Education must foster creativity – and fight inequality

source:   author: Hao Jingfang

Nowadays, two of the most frequently discussed topics in the media are perhaps the growing gap between rich and poor, and the challenges presented by Artificial Intelligence (AI).

These two problems are mentioned in my sci-fi novelette Folding Beijing, and people still haven’t found satisfactory solutions to them.

The causes of the widening social gap are various: globalization, the financial system, political policies, and, the most important one, the replacement of workers by automation.

As AI becomes more advanced, it is expected that it will replace more and more jobs now done by humans, increasing joblessness and social inequality.

These problems are not easy to solve.

Social welfare can help people survive, but it cannot help create hope.

Education as key

If countries cannot make proper preparations for these challenges, they may face extremely difficult challenges in having to deal with joblessness and social crises.

Only education can provide the tools to tackle the problem of inequality in the future.

Requirements for jobs in the age of AI are quite different to those in the industrial era.

Programmatic, repeatable work will be increasingly replaced by AI; while new jobs will require much more creative thinking, something that in many countries is not normally the main focus of the educational system.

What, then, should education do to solve the problem of inequality and lack of creativity?

In my view, the most important thing is to produce and share educational programmes that promote creativity.

First, we need a group of professionals who can lead the design of innovative educational programmes, including the content and teaching methods.

These should allow students to learn in explorative, creative ways, and focus on promoting the habits of self-learning and independent thinking, and make creative thinking the most important goal.

Education as commodity

Second, these innovative programmes should be shared broadly, by all children.

Nowadays, in many countries, education has become a high-price commodity, serving as the tool of an elite group to keep their social status advantages.

This undoubtedly exacerbates the problem of social inequality.

In addition to innovation in educational content, it is equally important to improve sharing mechanisms if we are to make progress.

We need to help all children, whatever their families’ status, to have the same opportunities to train and develop their creative thinking.

Can creativity be taught?

Traditionally, people have often considered creativity to be a set of special talents belonging to a few individuals; they saw it as a sign of genius, as a gift, and something brought about through inspiration.

However, new psychological studies suggest there are some common traits in the creative thinking processes.

One prominent feature is the feasible transition between divergent thinking and convergent thinking, which can be practised in classes.

The capacity to identify and then solve problems can be practised as well.

These traits can be trained through designed programmes. Teachers can ask more open questions, encourage students to give independent solutions, let them learn in creative ways, and establish virtuous cycles of explore-study-create in class.

Can this educational innovation be inclusive?

Traditionally, high-quality education has depended on face-to-face teaching by distinguished teachers, and so it was more or less restricted to prestigious campuses.

With new technologies, however, high-quality education can be promoted in a much broader way.

Internet courses can offer people free or low-price education, online applications, and AI techniques can help students learn by themselves; and this new teacher-training system can help spread innovative classes at relatively low cost. Only by these new paths, can all children share the advantages of educational innovation.

My own plans

Educational equality and educational innovation will be, I believe, the most important social issues in the future.

I hope to contribute my own energy into this meaningful process.

As a result, my friends and I have launched a new programme called “WePlan”, in order to explore programmes that promote creative thinking and share these new explorations with all kids in an inclusive way.

Our hope is that children from all families can share high-quality educational resources, and so share a future together.

Is online learning the future of education?


In the past, if you wanted to get a qualification, or even simply learn something new, you would sign up for a course at a bricks-and-mortar institution, pay any relevant fees, and then physically attend class. That was until the online learning revolution started.

Last year, the e-learning market was worth an enormous $166.5 billion. It’s been estimated that this will grow to $255 billion by 2017. Its growing financial value is matched only by the swelling numbers of students choosing to follow an online course.

In the latest Global Shapers Survey of 25,000 young people from across the world, 77.84% of respondents reported having taken online courses in the past. So is online learning the future of education?

What is online education?

Let’s start first by looking at what exactly it is. Online education takes two major forms. The first: for-credit courses where students enrolled in tertiary education take online classes offered by home or other higher education learning institutions for credit. Some well-known cases include the MIT OpenCourseWare and the Harvard Online learning.

The second form of online education consists of professional training and certification preparation. Such online learning is usually targeted at professionals or students seeking training or preparing for certification exams. Popular courses include training in foreign languages, accounting and nursing.

In the Global Shapers Survey, close to half (47.79%) of respondents said they would be willing to pursue certification for certain skills, including online certification, once they have started their working careers. This again speaks to the large potential and market for online education.

Teething problems

The growth of online education has not been without challenges. Since its early inception in the 1960s, online education has been constantly criticized for its apparent lack of quality control, particularly the scarcity of high-quality teachers.

