深圳諾德安達(dá)雙語學(xué)校 師，您好-快來認(rèn)識(shí)我們的中方老師

學(xué)生們能夠在探索知識(shí)的同時(shí)懂得尊重和關(guān)愛他人，能夠獨(dú)立思考并擁有同理心。

小學(xué)語文老師

魏菲

Chinese teacher of Primary School

Frida Wei

魏老師本科畢業(yè)于北京第二外國(guó)語學(xué)院文學(xué)學(xué)士，碩士畢業(yè)于香港大學(xué)教育學(xué)專業(yè)，學(xué)習(xí)期間成績(jī)優(yōu)異曾獲國(guó)家留學(xué)基金委全額獎(jiǎng)學(xué)金赴丹麥哥本哈根大學(xué)進(jìn)行學(xué)術(shù)交流。

在香港攻讀教育學(xué)碩士期間，她深入學(xué)習(xí)并實(shí)踐了多種以學(xué)生為中心的教學(xué)法，如探究式教學(xué)、任務(wù)式教學(xué)等等。她熱愛中西方文學(xué)，專業(yè)基礎(chǔ)扎實(shí)，熟悉IB教學(xué)理念，曾就職于香港IB國(guó)際學(xué)校。她持有中國(guó)教育部教師資格證，IB教學(xué)資格證和國(guó)際漢語教師資格證。擅長(zhǎng)使用ICT作為教學(xué)輔助，熱愛主題式和跨學(xué)科教學(xué)單元設(shè)計(jì)。

Ms. Frida Wei holds a master's degree in education from the University of Hong Kong and a bachelor's degree in literature from Beijing International Studies University, both completed with a stellar academic performance. During her undergraduate studies, Frida won a full scholarship from the China Scholarship Council towards an academic exchange at the University of Copenhagen. When she studied for the MEd in HKU, she practiced a variety of student-centered teaching methods, including inquiry-based teaching and task-based teaching. In her free time, she enjoys reading Chinese and western literature. While working in a well-known IB international school in Hong Kong she developed excellent relations with the students, colleagues, parents, and principals. She holds a teacher qualification certificate from the Ministry of Education of China, an IB certificate, and a certificate of teaching Chinese to speakers of other languages.

和諾德安達(dá)教育理念不謀而合，魏老師認(rèn)為教育要有野心，我們要相信每個(gè)孩子身上都有無限可能，致力于幫助他們成為志存高遠(yuǎn)，敢想敢為的年輕人。此外，學(xué)校中西合璧的課程設(shè)置和對(duì)中國(guó)語言和文化的重視對(duì)我的選擇也同等重要。

雙語在中國(guó)意味著融匯中西方教育之精華，為孩子們量身定制最適合他們成長(zhǎng)和發(fā)展的課程體系，在深耕中國(guó)文化的同時(shí)讓孩子們?cè)诙嘣幕沫h(huán)境中得到滋養(yǎng)，這不僅能夠提升孩子們的語言能力，更能培養(yǎng)他們?nèi)轿坏乃伎寄芰εc國(guó)際情懷。

Ms. Wei has the same philosophy of education as NAS Shenzhen and believes that every child has infinite possibilities. She is committed to helping them become young people who have high aspirations, dare to think independently, and take action. In addition, the school's integrated curriculum and the emphasis on Chinese language and culture are equally important to her choice. Bilingual education in China is achieved by integrating the essence of Chinese and Western education, tailoring the curriculum system to the developmental needs of the students. Bilingual Education also allows for children to have broad opportunities in exploring Chinese culture, as well as, being nourished in a multicultural environment. This can not only improve children's language skills but also cultivate their all-rounded thinking and international mindedness.

魏老師希望通過她的到可以來踐行IB和先進(jìn)的國(guó)際教育理念，激發(fā)孩子們對(duì)語言與文學(xué)的熱情，讓孩子們能夠在快樂中求知，幫助他們成為最好的自己。

學(xué)生們能夠在探索知識(shí)的同時(shí)懂得尊重和關(guān)愛他人，能夠獨(dú)立思考并擁有同理心。

魏老師相信在合作的過程中，溝通是最重要的一環(huán)。在合作教授雙語課程的各個(gè)階段，她會(huì)積極主動(dòng)地將自己的想法講出來，與其它老師交流，認(rèn)真傾聽他人意見，同時(shí)，魏老師也深入了解每個(gè)學(xué)生，關(guān)注他們的需求，與外方老師共同實(shí)施差異化教學(xué)。

To practice IB and advanced international education philosophy, to inspire students’ enthusiasm for language and literature, to let children learn in happiness and help them become their best selves.

she hopes students can respect and care for others while gaining new knowledge, be emphatic, and able to think independently.

