40余年国际教育生涯，带着无数成就，他能为南京带来什么？

今年9月，南京赫贤又迎来了一位中国双语教育领域的重量级教育家——Warren Johnston（庄华伦），作为中国双语教育的开山泰斗，他又为南京赫贤带来了怎样新的理念和行动？今天我们一同走进庄华伦先生的教育故事，听他讲述心目中适合中国孩子的国际化教育。

In September this year, HTNIA welcomed another heavyweight educator in the field of bilingual education in China - Warren Johnston, who is the pioneer of bilingual education in China, what new ideas and actions does he bring to HTNIA? Today, we are going to listen to Mr Johnston's story of education and his vision of international education for Chinese children.

Warren Johnston 庄华伦

义格教育总督学

南京赫贤学校外方负责人

如果你经常亲自送孩子来赫贤，早晨，在校园门口，一定会看到一位和蔼可亲的老爷爷，向每一位走进校园的孩子们挥手问好。虽然南京的冬天格外湿冷，但这依然是庄华伦先生始终坚持的事情，让每一个孩子从踏进校园的那一刻起，就感受到来自老师的关注和爱护。很难想象站在你面前的是中国双语教育届的开山泰斗。

If you take your child to HTNIA in the morning, you are sure to see a kindly old grandfather at the entrance to the campus, waving hello to every child who walks through the gate. Although the winter in Nanjing is exceptionally wet and cold, this is still something that Principal Warren always insists on.  It is so that every child feels the care and love from their teachers from the moment they step onto the campus. It is hard to imagine that you are standing in front of a leading figure in Chinese bilingual education. 

1981年，庄华伦先生走进了他人生中的第一个课堂，面前的是三十多个三年级的孩子，从此他迈上了超过四十年的从教之路。来到中国之前，他用数年时间参与了新西兰国民小学数学大纲编写和课程设计工作中。1999年，一次偶然的机会，他访问了中国香港的一所国际学校，此行为庄华伦先生打开了国际教育这扇新世界的大门，让他燃起回一线执教的热情。

Principal Warren entered his first classroom in 1981 with over thirty Year 3 children in front of him and has been teaching for over forty years. Before coming to China, he spent several years working on the New Zealand National Primary Mathematics Curriculum and curriculum design, and in 1999, a chance visit to an international school in Hong Kong, China, opened the door to a new world of international education and inspired him to return to teaching. 

庄华伦先生与第一届孩子们的合影

初来中国的庄华伦先生在香港德瑞国际学校工作了7年，并在其中的4年担任校长。他很享受那种多元文化交融的教学氛围，你在学校里可以看到中国、德国、瑞士的孩子一起学习交流、分享各自的文化。“在这种多文化的背景下运作学校是一件很困难的事情，我们分为德语部和国际部，德语部用德语教学，国际部则用英语。而我们又拥有差不多三分之一的中国孩子，所以我们不得不开设单独的普通话科目。”明明是一所建立在中国的学校，但教出的中国孩子却不会说中文，他们对中国文化的认同感也不强，这一点引发了他深刻的思考。

When Principal Warren first came to China he worked at the German Swiss International School (GSIS) in Hong Kong. He spent seven years at GSIS and was a principal for four of those years. He enjoyed the multicultural teaching atmosphere where you could see Chinese, German and Swiss children learning and interacting together and sharing their respective cultures in the school. "It's a difficult thing to run a school in this multicultural context. We are divided into a German department, which is taught in German, and an international department, which is taught in English. And we have almost a third of Chinese children, so we had to offer a separate Chinese subject." The fact that it was clearly a school established in China, but with children who did not speak Chinese and who did not have a strong sense of Chinese cultural identity, provoked deep thoughts in his mind. 

于是，他决定来到上海，寻找他心目中理想的教育。彼时的上海是中国大陆“国际化教育”最发达的城市，在那有数不清的国际学校，这些学校全英文授课，有着浓厚的国际化氛围。在这样的背景下，中国第一所真正意义上的“双语学校”——包玉刚实验学校，横空出世了。它追求“全人教育”真正实现“博采众长，中西合璧”。与众多国际学校，用外国课程教中国孩子不同，其中西融合的课程，使得每一个学生都能够浸润在丰富的双语多元文化环境中。

So, he decided to come to Shanghai to find his ideal education. At that time, Shanghai was the most developed city for 'international education in the Chinese Mainland, with countless international schools, all taught in English and with strong international atmospheres. It was against this background that the first truly 'bilingual' school in China, YK Pao School, was established. It pursues “whole-person education that is truly a blend of East and West”. Unlike many international schools that use foreign curriculums to teach Chinese children, YK Pao’s integrated Western and Chinese curriculum allows every student to be immersed in a rich bilingual and multicultural environment. 