It’s also been said that online learning deprives students of some of the benefits of being in a classroom, such as teacher-student interaction, as well as other things such as a reliable internet connection and electricity supply.

Overcoming the challenges in online learning

Regardless of these concerns, online education has made great strides in recent years. For starters, more and more institutions of higher learning have introduced or reinforced their online education platforms, the main considerations being cost reduction for students and recruitment expansion in face of rising competition. As a result, online education has become an increasingly important part of tertiary education, with colleges and universities using world-famous faculty members and professional support teams to promote online courses.

To tackle the question of teaching quality, a number of providers have turned to user rating and internal evaluation. Star teacher, for instance, has become a popular teacher evaluation mechanism in China and South Korea, two of the largest e-learning markets.

Overall, such progress seems to have eased the doubt about the quality of teaching, and 40.56% of respondents in the Global Shapers Survey said online education is as strong as traditional learning in a classroom, with another 11.76% saying they didn’t know.

The maturity of education technology has also enabled online education to become more manageable and accessible than ever before. All a prospective student needs is a computer, an internet connection and some basic IT skills.

As for the loss of traditional classroom features, online education has been making up for this through its flexibility and low cost. Students have access to their “classroom” recordings whenever they want, allowing them to go over ideas and review lessons at their convenience. Some have also pointed out that far from being an inferior learning experience, the one-on-one lessons that are often part of online education have taken teacher-student interaction to a new level, where one student is getting all the attention and the interaction, and training can be so unique and valuable.

Furthermore, some argue that online education has significantly helped make education more accessible, thus achieving the aim of “education for all”, a theme that has become a global mandate since the 1990s. While a large number of countries have made significant progress in their provision of basic education to all citizens, there are still too many people – often living in remote areas – who can’t access education.

But with an increasing number of “netizens” in rural areas in many developing countries, online education could be used to reach the last group of citizens without proper access to education and hence fulfill Sustainable Development Goal 4 concerning quality education.

Education for all

Undoubtedly, with the even wider spread of technology and deepening of the global mandate of education for all, online education’s potential to become complementary – or in some cases alternatives – to traditional education cannot be overlooked.

Instead of worrying whether or not online education can ever be as good as more traditional formats, perhaps we should instead focus on how we can use it to deliver quality education for people all over the world, particularly the poor and underserved.

This won’t be an easy task – online education is in dire need of regulation. Outstanding issues include the question of accreditation and quality control. This gets even more complicated when you consider the international dimensions. For years, cross-border credit or degree accreditation has been a major issue for various education systems. The flexibility of online learning will only make that harder.

The obstacles are real but not insurmountable. And the opportunity to make good on the promise of education for all is too big to miss.

How we can finance universal education for all?


The 17 United Nations Sustainable Development Goals represent a remarkable commitment by the international community to eliminate poverty and improve health, the environment, education, and much more in all countries by 2030. The SDG for education is straightforward: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Unfortunately, we are a long way from achieving this goal, particularly in developing countries. More than 250 million of the world’s 1.6 billion children are not in school, and 400 million lack basic literacy. If current trends continue, by 2030 half of all children will not have the basic skills needed for employment.

The main problem is a shortage of resources. While developing countries can finance more than 90% of what they need to ensure universal access to quality primary and secondary education, there is still a large funding gap – approaching $40 billion in 2020, and $90 billion by 2030 – that must be filled by international aid.

Solving this problem has been the goal of the International Commission on Financing Global Education Opportunity (the Education Commission), chaired by Gordon Brown and comprising luminaries in business, government, and academia. But the Education Commission’s two principal recommendations are wrongheaded, and should be replaced by two other solutions. Both will be politically difficult to achieve, but are necessary for financing the SDGs.

The Education Commission’s first proposal is to count on “philanthropists, corporations, and charitable organizations” to increase their annual aid contributions from $2 billion today to $20 billion by 2030. This is unlikely to happen. More to the point, charity is not a responsible way to finance public policy. As one recent study shows, charitable education-reform efforts tend to be short-sighted, uncoordinated, and self-interested, ultimately contributing little to advancing education priorities.

The Education Commission’s second proposal is to form an International Finance Facility for Education, to be overseen by the World Bank and various regional development banks. Under the proposed IFFEd, development banks would borrow from capital markets to increase their annual investments in education to $10 billion by 2020, and to $20 billion by 2030.

