be in the near future, to concern, interact with and even help the needy, and to contribute their part in the building of a good society in which it is easier for people to be good.

在教育家辦學(xué)的背景下，深國預(yù)教育工作者有著最純粹的教育初心，有崇高的理想，也有重大的責(zé)任。這樣的理念從創(chuàng)院初期就開始萌芽，十八年來，影響了一代又一代的教育工作者。現(xiàn)在的深國預(yù)，已經(jīng)發(fā)展出一批優(yōu)秀、專業(yè)的師資團(tuán)隊(duì)，具備1：4的超高師生比，中外教比約1：1，平均教齡8年，海歸教師占比達(dá)到80%，碩博類高級學(xué)位的老師占比70%，除了“博士天團(tuán)”以外，還有畢業(yè)于哥倫比亞大學(xué)、劍橋大學(xué)、倫敦大學(xué)學(xué)院、波特蘭州立大學(xué)、香港中文大學(xué)、香港科技大學(xué)、香港大學(xué)、復(fù)旦大學(xué)等世界名校的碩士，他們以其廣博見識，打開學(xué)生的視野和格局。

SIFC has a strong academic atmosphere, and SIFC educators also have the purest educational aspirations. We have common and lofty ideals, as well as great pursuits and great responsibilities. This idea began to sprout when the school was founded, and it has influenced generations of educators. At present, SIFC has developed a group of excellent and professional teachers——our high teacher-student ratio is 1:4, the ratio of Chinese and foreign teachers is about 1:1, and 80% of teachers who have returned from overseas, an average teaching experience of 8 years.70% of teachers with master"s and doctoral degrees. In addition to "Doctorates Team", there are also counselors and teachers who graduated from Columbia University,University of Cambridge, University College London, Portland State University, Chinese University of Hong Kong, Hong Kong University of Science and Technology, University of Hong Kong and Fudan University, etc.

今年，深國預(yù)特別成立了博士工作室，最大化地實(shí)現(xiàn)了優(yōu)質(zhì)資源共享，帶動學(xué)校科研與教研發(fā)展，更好地激發(fā)師生共進(jìn)的學(xué)術(shù)氛圍。作為深國預(yù)領(lǐng)銜的學(xué)術(shù)帶頭人，博士工作室的7位博士老師不僅指導(dǎo)學(xué)生完成科研項(xiàng)目，完成學(xué)術(shù)背景提升，也為未來的大學(xué)課程做好銜接。他們定期在深國預(yù)內(nèi)開展專家講座和公開課，分享在自己領(lǐng)域的專業(yè)教學(xué)研究經(jīng)驗(yàn)，推進(jìn)各學(xué)科教師的自我提升。博士工作室的教育資源也會向社區(qū)和全社會輻射，未來，將開啟面向社會的公益講座、科研活動，以優(yōu)質(zhì)的教學(xué)資源反哺社會。

This year, the establishment of theSIFC doctorates" workshopmaximizes the sharing of high-quality resources, improves the quality of teaching, drives the development of scientific research in school. 7 doctoral teachers will guide students to complete scientific research projects and expand their knowledge fields, which not only helps students improve their academic backgrounds but also make connections for future university courses; they also regularly hold expert lectures in SIFC to share their professional teaching and research experience in their own fields. Carry out a series of open courses, and strive to promote the self-improvement of teachers in various disciplines. The educational resources of the SIFC doctorates" workshop will also radiate to the community and the whole of society. In the future, public welfare lectures and scientific research activities for society will be launched to feed back society with high-quality teaching resources.