Many children go to international schools from within the system with a vision for the future, but they ignore a very important problem: how to do a good job in the connection between the system and international schools.

There are great differences in curriculum content, teaching mode and even every aspect of life between the institutions and international schools. Many parents do not realize that this is a great challenge for their children.

It is very important to make a good connection with international schools. Today, we will discuss the challenges faced by the children who just enter international schools. Only by knowing ourselves and the enemy can parents provide more help to their children.

很多孩子帶著對(duì)未來的憧憬從體制內(nèi)轉(zhuǎn)戰(zhàn)國(guó)際學(xué)校，但忽略了一個(gè)非常重要的問題，如何做好體制內(nèi)到國(guó)際學(xué)校的銜接。

體制內(nèi)和國(guó)際學(xué)校不論在課程內(nèi)容上還是授課模式，甚至是生活的方方面面都有著很大的區(qū)別，很多家長(zhǎng)并沒有意識(shí)到這對(duì)孩子是一個(gè)極大的挑戰(zhàn)。

做好國(guó)際學(xué)校的銜接是非常重要的，今天我們就來討論一下初入國(guó)際學(xué)校的孩子都面臨哪些挑戰(zhàn)，知己知彼，家長(zhǎng)才能提供給孩子更多的幫助。

The course content changes greatly

Compared with the language, Mathematics, English, politics, history and geography, international schools have more courses to choose from. The mainstream courses are IB/A-Level/AP system. The curriculum content of each system is broad and spans A wide range, and even includes many university subjects, such as economics, calculus, and world history.

Students who are new to international schools may not be able to accept such a huge change all of a sudden. Before transferring to international schools, parents are advised to take their children to understand the international curriculum system first. It is recommended to preview the curriculum content that can be prepared in advance.

In addition, international schools attach more importance to the comprehensive development of children. Subjects such as art, music and painting are no longer minor subjects, but of the same importance as other subjects, which requires students to learn to reasonably allocate time and energy to achieve comprehensive and balanced development.

課程內(nèi)容變化大

相較于體制內(nèi)學(xué)校的語(yǔ)數(shù)英政史地，國(guó)際學(xué)校的課程選擇更多，比較主流的課程有IB\A-LEVEL\AP體系，每個(gè)體系的課程內(nèi)容都是范圍廣、跨度大，甚至?xí)芏啻髮W(xué)科目，例如經(jīng)濟(jì)學(xué)、微積分、世界歷史等等。

初入國(guó)際學(xué)校的學(xué)生可能一下子接受不了這種巨大的轉(zhuǎn)變，在轉(zhuǎn)入國(guó)際學(xué)校前，建議家長(zhǎng)先帶著孩子了解國(guó)際課程體系，可以提前預(yù)習(xí)的課程內(nèi)容建議提前預(yù)習(xí)。

而且國(guó)際學(xué)校更看重孩子們的全面發(fā)展，像美術(shù)、音樂、繪畫這些科目不再是副科，重要程度和其他科目一樣，這就要求學(xué)生必須學(xué)會(huì)合理的分配時(shí)間跟精力，做到全面、平衡發(fā)展。

The mode of teaching has changed greatly

All classes are in English, and the pace of teaching is fast.

After entering an international school, it is necessary to integrate with the international life. Facing the international environment, the weak English ability will greatly affect students' learning and daily life.

so most international schools will implement immersion English learning for students. In addition, international schools advocate children to learn actively, so the pace of teaching is fast, so children need to spend more time after class to preview and consolidate the knowledge in class.

授課模式變化大

全英文授課，且老師授課節(jié)奏較快。

進(jìn)入國(guó)際學(xué)校之后就要與國(guó)際生活接軌了，面對(duì)國(guó)際大環(huán)境，英語(yǔ)能力很弱會(huì)很影響學(xué)生的學(xué)習(xí)以及日常生活，所以大多數(shù)國(guó)際學(xué)校會(huì)給學(xué)生實(shí)行浸入式英語(yǔ)學(xué)習(xí)。且國(guó)際學(xué)校推崇孩子主動(dòng)學(xué)習(xí)，所以老師的授課節(jié)奏較快，就更需要孩子課下花費(fèi)時(shí)間來預(yù)習(xí)和鞏固上課的知識(shí)。

Class in the form of group discussion and subject research

Chinese tradition classroom are one-to-many, teacher one-way output, students receive knowledge process, but the international school good avoid this, mode is group discussion in class, research and other forms, students need to learn to cooperate with each other between, active learning, and students have strong communication and coordination ability.?????