The principal problem with this approach is that the World Bank has no business spearheading education reform. In fact, as my own research shows, the World Bank has already been misdirecting education reform in developing countries for three decades, by pushing for increased privatization and narrowly defined educational outcomes and accountability based on excessive testing.

The World Bank’s market-fundamentalist approach to education (and other sectors) resembles that of right-wing think tanks such as the Cato Institute or the Heritage Foundation. But while these are recognized as partisan organizations pursuing an ideological agenda, the World Bank makes a pretense of objectivity and inclusiveness. Moreover, unlike Cato and Heritage, the World Bank is a public, tax-financed entity that wields vast influence around the world through its grants, loans, and policy recommendations.

Future generations will be aghast at how we have allowed banks to determine educational and other priorities. Rather than handing institutions such as the World Bank and the International Monetary Fund more power, we need a newBretton Woods conference to make them democratically accountable and less ideological.

As things stand, the World Bank is the 500-pound gorilla of the international-aid establishment, and the proposed IFFEd would put the gorilla on steroids. It would also make coordinating aid to education an administrative nightmare. In addition to the Global Partnership for Education (GPE), which focuses on low-income countries, and the recently established Education Cannot Wait (ECW) fund, which focuses on countries with humanitarian emergencies, we would have a third body focusing on lower- and middle-income countries.

It makes no sense to have three multilateral institutions competing with one another for funding. As Columbia University’s Jeffrey D. Sachs has long argued, we need just one Global Fund for Education to work toward the education SDG, and it can be a revamped GPE. Whereas donors will dominate IFFEd decision-making, the GPE operates more democratically, with equal representation of donor and recipient countries and strong participation from civil-society organizations. While the GPE is still too dependent on the World Bank, which supervises 80% of its grants, that can be changed.

Instead of the proposed IFFEd, we need two things. Wealthy countries need to honor the commitment, made in 1970 and repeated ever since, to allocate 0.7% of GDP toward ODA. While a few countries already do this, most fall far short. Just by keeping past promises, wealthy countries could close the education-funding gap – and cover all of the other SDGs’ financing needs, too. The Education Commission, by contrast, lets wealthy countries off the hook, by asking them to commit just 0.5% of GDP to ODA, and not until 2030.

Second, we need a global approach to taxation. As my colleague and I point out in a report for the Education Commission, corporate-tax reforms could eliminate tax avoidance and evasion, which are costing the global economy more than $600 billion every year. To achieve the needed reforms, we need to increase the UN’s capacity instead of relying on the OECD, which has proposed only minor changes.

We also need to institute a global wealth tax, as economist Thomas Piketty has proposed. It is obscene that the world’s eight richest people hold as much wealth as the poorest 50%. Like corporate-tax reform and fulfilling past promises to fund ODA, a 1% global wealth tax could finance all of the SDGs combined.

The SDGs, even more so than the Millennium Development Goals that preceded them, represent an extraordinary global commitment. But if the international community is serious about meeting them, it must do something even more unprecedented: put its money where its mouth is.


制作人:LB   2017年8月18日

pdf:   一小国际教育五年办学计划


 年份  学生/教工  校舍建设  教学级别  募资(万美元)   关键业绩
 2018  200 / 20   租房  中学培训   1 – 5M  招生,课件,教学法,校网,安全管理,教工师资,外部资源
 2019  600 / 70  租房/建房  中学培训  10 – 20M 招生,课件,教学法,管理,师资,外部资源,校舍,品牌
 2020  1500 / 120  自有校舍    中学  20 – 40M 招生,升学,品牌,教学法,安全管理,师资,外部资源,校舍
 2021  3000 / 200  开设分校  中学/大学  40 -50M 安全管理,师资,外部资源,大学,校舍,品牌
 2022  6000 / 400  开设分校  中学/大学  50-100M 管理,师资,资源,大学,校舍,品牌,科研/文艺




制作人:LB   时间:2017年8月10日

Pdf:     一小国际教育学校总体设计 


  • 学校使命








“为天地立心,为生民立命,为往圣继绝学,为万世开太平。” 张载。



  • 教育理念










  1. 学习动力


  1. 学习目标


  1. 学习资源


  1. 学习工具


  1. 学习效率


  1. 学习计划
  2. 学习技巧
  • 教学理论



1.1 目的:激发学习兴趣,自学能力,动手解决问题的能力,独立思考能力,逻辑思辨能力,发展学生的归因本能,变被动学习为主动学习,最终实现自我教育,培养独立人格,自爱自信。