Ms Wei believe that when working in a collaborative environment communication is of the utmost importance. When delivering a unique bilingual curriculum, she tends to openly share my ideas, actively communicate with her colleagues, and listen to the opinions of others. In addition, she aims to gain insight into each student, paying attention to their needs, and implementing differentiated teaching, all in cooperation with the international teachers.

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ESL 是指作為第二語言的英語(ESL)是非母語人士在英語環(huán)境中使用或?qū)W習(xí)英語的傳統(tǒng)術(shù)語。對(duì)于使用其他語言的使用者，它也被稱為英語。該環(huán)境可能是一個(gè)以英語為母語的國(guó)家/地區(qū)(例如，英國(guó)，美國(guó)，澳大利亞)或教育機(jī)構(gòu)，例如國(guó)際學(xué)?；螂p語學(xué)校。

English as a Second Language (ESL) is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment. It is also known as English for speakers of other languages. That environment may be a country in which English is the mother tongue (e.g., the UK, the U.S., Australia) or an educational institution such as an international or bilingual school.

王露淳老師本科畢業(yè)于南京師范大學(xué)英語師范專業(yè)，碩士畢業(yè)于香港大學(xué)的第二英語教學(xué)專業(yè)。王老師之前工作在上海的一家雙語學(xué)校擔(dān)任一年級(jí)年級(jí)組長(zhǎng)，班主任，英語教師以及探究課老師。

Lily graduated from Nanjing Normal University with a bachelor's degree in English Education and a master's degree in TESOL from the University of Hong Kong. Before joining NAS Shenzhen Lily worked in a bilingual school in Shanghai in the role of homeroom, English, and inquiry teacher. She also took on the position of the Grade 1 level coordinator, managing a diverse team of international and national homeroom teachers.

在Lily 老師看來雙語教育不同于常規(guī)的教育，雙語教育可以幫助孩子們理解不同國(guó)家的文化，打破國(guó)家差異間的壁壘，幫助人們跨越社會(huì)文化差異，建立聯(lián)系。通過使用語言來培養(yǎng)學(xué)生成為具有全球意識(shí)的公民。

Lily 老師對(duì)加入深圳諾德安達(dá)非常期待，她希望可以向?qū)W生傳遞對(duì)第二語言學(xué)習(xí)的熱情，希望孩子們認(rèn)識(shí)到語言是溝通與學(xué)習(xí)必不可少的工具，而不只是一門學(xué)科。同時(shí)作為一名經(jīng)歷過創(chuàng)校的老師，她也希望能將以往的經(jīng)歷和經(jīng)驗(yàn)共享給深圳諾德安達(dá)的其它老師。通過與其它老師的合作，尊重彼此的獨(dú)特優(yōu)勢(shì)和品質(zhì)，共同努力，提供一個(gè)由不同文化獨(dú)特性塑造的項(xiàng)目。作為一名中方英語教師，lily 老師對(duì)第二語言學(xué)習(xí)者所經(jīng)歷的難關(guān)有著天生的理解，但作為母語為英語的外方教師，他們對(duì)語言有著天生的理解和掌握。通過發(fā)揮像這樣的優(yōu)勢(shì)，希望老師們可以創(chuàng)作出一些我們獨(dú)特的課程。

Bilingual education transcends beyond the regular curriculum to build bridges between countries and elevate people above their socio-cultural differences. Through the use of language, students are trained to become global citizens.

Lily is full of positive expectations for her new position at Nord Anglia Shenzhen and I plan to convey my passion for second language learning to all my students. she hopes for the children to realize that a language is an indispensable tool for communication and learning, not just a subject. At the same time as a teacher who has experienced the foundation process of a new school, she also hope to share my prior experience with her colleagues. Through cooperation with other teachers and deep respect for each other’s unique advantages and qualities, she is confident that they can work together to develop a unique program of study. As a Chinese English teacher, she has a natural understanding of the difficulties experienced by second language learners. By working closely with the international teachers, whose mother tongue is English, she plan to supplement their natural understanding and mastery of the language with her skills and insights. Through the use of this approach, she hopes we can create a strong pedagogical foundation at the Nord Anglia Shenzhen school.

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