小組討論研究課題式上課

中國(guó)的傳統(tǒng)課堂一般都是一對(duì)多，老師單向輸出，學(xué)生接收知識(shí)的過程，但國(guó)際學(xué)校很好的規(guī)避了這一點(diǎn)，上課模式多是小組討論、課題研究等形式進(jìn)行，需要學(xué)生之間學(xué)會(huì)相互配合、主動(dòng)學(xué)習(xí)，并需要學(xué)生有較強(qiáng)的溝通協(xié)調(diào)能力。

More humane "shift system"

In addition, international schools are popular with "class walking", as opposed to a traditional classroom in which dozens of students attend the same class.

"Class walking system" means that the teachers and classrooms are fixed, and students can choose their favorite and suitable classes according to their interests and abilities.

Different classes have different teaching difficulty and exam difficulty, and the credits they get are also different. Students only need to complete the credits of the current academic year at the end of the school year.

At present, the "class walking system" is mostly implemented in senior high schools of international schools to meet the diverse needs of students more humanized. But it also requires students to have the ability to think independently and learn to make long-term course planning for themselves.

更人性化的“走班制”

而且相較于傳統(tǒng)課堂的一個(gè)班級(jí)固定一個(gè)教室，幾十個(gè)學(xué)生上同樣的課，國(guó)際學(xué)校很流行“走班制” 。

“走班制”是指，教學(xué)的老師和教室固定，學(xué)生可以根據(jù)自己的興趣、能力選擇喜歡、適合自己的班級(jí)上課，不同的班級(jí)教學(xué)難度、考試難度都不一樣，獲得的學(xué)分也不一樣，學(xué)生只要在學(xué)年結(jié)束時(shí)修夠本學(xué)年的學(xué)分就可以。

目前“走班制”更多的在國(guó)際學(xué)校的高中部實(shí)行，更人性化的滿足學(xué)生的多樣需求。但同樣也要求學(xué)生具備獨(dú)立思考的能力，學(xué)會(huì)為自己做長(zhǎng)遠(yuǎn)的課程規(guī)劃。

Output capacity has been greatly improved

International schools have high requirements for students' critical thinking ability and English ability, so it is not easy to complete the homework assigned by teachers.

輸出能力大幅提升

國(guó)際學(xué)校對(duì)學(xué)生們的思辨能力和英語(yǔ)能力的要求較高，想很好地完成老師布置的作業(yè)不是件輕松的事情。

writing

The first is writing. Students in the system may still write narrative essays in the fifth or sixth grade of primary school, while students in international schools begin to write critical essays in the fourth grade, developing their critical thinking skills and thinking about how to effectively support their arguments.

Therefore, students who enter international schools for the first time, especially those who enter international schools for middle or high school, are bound to encounter greater challenges in writing and need to write at a higher level to gain recognition from teachers.

寫作

首先是寫作，體制內(nèi)的學(xué)生可能小學(xué)五六年級(jí)還在寫敘述文描述文、國(guó)際學(xué)校的學(xué)生四年級(jí)就開始寫評(píng)判性文章了，開始培養(yǎng)自己的思辨能力和思考如何有效支撐自己的論點(diǎn)了。

所以初入國(guó)際學(xué)校的學(xué)生，尤其是初中或者高中進(jìn)入國(guó)際學(xué)校的學(xué)生，寫作方面必然遇到更大的挑戰(zhàn)，需要寫出較高的水平才能得到老師的肯定。

Of course, as an international school, in order to make children better face these challenges, we also provide children with more adequate buffer zones and guidance from different aspects.

Paddy fields no international high school in the process of course arrangement, in order to be able to let the child to better adapt to new challenges and the environment, create more teachers students one-on-one communication opportunity, at the same time also more music barbecue festival activities, for example, from the perspective of the relationship between teachers and students, encourage the children found that the problem take the initiative to actively communicate with the teacher, At the same time also let the teacher through a variety of activities to better understand the children's current problems and to solve.

當(dāng)然，作為國(guó)際學(xué)校，為了能夠讓孩子更好的面對(duì)這些挑戰(zhàn)，我們也從不同的方面去為孩子提供更充分的緩沖地帶與輔導(dǎo)。

稻田學(xué)塾國(guó)際高中在課程安排的過程中，為了能夠讓孩子更好的適應(yīng)新的挑戰(zhàn)與環(huán)境，創(chuàng)造更多的教師學(xué)生一對(duì)一的交流機(jī)會(huì)，同時(shí)也開展更多例如音樂燒烤節(jié)的各種活動(dòng)，從師生關(guān)系入手，鼓勵(lì)孩子發(fā)現(xiàn)問題主動(dòng)積極與老師溝通，同時(shí)也讓老師通過各種活動(dòng)更好了解孩子目前存在的問題并加以解決。