1.2 原理:主动、自由的思考才能培养独立思考的能力。自我教育才是真正的教育。

1.3 方法:教师提问,学生解答;问题要有现实意义,要与学生的现实生活相关,从而激发解决问题的兴趣和好奇心。必须建立公开,自由,理性的辩论环境和氛围。教师要谦虚,学生要自信。”提问,辩论,概括,定义,应用,修正“ 是启发式教学常用的形式,但不一定要严格按此流程,根据科目知识特点灵活运用。教师提供学习和研究资源,不要指定教材,让学生编写自己的教材。


2.1 目的:培养情商,感化心灵。学会爱,友善,包容,集体责任,相互帮助,团结共进;尊重生命,关爱他人。寓教于乐,提高效率,激发兴趣和灵感;营造“和滋养“自由,开放,公平,理性,快乐,关爱”的教学氛围和价值观。减缓学生和教师的学习和教学压力。

2.2 原理:有爱才有乐。认识自己,认识世界是令人心身愉悦的过程。教和学的过程也必须是快乐和幸福的。生命和生活更重要的是过程。爱“是奉献的动力,是幸福的源泉;爱心来源于人的”同感“本质属性。寓教于乐,关爱学生,能激发学生的”同感“本能,滋养其健康心智,使其内心平静豁达,谦逊而不自卑。

2.3 方法:营造自由、轻松、宽容,友善和搞笑的课堂或活动氛围。不能有任何贬损学生人格的表情、语言和行为。任何情况下不能羞辱学生。不能过度强调竞争,以培养合作意识为主,竞争意识为辅。学生可以在任何场合提任何问题。教师要用理性和友爱来管理调皮学生。消除学生害羞不主动提问或表达的心理。教师要有幽默感,课件和示例要生动,场景丰富,有笑声。知识的故事性增加乐趣,记忆效果。


3.1 目的:培养师生知行合一的性格和价值观,提高学习效率和实用性,培养学生的自律,自尊和责任感。落实教师的模范作用,让学生由衷地敬佩教师,尊重知识、理性和科学。

3.2 理论:为人师表以身传教会增加学生对教师和学识的尊重,提高求学的誉感和主动学习的积极性。教师自身的品行操守,言谈举止,学识品味,价值观和思维习惯,对学生会有潜移默化的影响。学生通过亲身感官体验教师的身传,会直接影响其心智的发展方向。

3.3 方法:招聘教职工必须严格考核其”品行操守,言谈举止,学识品味,价值观和思维习惯“。研发设计一套细致可靠的心智测试系统,严格把关教职工综合素质。对于已入职的教职工要定期培训,访查和测评,其中学生的评价要占重要部分,凡是考核不合格的,应该好不留情地给予辞退。提高全体教工和学生实施监督的责任感,及时举报教工的不良言谈举止。


4.1 目的:挖掘学生的潜能和天赋,尊重学生的天赋和兴趣。

4.2 理论:每个人都有自己的天赋和兴趣,顺应天赋和兴趣更容易成功,更容易获得快乐。

4.3 方法:先全面地学习各种科目的基础知识,尝试培养所有学生的兴趣,让学生学会如何自学,然后多留时间让学生自己选择科目,或者选择自学或进修,把选择的主动权交给学生。


5.1 目的:充分利用全球资源和互联网,让学生多和国外的名人专家学者接触,多了解国外的教育,文化,经济和生活,培养学生的国际视野,给学生更多的选择,明确奋斗目标。

5.2 理论:站得高才能看得远,见多识广才形成正确的判断,才能开阔胸怀。明确清晰的目标会增强动力; 多与自己崇拜人交流会学得更多,更容易改变自己。

5.3 方法:每周邀请世界各国著名的名人,学者,教授,专家,企业家,政治家等为学生做视频演讲。聘用外籍老师为学生远程上课,让学生远程参观各国校园,风景和生活。


3.1 目的:建立学以致用的意识,理解知识的形成,用途和发展。培养动手能力,执行能力和解决实际问题的能力。加深对学习内容的印象,提高学习效率。

3.2 理论:只有通过解决问题才能深入理解事物,才能将知识转化为自己的能力,才能从内心深处培养学生的自信。一切知识与日常生活息息相关,知识就是力量,实践是检验真理的标准。

3.3 方法:多设课堂实验或实验课,多场景教学,多安排校外实习,建设好校内社团。

7,现场教学: 社会大学

3.1 目的:全面深入了解社会的现状,充分接触社会各阶层和各类人,多接触各种文化和习俗,多亲自考察现场。培养社会观察能力,对人物和事件的理解能力,对日常生活的感性和理性认识,社会责任感。加深对学习内容的印象,提高学习效率。形成健康的价值观,明确自我实现的方式和方向。