庄华伦先生在包校

庄华伦先生正是这所学校的创校校长。他是一个积极乐观、充满想象力和创造力同时又非常懂孩子的人，由他设计的好多活动也都“经久不衰”。他喜欢和孩子们呆在一起，在校门口欢迎他们，给他们上课，读故事，或者仅仅是坐在课堂后面静静地看着。这样的习惯，伴随了他整整二十二年。

Principal Warren was the founding principal of YK Pao School. He was an upbeat, imaginative and creative person who also understood children, and he designed many activities that have "lasted". He loved spending time with the children, welcoming them at the gate, teaching them lessons, reading to them, or simply sitting at the back of the class and watching. This was a habit that has stayed with him for twenty-two years. 

“光头校长爱做什么？他爱把手插在口袋里，在学校走廊里晃来晃去，一旦发现那些违反纪律的孩子，他就会伸出毛茸茸的手臂，抓住那些违反纪律的孩子。被他抓住轻则被扣游戏时间，重则要和校长一起住在学校不能回家哦。有了这么厉害的手段，即使是顽皮的孩子，也变成有礼貌的好学生啦。”——摘自《光头校长-奇妙学校-拼音版》

"What did the bald headmaster love to do? He loves to wander around the school corridors with his hands in his pockets, and when he spots children who are breaking discipline, he reaches out his furry arms and grabs them. If he caught them, they would be docked playtime or they would have to stay at school with the headmaster and not go home. With such a powerful tactic, even the naughty children become polite and good students." --from The Bald Headmaster - School of Wonder - Pinyin Version 

这段经历被《大头儿子，小头爸爸》的作者郑春华先生看在眼里，并且也写进了书里。他的学校被作家称为“奇妙学校”，他本人则是“奇妙学校”的“光头校长”。

The author of Big Head Son, Little Head Dad, Ms. Zheng Chunhua, took this experience to heart and wrote about it in her book. Her school is called "The School of Wonder" and he himself is the "bald headmaster" of "The School of Wonder". 

带领包玉刚学校成为中国最好的双语学校之一，谈到为什么从包校离开，庄华伦先生说道，“我是一个喜欢挑战的人，我喜欢从零开始创造的感觉。于是在江苏路的一家咖啡厅里，我遇到了义格教育集团的三位创始人，他们想做的事情和我非常一致，就是寻找适合中国孩子的国际化教育。”

Leading YK Pao School to become one of the best bilingual schools in China, and talking about why he left YK Pao School, Principal Warren said, "I am a person who likes a challenge and I like the feeling of creating something from scratch. So in a cafe on Jiangsu Road I met the three founders of Yige Education Group, who wanted to do very much the same thing as I did, which was to find an international education for Chinese children." 

于是一年后，一座新的传奇，在宁波拔地而起。在宁波赫德，庄华伦先生的教育理想再一次得到了实现，他遇到了“村长”李振村领衔的全课程团队。全课程以培养“全人”为目标，覆盖“学校全部生活”，推动学科全面融合，为学生带来了扎实的中文读写能力和文化素养。其教育理念，教学方法，课程设计上与庄华伦先生领衔的外方课程不谋而合，这便是庄华伦先生寻找“中西合璧”的另一半。

And so, a year later, a new legend rose from the ground in Ningbo. At HD Ningbo, Principal Warren's vision for education was once again realised when he met the Integrated Chinese Curriculum team, led by Li Zhencun. The Integrated Chinese Curriculum aims to nurture the “whole person”, covering 'all of school life' and promoting the full integration of subjects, bringing students solid Chinese literacy and cultural literacy skills. Its educational philosophy, teaching methods and curriculum design coincide with that of the international curriculum led by Principal Warren, and this was the other half of Principal Warren's search for "East meets West". 

无论是在包校还是其他赫德赫贤学校，作为一所双语学校的校长，庄华伦先生最大的挑战就是如何将中外两个有着截然不同文化的团队，融合在一起。创校初期，庄华伦先生花费了很多的时间在两个团队的调和上。“我们曾经为了周末是否需要布置回家作业，争吵了很久，外方团队认为周末是留给家人的，不应该有作业。而中方团队则认为，周末的回顾，会更好地帮助学生巩固所学的知识。这只是一些很小的细节，但你需要处处都关注到，让两个团队能够互相理解彼此，很好地结合起来。”

As the head of a bilingual school, both at the international school and at other HD schools, Principal Warren's biggest challenge was to bring together two very different teaching teams, Chinese and international. In the early days of the school, Principal Warren spent a lot of time trying to reconcile the two teams. "The foreign team thought that weekends were for the family and should not have homework. The Chinese team, on the other hand, thought that a weekend review would better help students consolidate what they had learned. These are just small details, but you need to pay attention everywhere so that the two teams can understand each other and work well together." 

