自福州西湖国际学校（FLIS）成为IB MYP（国际文凭中学项目）授权学校以来，2024年，FLIS幼儿园及小学部也正式取得IB PYP（国际文凭幼小项目）候选资格。IB全系列课程旨在培养具有国际视野的学生。他们能够认识到人性的共同之处，明白自己肩负守护地球的责任，并愿意为创造一个更好、更和平的世界出一份力。为此，国际文凭组织就「IB学习者」提出了十个培养目标：积极探究、知识渊博、勤于思考、善于交流、坚持原则、胸襟开阔、懂得关爱、勇于尝试、全面发展与及时反思。

Last year, the IB Candidacy phase began for Fuzhou Lakeside International School ECE and Primary. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners, students strive to reflect these profiles:  Inquirer, Knowledgeable, Thinker, Communicator, Principled, Open-Minded, Caring, Risk-Taker, Balanced and Reflective.

如何在日常学习及生活中培养这十大特质？为此，FLIS幼儿园特地设计推出“IB Learner Profile儿童成长护照”。今后，教师将根据幼儿在课堂及活动中的表现观察他们在十项特质上的进步，当孩子展现出某一特质时，教师会在该生成长护照上贴上相应的特质贴纸，以示鼓励。

The IB learner profile represents 10 attributes valued by IB World Schools. How can we develop these ten traits in daily learning and life? To this end, FLIS ECE has designed the “IB Learner Profile Growth Passport”. Each child will have their own growth passport, and teachers will observe and record their progress in the ten attributes based on their performance in class and activities. When a child demonstrates a specific attribute, the teacher will place a corresponding reward sticker in the passport.

每周五放学前，班主任会总结幼儿本周获得的贴纸情况，一起讨论他们喜欢和觉得值得调整的特质，这是「及时反思Reflective」特质的现实运用，也为之后的教学提供了参考——教师可以据此设计更适宜孩子的学习任务。此外，我们亦期待学子通过公开认可强化正向行为，迸发学习自驱力。

Before school dismissal each Friday, the homeroom teacher summarizes the "IB Learner Profile Stickers" obtained by the children during the week and discusses the student’s favorite and challenging attributes. This is a real-life application of the trait of "Reflective", which also serves as a reference for next week's educational activities - the teacher can then design more targeted learning tasks according to the children's interests and goals. In addition, we expect students to be motivated to learn through public recognition that reinforces positive behaviors.

连日来，FLIS幼儿园各班级教师已陆续向幼儿介绍了IB学习者特质与成长护照的用法。十大培养目标乍看抽象，教师将之融入日常生活之中举例说明，学子便逐渐理解了其内涵，并争相实践。如在排队洗手、刷牙、上下楼之际嵌入对「坚持原则Principled」的讲解，学子的秩序感与责任感明显大大增强；面对挑食的孩子，教师与保育员换了另一种方式鼓励：与其直接say no, 不如尝尝每一道菜品摸索自己的喜好，这也是「勇于尝试Risk-Taker」的一种表现。滴水成河，幼儿各项行为的改善也令教师倍感欣慰。

Over the past few days, FLIS ECE teachers have been introducing students to the use of the growth passport. The ten attributes seem abstract at first glance, but when teachers incorporate them into their daily lives and give them examples, the children gradually understand what they mean and are eager to put them into practice. For example, the explanation of “Principled” was embedded when lining up for washing hands, brushing teeth and going up and down the stairs, and the sense of order and responsibility in the students was strengthened. In the face of picky eaters, teachers encouraged them in another way: instead of saying no directly, they could try each dish to find out their preferences, which is also a manifestation of “Risk-Taking”. We are pleased to see the improvement in the children's behavior when modeling these learner profiles.

成长护照不仅是将培养幼儿品格内化于日常的工具，也为更紧密的家校共育构筑了桥梁。通过查看成长护照，家长便可比较孩子品格发展的进步与不足之处，针对性地「查漏补缺」；此外，品格发展与孩子的生活、学习表现其实密不可分。幼儿园阶段，不少父母都曾因孩子生活自理能力不强、分离焦虑、遇到困难容易情绪崩溃、在公众场合羞于表达等问题感到头疼不已，或许，改善之道就藏在十大特质之中。

The Passport is not only a tool to internalize the development of character traits in kids, but it also builds a bridge for Home-School Cooperation. By viewing the Passport, parents can compare their child's character development progress and deficiencies, and “check and make up” for them. In addition, character development is inextricably linked to a child's life and academic performance. In ECE phase, many parents have been troubled by their children's lack of self-care, separation anxiety, easy emotional breakdowns in the face of difficulties, shyness to express themselves in public, etc. Perhaps the way to improve is hidden in the ten attributes.

以「知识渊博Knowledgeable」为例。家庭与学校可以通过有趣的故事、游戏、绘本等方式，让孩子对不同领域的知识产生兴趣，广泛涉猎各类知识领域；同时通过系统的教学和丰富的活动，帮助孩子积累丰富的知识储备，为未来的学习和生活奠定基础。积累大量知识储备后，应适时鼓励孩子将知识学习与生活实际相结合，如在购物场景中让孩子运用数学知识解决实际问题，从而加深对知识的理解……在这一培养过程中，幼儿的品格、知识、解决问题与表达能力均得到了积累与锻炼。

Take “Knowledgeable” as an example. Families and schools can, through interesting stories, games, picture books, etc., make children interested in different fields of knowledge, and broadly explore all kinds of knowledge fields; while at the same time, through systematic teaching and rich activities, help children accumulate a rich knowledge reserve, so as to lay a foundation for their future learning and life. After accumulating a large amount of knowledge reserves, children should be encouraged to combine knowledge learning with practical life at an appropriate time- such as in shopping scenarios to allow children to use math knowledge to solve practical problems, thus deepening their understanding of knowledge. In this cultivation process, children's character, knowledge, problem-solving and expression skills are accumulated and practiced.

上周五，在家校共育座谈会上，家长了解了成长护照的用法，也就使用流程进行了沟通。未来，我们期待看到这一举措为学子带来润物细无声的长足帮助，FLIS也将继续与您在孩子的成长教育之路上携手同行！

Last Friday, at the Home-School Cooperation Seminar, ECE parents were introduced to the use of the Passport and were able to communicate with the school on the process of utilizing it. In the future, we look forward to seeing how this initiative will help our students and FLIS will continue to work hand in hand with you on your child's journey of growth and education!