Chinese Conference 2026

Dr. Aggie Huang (黄杰) is a visionary and accomplished international academic leader with over 20 years of experience in Chinese language education, curriculum innovation, and instructional leadership. Dr. Huang has demonstrated success in designing and leading coherent PreK–12 programs, developing faculty capacity, and advancing inclusive, research-informed practice across diverse school contexts. Dr. Huang brings extensive leadership experience across the IB continuum, with additional contributions to accreditation and global professional service through IB, WASC, and CIS.

Human-Centered Innovation of Chinese Language Education in International Schools

Where Tradition Meets Innovation—and Learning Becomes Deeply Human

What does it truly mean to innovate Chinese language education in international schools—and how do we ensure that innovation is not only new, but better for students and teachers?
In this keynote, Aggie Huang shares the real story behind a five-year transformation of the Chinese program at Shanghai American School. Emerging from disruption, uncertainty, and rapid demographic change, this journey explores innovation not as adopting more tools or initiatives, but as making intentional, human-centered choices in curriculum, teaching, and leadership.
Through classroom stories, leadership reflections, and practical examples, Aggie explores how Chinese programs can navigate key tensions: balancing tradition and innovation, aligning curriculum while honoring diverse learner pathways, and leading change with coherence, humility, and a people-first mindset.
This keynote invites educators to move beyond surface-level innovation and reflect on what meaningful, sustainable change can look like in their own contexts—where students are deeply engaged, teachers are empowered to grow, and Chinese language learning becomes both rigorous and human-centered.
Join us to reimagine what is possible for Chinese language education in international schools.

Designing Coherent Standards-Based Chinese Curriculum (K–5)

Building Clarity, Access, and Meaning Through Collaboration

What does it really take to build a coherent, standards-based Chinese curriculum—one that is clear for teachers, accessible to all learners, and meaningful in practice?
Building on the keynote, this session moves from why articulation matters to how it is designed, tested, and refined in real classrooms. Using SAS as a case, we will explore how a standards-based approach brings clarity, consistency, and equity to Chinese programs, while being thoughtfully integrated with Universal Design for Learning (UDL), Culturally Responsive Pedagogy (CRP), and science-aligned literacy development.
Through a Grade 3 (CLL 3) unit case study, participants will see how curriculum coherence is not created in isolation, but through ongoing collaboration among teachers, coaches, and leaders—from identifying power standards to designing instruction and assessment. Importantly, this session positions curriculum articulation as a work in progress, highlighting how schools at different stages (Elementary, Middle, and High School) approach alignment through scope and sequence development and curriculum mapping.
Participants will leave with a clear framework for thinking about curriculum coherence, practical tools for articulation, and one actionable next step to strengthen their own programs.
Alignment gives direction; multiple pathways center the learner.

罗倩，华东师范大学博士，华东师范大学IBEC项目授课教师、研究生校外导师。IBO中文考官，拥有十五年IBDP中文教学经验，精通IB中文课程一贯制（PYP-MYP-DP）教学。国际中文领域教学分享组织“悦读社”创始人，主办十余期活动，影响广泛。出版著作《DP中文A课程概念驱动的单元设计》，与香港三联书店合作完成视频课程《IBDP中文A课程整本书阅读：以小说《红高粱》为例》的录制。

从“全球胜任力”到“新天下”：IB中文课程全球议题教学的路径探索

本次分享将首先对“全球胜任力”这一概念进行全面辨析，并反思目前概念和理解的局限。在此基础上，分享将引入赵汀阳“新天下”理论，尝试借助本土知识与中国话语，对全球胜任力进行补充与重构。真正的全球胜任力，不应是脱离现实经验的抽象概念，不应成为漂浮空洞的能指，而应是一种具有“具身性”与“体验感”的能力：从个体经验出发，延伸至地方社会，最终走向对全球议题与人类共同命运的理解。
随后，分享将集中探讨国家课程和国际文凭课程对全球胜任力的重视程度，以及从课程设置层面给予的教学行动方向。内容将从MYP与DP两个学段出发，结合单元设计、整本书阅读以及非文学文本阅读等教学实践，呈现全球议题教学在中文课堂中的具体实施路径，并尝试建构中文课程领域中全球议题教学的模型框架，探索全球议题如何在课程目标、文本选择、探究问题、学习活动与学生行动之间形成有机联结。
此外，分享还将进一步讨论学校如何建构具有梯度性的全球胜任力培养目标与课程体系，并尝试将全球议题学习与学生行动（Service as Action、CAS）相结合，推动学生从“理解世界”走向“参与世界”。
最后，分享将参考PISA全球胜任力评估框架，探讨如何建立兼顾知识、态度、价值观与行动能力的多维评价方式，从而形成IB中文课程中全球议题教学“课程—实践—行动—评价”相互联结的完整链条。

思维如何进入写作：IB中文A课程的学术写作能力培养

IB中文A课程中的写作，本质上是一种学术性写作。如何培养学生的学术写作能力，并帮助学生在考试中实现更高质量的表达、取得理想成绩，是许多中文教师所面临的重要课题。
本次分享将从IB中文课程中的思维术语（command terms）切入，对“描述”“分析”“诠释”“评价”“比较”等核心术语进行拆解，探讨术语背后所对应的认知层级与思维方式，进一步思考“思维如何进入写作”。
分享将结合学生真实写作案例，呈现如何从术语教学出发，引导学生建立分析意识、诠释能力与批判性思维，逐步完成从“表达内容”到“建构观点”的转变，并最终实现学术写作能力的提升。
与此同时，分享也将结合IB中文A课程的评估要求，探讨术语学习、思维训练与写作表现之间的关系，尝试建构一条以思维术语为支点、以高阶思维培养为核心的写作教学路径。

IB中文母语课程概念教学的一致性建构与实践探索

“连续性（IB Continuum）”是国际文凭组织的重要理念，强调为学生构建“从幼儿到学校毕业的连续国际教育经验”，实现知识、技能与概念的循序渐进。在IB中文母语课程中，PYP、MYP与DP均高度重视概念教学，但在具体实践层面，概念的选择、概念性理解的进阶、教学方式与评估标准之间，仍存在一定断裂，尚未真正形成一致性的学习体验。
本次分享将围绕“概念教学的一致性”展开，结合IB课程文件与中文课堂实践，梳理三个学段在概念教学中的共同理念与差异表达，同时，分享将尝试建构“IB中文概念教学一致性模型”，探讨概念如何在不同学段中实现纵向进阶与持续深化。
在实践层面，分享将结合具体案例，讨论如何通过单元设计、概念性问题、文本学习与形成性评估等方式，将“概念”转化为学生的思维工具，推动学生形成更具迁移性与深度的阅读、表达与批判性思维能力。