“很多学校有非常优秀的外方团队和中方团队，但他们有着自己的教学方式，他们两者之间是割裂开的。”来到南京赫贤以后，带着在其他赫德赫贤学校成功的经验，庄华伦先生做了很多事情让两者融合起来。“我们的中方课程和外方课程都是主题制的，我们会有不同的主题，我们尝试将中外课程的内容统一起来。比如四年级在做种子课程时，我们会在外方课程中加入英文故事、科学研究，让两者能够互相配合，互相补充。”

"Many schools have very good foreign teams and Chinese teams, but they have their own way of teaching and they are split between the two." Since coming to HTNIA, and with the experience of success at other HD schools, Principal Warren has done a lot to bring the two together. "Our Chinese curriculum and international curriculum are both theme-based, we will have different themes and we try to unify the content of the Chinese and international curriculum. For example, when G4 was learning about seeds and agriculture, we would add English stories and science studies to the international curriculum so that the two could work together and complement each other." 

来南京一年多了，在庄华伦先生看来，南京的家长们更为关心孩子的教育，家长们希望知道如何才能帮助自己的孩子成长。在他眼里这是很棒的事情，“你要知道，在新西兰或是英国的很多家庭，父母并不关心孩子长大了做什么，他们会让孩子自由选择，这也导致很多孩子没有自己的目标，甚至去做坏事。”家长和学校有着一致的期望和目标，这在教育中至关重要。

Having been in Nanjing for over a year now, Warren believes that parents in Nanjing are more concerned about their children's education and that parents want to know how they can help their children develop. In his eyes this is a great thing "You know, in a lot of families in New Zealand or in the UK, parents don't care what their children do when they grow up, they leave them free to choose, and that leads to a lot of children not having their own goals and even going on to do bad things." In China, parents and schools share the same expectations and goals, which is crucial in education. 

让学校和家庭成为一个整体。这也是庄华伦先生来到赫贤后，不遗余力地开展PTA家委会、一对一家长会和家长智慧课堂的原因。把学校课程的内核传递给家长，让家长们进入学校，看到孩子们在做什么，理解我们为什么这么做。“家长们想参与到学校中来，而不是仅仅将孩子丢到学校。这时候，我们就需要打开大门欢迎他们，让他们一起参与到我们正在做的这些事情里来。”

Making school and home one. This is why Principal Warren has spared no effort in running the PTA, one-to-one parent meetings, and parent information classes since arriving at HTNIA. Getting the essence of our curriculum across to parents so that they can come into the school, see what the children are doing and understand why we do what we do. "Parents want to be involved in the school, not just drop their children off at school. That's when we need to open the doors and welcome them and get them involved in these things we're doing together." 

PTA会议和家长智慧课堂

这是庄华伦先生在中国的第23年。他坦言，自己甚至都忘了新西兰是什么样的了，他在中国组建了家庭。“孩子们的妈妈会教他们中文，甚至还有湖南当地的方言，我则用英文交谈。所以孩子们很有自信，能够在两种语言中来回切换。”身处一个东西方融合的家庭，也让他对双语教育有了更为深刻的理解。

This is Principal Warren's 23rd year in China and he confesses that he has forgotten what New Zealand is even like. He has started a family in China. "My daughter’s mother teaches her Chinese and even the local Hunan dialect, and I talk in English, so my daughter is confident and able to switch back and forth between the two languages." Being in a family where East meets West has also given him a deeper understanding of bilingual education. 

传统观念认为：英语比例越高越好。而庄华伦先生认为双语教育必须是学科融合的、有清晰规则的、有严格理论基础的。母语是一切语言学习的基础。对于绝大多数中国孩子来说，中文作为第一语言，大多数的时间处于单一的语言环境下。孩子们只有学会处理母语，才能组织思考，认知学习，才能懂如何解读语言的规则及分析、归纳、学习的方法。这也对孩子自我的认同感和归属感非常重要。这也是过去双语教育“重视英语而轻视中文”的问题所在。

The conventional wisdom is that the higher the percentage of English, the better. Principal Warren, on the other hand, believes that bilingual education must be discipline-integrated, have clear rules and be based on rigorous theory. The mother tongue is the foundation of all language learning. For the vast majority of Chinese children, Chinese is used as a first language and most of the time in a monolingual environment. It is only when children learn to handle their mother tongue that they can organise their thinking, and their cognitive learning and understand how to interpret the rules of the language and the methods of analysis, induction, and learning. This is also important for the child's sense of identity and belonging. This is where the problem of bilingual education in the past, where English was emphasized at the expense of Chinese, comes in. 