3.2 理论:学习的最终目的是自我实现,任何重大决策都需要建立在对真实社会有全面深入的了解上。

3.3 方法:每学期设计1-2次实习,开设相关课程:人类学,管理学,法律,哲学等。


1, 社团性质


2, 社团分类:












1.7所有应聘教师必须试讲1-2次,每次20 -30分钟,至少有三位部门负责人参与听课。


1.9 全职教师必须有相应的教师资格证书。


2.1授课老师的考核分为四部分:学生评价40% + 自我评价30% + 学校评价20% + 校外评价10% = 100%;每个单项评分分为A,B,C,D E五个等级。








3.1 工资:课程工资 + 教龄工资 + 学术工资;

3.2 奖金:教学成绩奖,期末考评奖,年终奖,学术成就奖;

3.3 假期:国定节假日,暑假1-2月,寒假1个月,周末单休或双休;

3.4 福利:培训,社保,其他福利。

  1. 兼职教师按课时付费。



1.1 必须大专以上学历,年龄 28 – 50岁之间;

1.2 必须无犯罪记录,无不良嗜好,身体健康,无传染性疾病;

1.3 必须品行端正,社会关系健康,为人口碑好,性情温和,仁爱善良;

1.4 必须有健康的家庭,有亲身子女,无家暴,孝敬父母,家庭和睦;

1.5 必须有强烈的责任性,精力充沛,工作踏实认真;

1.6 必须有至少一名校内全职教职工担保;

1.7 应聘者必须通过文化考试测试,必须有两名以上校级管理人员审核通过。

  1. 管理考核

2.1 所有后勤教工由学校后勤部统一考核管理,制定《后勤教工管理考核细则》。

2.2 后勤教工考核分为四个部分: 学生评价50% + 自我评价20% + 学校评价20% + 校外评价10% = 100%; 每个单项评分分为A,B,C,三个等级。

  1. 工资福利

3.1 全部后勤教职工的基本工资福利待遇按照当地劳动法规定执行。

3.2 奖金包括: 期末考核奖,年终考核奖。

3.3 福利包括: 培训,社保,国定节假日,周末单双休,加班双薪或三薪,其它福利。

  • 学校管理人员
  1. 聘用条件

1.1 必须是国内外高等院校本科以上学历,英语流利,或者为国内外著名学者,专家或教授。

1.2 必须担任至少一个班一门科目的授课,所有学校管理人员都必须授课,包括校长,财务等。

1.3 所有管理人员必须符合授课教师资历和条件。

  1. 管理人员考核

2.1 管理人员由学校董事会考核,负责制定《学校综合考核细则》。

2.2 管理人员的考核包含四个部分: 管理评分30% + 学校业绩20% + 授课评分 30% + 教工评分20% = 100%, 其中授课评分的考核内容和比例与教师的评价内容和比例相同;每个单项评分分为A,B,C,D E五个等级。

  1. 管理人员工资和福利

3.1 管理人员工资和福利与教师相同。



  • 课程设计目标
  1. 课程设计目标


1.2 国际高考必修科目:夯实基础学科基础知识,提高自学能力,申请大学。

1.3 一小国际必修科目:人生必修科目;激发兴趣,挖掘天赋,开阔视野,学贯古今,丰富知识,学会修身养性和自我教育。

  1. 全部科目

2.1 国际高考必修科目:国学,英语(托福/雅思),数学,物理,化学,商科,外语;

2.2 一小国际必修科目:心理学,音乐,体育,艺术,电脑,生物,法律,礼仪,逻辑学,地理,人类学,教育学,哲学,管理学。

  • 科目教学大纲

1,.英语/托福/雅思 (#001)


学习和考试内容:听说读写,雅思,托福,A-level, AP,SAT等学习考试内容。



2,国学语文 (#002)




考试内容: 中国书画创作 + 文言作文 + 白话作文 + 鉴赏作文 + 结课论文。

3,数学 (#003)


学习内容:中等数学, 高等数学,概率统计,线性代数,数学建模,AP, A-level, SAT等考试内容。


考试内容:AP, A-level, SAT等数学考试内容 + 结课论文。

4,物理 (#004)




考试内容:国际高考考试内容 + 结课论文。

5,化学 (#005)


学习内容:无机化学,有机化学,无机化学实验,有机化学实验,高分子化学,物理化学,国际高科考试内容 。


考试内容:无机化学 + 有机化学 + 化学实验 + 国际高科考试内容 + 结课论文。

6,商科 (#006)




考试内容:国际高考商科考试内容 + 创业实践。

7,外语 (#007)




