独家专访 | 国际文凭组织（IBO）如何拥抱数字化时代的挑战
经历了战后发展、信息化革命、全球化巨变后，国际文凭组织已经在深入思考“人工智能革命”带给学校教育的挑战，从课程、教学和考评等方式提出自我革新的要求。近期国际文凭组织接受顶思的独家专访，揭示了其引领未来学校发展的图景。
文 | 徐康乐、罗歆媛
编 | 宫继良
经过50年的发展，以“全人教育”为核心的国际文凭组织（International Baccalaurate Organisation/IBO），从一颗国际教育的创新火种，发展为服务3-19岁学生、提供四大课程项目、支持学校综合发展的全球性非营利机构；IB授权学校数量从7所发展到近5000所；每年考生人数从不到30人增加到近25万人……
尽管IB学校和考生数量在全球持续增长，但这个以培养面向未来人才为使命的机构并不满足于现有的成就和荣誉。在经历了战后发展、信息化革命、全球化巨变后，国际文凭组织已经在深入思考“人工智能革命”带给学校教育的挑战，从课程、教学和考评等方式提出自我革新的要求。
从引入职业发展课程、强化超学科学习经验，到推广机考评估方式、研究数字化教学法、实施数位优先战略，百尺竿头更进一步，近期国际文凭组织接受顶思的独家专访，揭示其引领未来学校发展的图景。
1、 在过去的50年中，IB经历了哪些变化和发展？
始于1968年的IB国际教育创新运动，如今已成长为一个拥有近5000个学校成员的全球社区。世界各地的学校（包括公立学校和私立学校）、以及家长和学生持续高度评价我们的教育方式，这让我们感到自豪。
随着世界的不断变化，IB教育对学校、家长、大学和雇主的吸引力也越来越大，这说明了超越学科、文化以及国界的教育价值，培养面向21世纪学生的重要性。
在过去的五十年中，“通过教育创造更美好的世界”是IB持之以恒的愿景。1968年的时候，我们只有一个面向16-19岁学生的Diploma Programme（DP）课程，如今我们提供了4个面向3-19岁中小学生的课程。目前，我们已经成长为一个真正的全球社区，跨越了153个国家和地区。
https://v.qq.com/txp/iframe/player.html?vid=r0708mwf6ae&width=500&height=375&auto=0‘A Better World Through Education’，50 Years of the IB
1971年，有29名考生参加了首次DP考试，2017年，已经有超过17.7万学生参加DP和CP的考试，另外还有6.6万名考生参加MYP的测试。并且我们正在逐步推广“机考”，从2016年开始，MYP阶段学生可以选择参加“机考”。
IB从非盈利的瑞士基金会，到现在发展成为一个跨国性的非盈利组织。我们已从最初的评估机构转变为具有“评估”、“学习和教学”以及“学校支持服务”三个核心功能的综合性专业服务组织。
2、 IB学校和课程在中国的发展情况怎么样？
在过去的三年中，IB项目在中国发展迅速，目前已经有129所获得IB授权的学校，其中60所提供小学阶段的PYP课程，37所提供中学阶段的MYP课程，100所提供高中阶段的DP，以及2所提供职业相关的CP课程。目前，中国幼儿园和私立学校的数量正在激增，也有越来越多的学校对IB课程感兴趣。
IB被看做是国际教育的领导者，因为学校和家长都认识到IB教育在21世纪技能培养方面的价值所在，比如学生的国际化视野和批判性思维。学校迫切希望能够改善教学，并且相信IB课程将会支持他们为学生提供高质量的教育服务。
PYP课程和MYP课程的框架都很灵活，能够与大多数国家和地区的国家课程相融合，也就是说学校可以在教授中国国家课程的同时，融合PYP和MYP课程体系。
3、 IB如何看待课程创新？
课程创新被视为一个持续改进提高的过程，以研究为基础，以证据为依据，并以对全纳和顾问式的课程发展的承诺为支撑。课程创新能够引导课堂的变革，因此老师和学生是我们课程发展过程中的核心。
创新的课程设计带来了教学方面的变革，并且提高学生的参与度和积极性。这里举两个例子说明，CP课程的发展是一项重大的创新，它融合了学术和职业两方面，使学生能够获得个性化学习体验。另外，我们进一步优化了PYP课程，强化超学科学习和全人发展的核心地位。
4、 面对数字化时代发展，IB采取了哪些创新措施？
科技和数字化学习工具的融合促进教学、学习、评估方面的创新实践。IBMYP课程中的机考测试最近获得了国际最具创新性评估奖项。我们通过要求学生理解技术发展的根本的特征，从而培养更具有前瞻性的人才。
例如，不同于学习特定的编程语言，我们带领学生探究编程语言的基本特点是什么？在这个瞬息万变的世界中，更多地关注于复杂性将使学生看到各个学科之间的相互联系，这反映了IB培养学生作为有责任的全球公民和变革推动者的教育方式。我们的四个课程项目越来越多地基于概念化、情境化的学习，关注更加广泛的现实生活应用，以确保现在和未来仍然保持相关性。
IB也正在探索在DP和CP课程中实施机考的机会和挑战。我们最近与所有提供DP和CP课程的IB学校进行了咨询，以便在实施此项创新时更好地了解各个学校的需求。我们目前正在分析结果，并将持续与学校进行沟通，同时，我们也会围绕机考和数字教学法（Digital Pedagogy）展开深入思考。
5、 学校在实施这些创新时会遇到什么样的挑战？
学校成功实施课程创新需要几个方面的先决条件：1.教师的专业发展是首要条件，这将确保教师对课程发展有清晰的认知，并且理解创新将如何影响他们的学校环境，以及最终学生的学习体验。2.获得课程创新的配套资源是另一个要素，学校通过实施多模式、适应性强的教师支持体系，以支持推动任何新课程的教学、学习和评估。3.有远见的学校领导也是十分重要的，让大家都能不同程度地了解课程创新的意义和方法。成功的管理变革将会让教师和学生拥有更多的自主权和参与度。4. 最后，家长的参与对课程的持续发展和进化也是密不可分的。