传统观念认为：学习的路径是固定的。我们习惯性的将课程从易到难进行拆分，低龄段重视听读，到孩子年长了再加入阅读和写作。但庄华伦先生认为学习路径是因人而异的，孩子的成长需要高度个性化的支持。不同的孩子对于语言启蒙的时间点是不一样的，这就要求老师能够关注到每一个孩子，在对的那个时间，给予对应的帮助，这才有助于孩子达到更高的高度。庄华伦先生的到来将RWI分组教学的组数扩展到6组，他自己也带了其中的一组。能力水平相近的5-6个孩子在一组内学习，老师将很容易地为每个孩子提供专属的教学方案。

Conventional wisdom holds that the path to learning is fixed. We habitually split the curriculum from easy to hard, with an emphasis on listening and reading at younger ages, and then adding reading and writing as children get older. However, Principal Warren believes that the learning pathway is individual and that children need highly personalised support for their development. The arrival of Principal Warren has expanded the number of groups in RWI to six per year group, and he is leading one of these groups himself. With 5-6 children of similar ability levels studying in a group, it will be easier for the teacher to provide an individual programme for each child. 

孩子们还需要持续的英文写作练习。在低龄段，我们往往重视培养孩子的阅读、与人交流的能力，却缺少写作的机会，但孩子们同样也需要练习写作。你想，当孩子们去国外上大学的时候，面对人生中第一篇1500字甚至更多的论文，一篇连贯、专业、且需要缜密的逻辑的文章，他需要多么强大的写作能力。当他们想尝试诸如人文社科或是犯罪心理学等专业的时候，他们就会发现自己的写作能力还需要很大的提升。所以我们必须保持写作，这就是他们应用语法技能的地方，否则他们只是学习英语技能来通过考试。

Children also need consistent practice in writing in English. At an early age, we tend to focus on developing children's reading and communication skills, but lack opportunities to write, but children also need to practice writing. Think about how strong a writer they will be when they go to university abroad and are faced with their first 1500-word essay or even more challenging, a coherent, professional, and logical essay that requires a lot of thought. When they want to try a major such as humanities or criminal psychology, they will find that their writing skills still need a lot of work. So, we have to keep writing, and that's where they apply their grammar skills, otherwise, they're just learning English skills to pass their exams. 

我们希望能够给孩子们打下强大的中国文化基础，同时又兼具国际视野。我希望我们的学生拥有的不仅仅是知识，而是各种应对未来的能力。这样当他们面临选择时，可以从容地应对，无论是国内还是国外优秀的大学。我们更希望他们能拥有更多的选择，不仅仅是中国孩子常选择的数理工科专业，更可能是他们所热爱的艺术、戏剧、经济、哲学……

We want to give our children a strong foundation in Chinese culture but with an international perspective. I want our students to have not just knowledge, but a variety of abilities to deal with the future. So that when they are faced with a choice, they can deal with it comfortably, whether it is an excellent university at home or abroad. More than that, we want them to have the ability to cope with more choices than just the mathematics and science subjects that Chinese children often choose, but perhaps the arts, drama, economics, and philosophy that they love ...... 

他喜欢挑战，所以他总是在学校辉煌的时候离开，又从0开始，见证着下一座伟大的诞生。带着“博采众长、中西合璧”的理念来到南京，希望能将南京的国际化教育带上一个新的高度。

He loves a challenge, so he always leaves a school when it is brilliant and starts from zero again to see the next great one being born. He has come to Nanjing with a philosophy of "learning from the best and combining the best of East and West" and hopes to take Nanjing's international education to a new level. 

他是个“中国通”，他是双语教育的专家，也懂中国孩子。20余年的双语教育管理经验，他见证中国双语教育一步步从无到有的发展历程，也让他更加坚信国际化教育未来的方向是什么。

With over 20 years of experience in bilingual education management, he has witnessed the development of bilingual education in China from scratch and has become convinced of the future direction of international education. 

他是整个校园里年纪最大的人。但清晨你能在校门口看到他等候孩子们的到来，晚上你也能在宿舍遇到在晚自习与中学生讨论问题的身影。他仍然携一颗年轻的心，做一个无畏的探索家。

Although he is the oldest person on the whole campus you can see him waiting for the children at the school gates in the early morning and in the evening, you can meet him in the dormitory discussing problems with the secondary school students in the evening study. He is still a fearless explorer with a young heart. 

2021年，倡导植根中国、拥抱世界、面向未来的南京赫贤学校，将为南京乃至全国国际化教育4.0时代的发展注入新的强大动力。南京赫贤学校位于江宁区空港经济开发区，由南京空港开发区管委会下属投资公司和义格教育共同投资，总投资10亿元。规划建筑面积约7万平方米，可容纳约2000名学生。学校于2021年9月开学，志在培育“植根中国、拥抱世界的终身学习者和建设者”。

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图文编辑：Marco Mei

校对：董冰 审核：董冰