考试内容:国际高考内容 + 欧美文化。

8,心理学 (#008)



学科实践: 心理学实验,个体心理调查分析实践,社会心理调查分析实践,家庭成员心理辅导实践,孤独与冥想。

考试内容:心理学基础 + 社会心理学 + 自我分析报告 + 社会心理调查报告 + 结课论文。

9,电脑 (#009)




考试内容:网络基础 + 平面设计 + C语言编程 + 网站建设 + 结课论文。

10,逻辑学 (#010)




考试内容:人脑结构 + 思维规律 + 博弈论 + 逻辑学 + 结课论文。

11,哲学 (#011)




考试内容:东西方哲学史 + 结课论文。

12,法律 (#012)




考试内容:宪法 + 刑法 + 民商法 + 劳动法 + 美国法律 + 中美法律差异。

13,生物 (#013)




考试内容:动植物学 + 结课论文。

14,地理 (#014)




考试内容:中国地理 + 世界地理 + 地球学 + 宇宙学 + 结课论文。

15,人类学 (#015)




考试内容:人类简史 + 人学 + 社会学 + 结课论文。

16,音乐 (#016)




考试内容:每学期考试一次:乐器 + 音乐活动 + 歌曲/舞蹈创作。

17,体育 (#017)


学习内容: 体育心理学、运动生理学、体育保健学、田径、篮球、排球、足球、网球,兵乓球,羽毛球,体操、健美操,舞蹈,登山,武术,游泳,体能训练,意志力训练。


考试内容:每学期考试一次:体能+ 特长。

18,艺术 (#018)




考试内容:每学期考试一次:平时考试 + 特长。

19, 教育学 (#019)




考试内容:学科所有实践报告 + 自我实现设计报告 + 自荐信。

20,礼仪 (#020)




考试内容:所有课堂内容 + 学科实践测评 + 自我礼仪学习报告。

21,管理学 (#021)




考试内容:笔试(组织行为学,领导学,权力学) + 学科实践。



  • 学期和实习


1.1 总共三个学年六个学期,每学年分两个学期,每学期五个月,每学期末包含一个月的实习期;

1.2 每学期其中前4个月共16-17周课堂学习时间;

1.3 每周5-6天课,每周至少放假一天;

1.4 每月放一次月假,每次2-3天;

1.5 国定假日除特殊情况外按国家规定放假;

1.6 每天最多4次课,每课时2小时,中间休息10分钟;

1.7 早、晚自习和周末自习由学生自行安排,学校提供自习室,图书馆和其他便利设施。


2.1 每年2-3次,每次1-4周;内容包括经商创业,国内旅行,社会调查,生活实践,义教义工,出国考查,学术创作,学科实习和其它集体活动等等。


3.1  科目学习时间分配:1/3课堂讲解/讨论,1/3自学,1/3实验和实践;












选修:化学,商科,数学,AP考试,A-level考试, SAT考试;


6,第六学期课程(全英文教课):托福(48),外语(32),数学(16),人类学(16),管理学(20), 体育(16);共148课时。

选修:AP考试,A-level考试, SAT考试;




  • 管理结构和原则


1.1 一小国际学习设置八个部分,分管不同工作和人员;

1.2 其中校部为总部,管理其它七个部门:学生部,教工部,教学部,升学部,后勤部,招生部,外联部;

1.3 每个部分选定两名负责人,一正一副,负责主持部门工作;

1.4 每个部门在工作日或值班日必须向校部汇报工作情况,校部必须在接到汇报一小时内给予回复,紧急情况不超过10分钟给予回复。


2.1 学校一切管理和决策以人为本;

2.2 学生和教工的心身健康和安全是全校所有工作的第一要务;

2.3 教学育人工作的顺利进行为学校一切工作的中心;

2.4 所有岗位责任落实到人;

2.5 所有部门负责人保持工作时间可联系;

2.6 学生部、教工部、后勤部和校部(包括校长)的负责人必须保持24小时可联系,包括寒暑假期在内。

  • 部门职责


1.1 全面负责全校所有学生日常学习和生活,包括学校安排的校外实习和各类活动期间;

1.2 主动与其它部门沟通合作,保障全校所有学生正常学习和安全生活;

1.3 时刻关注全校所有学生的心理和身体健康状况,定期安排全校学生心理测试,定期安排全校学生体检,尽早发现学生的心理和生理问题,及时进行心理辅导和疾病治疗;

1.4 接收学生的来信,接待学生的来访,认真地友善地处理学生反馈的一切问题;