6、 在课程创新方面，IB给学校提供哪些支持和协助？
在课程创新上，支持学校最重要的方式之一是为IB教育者分享最佳的实践经验，包括创新课程实施的方式和方法。IB教师和学校有很多的机会能够参与到课程创新的研发过程中，开发教师支持的资源，以及成为不同项目测评的考官和协调员等。
通过IB会议、博客以及其他出版物互相分享学校和教师发展的经验，这是IB社区如何协作和共享实践经验的另一个例子。我们最近与Tes.com合作的IBDP教学资源平台（https://www.tes.com/groups/ib-diploma-programme-11）也是教师发展的另一类支持，连接IB社区内外的资源。
在IB社区，我们相信好的教学策略应该推而广之。通过与Tes合作搭建IBDP项目平台，我们鼓励教师分享结构化的最佳教学实践和素材，让全世界的教育者，无论在教什么和在哪里教，都能够受益并更容易找到这些内容。
7、 IB主席Siva Kumari博士描述IB将采取“数位优先”（Digital-first）的发展策略，这对IB学校和学生意味着什么？
我们相信信息和数据能够更好的支持教和学，因此我们正在搭建一个平台，能够和我们的学校更多更频繁的进行信息和数据的分享。通过数字化建设，我们能够更好地、及时地发布IB课程和教学相关的数据和最佳实践，这些信息可以帮助到IB教育者和全世界的IB学生。
https://v.qq.com/txp/iframe/player.html?vid=y07081dsoi3&width=500&height=375&auto=0IB50 Alumni shaping the future，introduction
1. What changes and transformation happened to IB during the 50 years of development?
What started as an innovative movement for international education in 1968, has now grown into a global community of almost 5,000 strong. We are incredibly proud that schools (both public and private), parents and students around the world continue to value our educational approach.
As the world changes, the increasing appeal of an IB education—from schools, parents, universities and employers—affirms the need for an education that crosses disciplinary, cultural and national boundaries and prepares students for life in the 21st century.
In the last 50 years, the IB’s vision—of a better world through education—has remained the same. From one programme, the Diploma Programme (DP) in 1968 for students aged 16-19 years old, we now offer four programmes for all primary and secondary students aged 3-19. We have grown into a true global community spanning 153 countries and territories.
In 1971, there were 29 DP candidates for the first examination session; in 2017, there were almost 177,000 candidates for the DP and CP examination and more than 66,000 MYP students received their results in the same year. And we have moved towards on-screen assessment, organizing the first on-screen exam session for the MYP in 2015.
Our organization remains a not-for-profit Swiss foundation, which now operates as a multi-national not-for-profit. We have moved from being an assessment body to an end-to-end professional services organization with three core competencies: assessment, learning and teaching, and services to support our schools.