1.5 及时向班主任和校部汇报一切学生工作问题;

1.6 制定《学生日常管理规则》和《校外活动管理规则》,并定期向学生宣传讲解规则内容;1.7必须提前掌握学生在校外实习或组织活动的计划,确保学生在校外活动期间有教工全程陪同负责;

1.8 必须每天每餐检查学生饮食安全;

1.9 必须每晚检查学生住宿安全;

1.10 防止学生早恋,打架,欺凌,歧视,抽烟,喝酒,等等;

1.11 关爱学生,成为学生的良师益友,争取学生的尊重和爱戴。

2,教工部 (#02)

2.1 负责全校所有教职工提供后勤服务;

2.2 负责全校教职工的人事工作,包括招聘,培训,入职,考核,晋升和福利待遇;

2.3 接受教职工的来信,接待教职工的来访,及时、认真、友善地处理所有问题;

2.4 关注全体教职工的心理和身体健康和安全,定期心理测试和辅导,定期体检;

2.5 必须关注和了解全体教职工的工作状态,家庭情况,及时发现并上报问题,及时为教职工排忧解难;

2.6 制定《教职工日常工作规范》并定期宣传公布和解释;

2.7 必须要有服务意识,取得全体教职工的尊重。

3,教学部 (#03)

3.1 全面负责全校的教育教学工作;

3.2 根据学校的办学宗旨,设计制定每个年级每个学期的教学科目、课程、课时、课表、校外活动和教学大纲;

3.3 为课程安排授课教师,为班级安排班主任,为课堂安排教室,为活动安排场地和负责人;

3.4 负责制定、宣传和解释《教师授课规范指导》和《班主任职责细则》;

3.5 与其他部门沟通合作,不断研究教学方法,不断学习开发新的教育理念和新的教学形式;

3.6 负责所有科目教材的研究、设计制作。采购和分发;

3.7 负责全职教师,兼职教师和客座讲师的聘用和考核;

3.8 负责审核教师的备课课件,不定期听课,不定期考察课堂效果和学生反馈;

3.9 定期抽查学生的作业;

3.10 组织期中和期末考试,负责设计考试形式和试卷;

3.11 负责教室、自修室、图书馆,体育馆,实验室和操场的设计、布置和管理;

3.12 负责所有教育教学器材和实验室用品的采购和管理;

3.13 工作中心放在学生的学业上,跟踪了解每个学生的学习成绩,学习兴趣,学习动力;

3.14 建立学生档案,详细记录学生的学习和生活的阶段性状态;

3.15 组织家长会,组织校内外活动,组织各种竞赛;

3.16 聘用或邀请国内著名学者和专家来我校任教或演讲。

4,升学部 (#04)

4.1 全面负责全校学生的升学工作;

4.2 负责研究各国家招收国际学生的政策,生活条件,高校和专业特点,高考形式和内容,签证要求和留学优劣势等;

4.3 负责研究国外各高校的录取条件,各专业招收名额,学分设置,学费,生活费,奖学金,勤工俭学,排名和优劣势等;

4.4 根据每个学生的综合条件,个人意志和家庭意志,为学生和家长提供可靠的分析,协助学生申请最合适的学校和专业;

4.5 从学生入校开始,为学生提供全面的权威的升学参考资料和咨询,培养学生的升学意志和学习动力;

4.6 全程跟踪每个学生的升学意志,及时鼓励,及时排忧解难,建立升学意志档案;

4.7 每学期与外联部沟通合作,制作《各国各高校招生的详细信息报告》;

4.8 升学部与外联部共用一个工作团队。

5,后勤部 (#5)

5.1 全面负责全校的后勤工作;

5.2 负责学校食堂的全面管理,包括食堂安全,食材采购,食物卫生安全控制,厨房工作人员的招聘、培训和工作管理;

5.3 负责全校包括学生宿舍的人身安全和财产保卫工作,

5.4 负责全校水电使用和安全工作;

5.5 负责具体实施全校的基建工作;

5.6 负责全校办公家具、教学器材和电器,的采购和保管;

5.7 负责与本地政府、教育主管部门和居民保持联系,建立合作与互助互信的关系;

5.8 负责处理气象和地质突发事件,比如洪水,地震,停电,暴风雨(雪),冰雹和坍塌;

5.9 负责定期检查全校的安全隐患,包括建筑质量,楼层安全防护,饮食卫生安全,用电安全,体育场地和器材的安全,消防安全,防盗安全,等等;

5.10 负责处理突发人员安全事故,立即救治,立即稳定局面,立即上报校部,立即承担责任,如有必要,立即报警,或立即疏散;一切以生命为重,以人身安全为重;

5.11 负责招聘、管理和考核后勤职员;


6,招生部 (#06)

6.1 全面负责宣传和招生工作;

6.2 设计制定每学期招生计划和广告宣传;

6.3 联系和接待学生和家长;

6.4 市场调研;

6.5 与各生源学校的老师和生源地方教育机构保持联系,已获得广泛的支持;

6.6 招聘、培训和管理全职/兼职市场开发人员;

6.7 制定并实施《招生工作管理细则》。

7,外联部 (#07)

7.1 全面负责国外各种有利资源的开发和管理;

7.2 发展建立海外师资团队,聘请海外兼职教师在线讲课;

7.3 与海外中学和大学建立合作关系,信息和资源共享,合作教学,推荐学生;

7.4 与海外各类用人单位联系,建立互信合作,推荐学生实习和工作;

7.5 邀请国外著名学者和专家为学生上课或演讲;

7.6 外联部与升学部共用一个工作团队。

8,校部 (#08)

8.1 全面负责全校所有管理工作;

8.2 校部分为校长,财务和校务委员会三个科室组成,校部由校长和副校长负责管理;

8.3 校长科室设置校长,副校长,校长助理三个职位;

8.4 财务科室负责全校财务管理工作;

8.5 校务委员会由所有部门的第一负责人和两位校长组成,作为学校管理的最高决策机构;

8.6 校委会的召开需要至少一位校长或四位或四位以上部门第一负责人提议;

8.7 校委会通过任何决策需要至少一位校长和五位部门第一负责人同意;

8.8 校委会的权力范围:除校部外其它部门的人事管理,学校基础建设,学生管理,教工管理,教育教学活动开展,突发事件处理,其他学校管理事务;

8.9 校长助理由校长亲自聘用、考核和管理;

8.10 校长和副校长的聘用、考核和管理由学校董事会负责;

8.11 副校长兼任后勤部第二负责人,并代表学校出面处理校外社会关系和问题;

8.12 校长兼任教学部第二负责人,代表学校出面处理校内问题和关系;

8.13 校长每学期和每学年需向董事会和校委会提交办学计划。



  • 招生规则


1.1 一切招生工作遵守《招生工作管理细则》。

1.2 招生工作的核心目标是:把关优质标准,广招优质学生。

1.3 严格把关招生标准和考试,控制生源质量。

1.4 优质标准:学业成绩 30% + 心理素质 20% + 日常生活 20%+ 特长10% + 身体素质20% = 100%。


2.1 学生条件:在读中学生,初中毕业 – 高中毕业,年龄要求:15-19岁。

2.2 家庭条件:家庭年收入10万人民币以上。


招生流程: 制定招生计划 – 设计宣传资料 – 组织招生团队 – 宣传解说 – 报名考试 – 招生考试笔试 – 招生考试面试 – 录取通知 – 体检 – 办理入学。


4.1 考试内容:笔试考试(语文,数学,英语) + 面试考试 (身心素质,特长,日常生活)。

4.2 考试时间:正常考试时间:每季度最后一月最后一周周六上午9:00 -11:00;临时考试时间:随到随考。

4.3 考试地点:一小国际教育学校招生部。

  • 招生宣传


1.1 国内高考:结合视频资料和统计资料,介绍国内高考政策,竞争现状,学生压力,家长压力。

1.2 国内大学:结合视频资料和统计资料,介绍国内高校现状,录取比例,教学质量,教师质量,科研学术,毕业出路,学生感悟。

1.3 国内中学:结合视频资料和统计资料,介绍中学教学现状,素质教育,教育资源,毕业出路,教师素质,学生感悟。

1.4 国外大学:结合视频资料和统计资料,介绍国外高校现状,录取比例,教学质量,教师质量,科研学术,毕业出路,学生感悟。

1.5 国际高考:结合视频资料和统计资料,介绍国际高考现状,考试内容,竞争现状,学生压力,家长压力。

1.6 发展趋势:社会发展趋势,人才竞争趋势。

1.7 一小国际:教学目标,课程设计,师资建设,教学方式,毕业出路。


2.1 讲座培训: 定期举办家长现场讲座。

2.2 派送传单:在学校附近派送宣传单。

2.3 网络推广:在网上做视频和图文广告推广。




4.1 生源学校渠道开发: 校内资源和校附近资源。

4.2 生源集中网站聚到开发:学校网站,游戏网站,社交媒体,购物网站。

4.3 口碑渠道:在校学生和其家长的口碑宣传。