2. What about the development IB schools and programmes in China?
There has been a rapid development in China in the last three years and there are currently 129 authorized IB World Schools of which 60 offer the Primary Years Programme (PYP), 37 offer the MYP, 100 offer the DP and two offer the Career-related Programme (CP). Kindergartens and private schools are proliferating and we are seeing an increasing interest from schools to offer IB programmes.
The IB is recognized as a leader in international education—schools and parents recognize the value of an IB education in developing 21st century skills such as international mindedness and critical thinking in students. Schools are keen to improve learning and teaching and believe our programmes will support them in providing a quality education to their students.
The PYP and MYP frameworks are flexible and can be aligned with most local and national curricula, meaning that schools are able to teach the Chinese national curriculum alongside the PYP and MYP.
3. What’s your perception about curriculum innovation?
Curriculum innovation can be perceived as a process of continuous improvement which is research-based and evidence-informed, and underpinned by the IB’s commitment to an inclusive and consultative curriculum development process. Curriculum innovation can lead to transformational changes in the classroom so teachers and students are at the centre of our curriculum development process.
Innovative curriculum design leads to innovation in teaching, and greater student engagement and motivation. Two examples are: the development of the CP is a significant innovation which blends an academic and vocational pathway for students leading to a personalized learning experience, and the enhanced PYP which puts trans-disciplinary learning and the whole child at the heart of the curriculum.
4. What kind of curriculum innovations has IB adopted in face of the technological and social development?
The integration of technology and digital learning tools leads to innovative practices in teaching, learning and assessment. Our MYP on-screen examinations recently won an international award for the most innovative assessment practice.
We are increasingly ‘future proofing’ our programmes by challenging students to understand fundamental characteristics of technology—for example, what are the characteristics of a programming language as opposed to learning a particular programming language. In an ever-changing world, a greater focus on complexity will enable students to see the interconnections between disciplines which reflect the way that the IB develops the student as responsible global citizens and agents of change. Our four programmes are increasingly more conceptual and context based—with broader real-world applications to ensure they remain relevant now and in the future.
The IB is currently also exploring the opportunities and challenges associated with implementing on-screen examinations in the Diploma (DP) and Career-related Programmes (CP). We recently undertook consultation with all IB World Schools that offer the DP and CP to better understand school needs when considering on-screen examinations. We are currently analyzing the results and are continuing conversations with schools, as we develop our thinking around on-screen examinations and digital pedagogy.
5. Is there any challenge for schools to implement the innovations?
The successful implementation of an innovative curriculum relies on several factors which need to be in place to overcome any potential challenges. 1. Professional development for teachers is important to ensure that teachers have a clear understanding of the curriculum developments and how it will impact their own school context, their pedagogical practice—and ultimately the student experience. 2. Resourcing curriculum innovations will need to be considered by school so multi-moda(e)l and adaptable teacher support materials are developed to support the teaching, learning and assessment of any new curriculum. 3. Visionary school leadership, at many different levels to ensure that everyone has a clear understanding of its implementation, is a key factor in determining successful curriculum innovation. Successful management of change will lead to greater ownership and engagement of both teachers and students. 4. Lastly, involving parents is also essential to ensure continued engagement with the evolution of curriculum innovations.
6. How do you support and empower schools in terms of curriculum innovation?
One of the most important ways of supporting schools in terms of curriculum innovation is by creating opportunities for IB educators to share best practice including approaches to implementation of the curriculum. There are many opportunities for teachers and schools to participate and engage with the curriculum development process, developing teacher support materia, and become an examiner or moderator for the different assessment components.
Shared school and teacher experiences through IB conferences, blogs and other publications is another example of how the IB community collaborates and shares best practice. Our recent collaboration with Tes.com （https://www.tes.com/groups/ib-diploma-programme-11）is another resource available to support and empower teachers, in and outside our IB community.
At the IB, we believe that excellent learning and teaching should be available everywhere. The IB Diploma Programme group on Tes enables teachers to share educational best practices along an organized structure so that educators—regardless of what and where they teach—all over the world can benefit and easily find them.
7. Dr. Siva Kumari, Director General of the IB, recently described the IB as a digital-first organization in a report. What does it mean to IB World Schools and IB students?
We believe that information and data can support good teaching and learning, and so we are working on a platform through which we can share more data, more often with our schools. By digitalizing our systems, we are able to better, and timely, distribute that data and best practices—this information can help IB educators and students around the world.
11月8-9日，围绕“终身学习”的主题，IB教育中国论坛即将在广州召开，5名嘉宾主旨演讲，5个分会场 25场分论坛讲座，PYP成果展和融合课程示范 , 全部来自有经验的一线教育者实操经验分享。
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