创新与传承
Heritage . Innovation


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Keynote Speakers

Lori Langer de Ramirez



Dr. Lori Langer de Ramirez

Lori Langer de Ramirez began her career as a teacher of Spanish, French and ESL. She holds a Master's Degree in Applied Linguistics and a Doctorate in Curriculum and Teaching from Teachers College, Columbia University. She is currently the Director of World and Classical Languages & Global Language Initiatives at the Dalton School in New York City.


Lori is the author of Empower English Language Learners with Tools from the Web (Corwin), Take Action: Lesson Plans for the Multicultural Classroom and Voices of Diversity: Stories, Activities and Resources for the Multicultural Classroom (Pearson), as well as several Spanish-language books and texts (Cuéntame: Folklore y Fábulas, 601 Spanish Verbs, and Mi abuela ya no está). She has contributed to many textbooks and written numerous articles about second language pedagogy and methodology. Her interactive website (www.miscositas.com) offers virtual picturebooks, videos, thematic units and other curricular materials for teaching Chinese, English, French, Indonesian, Italian, Spanish and Thai.

Lori has presented workshops, staff development trainings, and addresses at professional conferences and in schools throughout the U.S. (Connecticut, Illinois, Iowa, Massachusetts, New Jersey, New Mexico, New York, Pennsylvania, Tennessee, Texas, Virginia, Washington D.C.) and around the world (China, Dominican Republic, France, Germany, India, Portugal, Puerto Rico, South Africa, Spain, Thailand, and Venezuela).

Lori is the recipient of the Nelson Brooks Award for Excellence in the Teaching of Culture, several National Endowment for the Humanities grants for study in Mexico, Colombia and Senegal, and a Fulbright Award to India and Nepal. Her areas of research and curriculum development are multicultural and diversity education, interdisciplinary and content-based language teaching, folktales and authentic materials in the language classroom, and technology in language teaching, with an emphasis on Web 2.0 tools.


Keynote:
Playful Innovation in the Mandarin Language Classroom

Play is crucial in the language learning process. Games help students feel excited on the affective level, while also reinforcing language acquisition on the cognitive and developmental level. This keynote address is designed to entertain, inspire, and encourage conference attendees to design, develop and incorporate fun (yet rigorous and effective) activities into existing Mandarin curriculum. Sample ideas, activities and materials will be shared.

Workshop #1:
A Sympathy Protest: Simulations and Role Play as a Vehicle for Language, Culture and Content in the Language Classroom
Simulations and role-plays can be used to great effect in the World Language classroom. Students can take on the roles of characters in a historical event, a work of literature, or any story and, by taking on new identities, they can delve more deeply into diverse cultural perspectives. Accompanied by real-world tasks and critical thinking activities, simulations can be engaging, pedagogically sound, and fun! Explore several classroom simulations including one for intermediate Spanish students called "The Politics of Art - A Sympathy Protest." Participants will come away with ideas and resources for designing and developing a simulation or role-play in their own classes.

Workshop #2:
Virtually There – Project-Based Learning and Fantasy Trips in the Language Classroom

In this workshop, World Language teachers will explore the potential of fantasy trips for teaching language, culture and content in the language classroom. Through a simulated virtual trip, teachers will learn about activities, realia and other important lesson tips that will enable them to design a fantasy trip for their own students.

Workshop #3:
Folktales, Fables and Stories for the Language Classroom
Using folktales as the thematic center, teachers can incorporate language, content and culture into their lessons. Activities will be shared that involve students in using their language to make connections to other disciplines as they explore these culturally rich stories. The presenter will provide a rationale for using folktales as a thematic center in curriculum planning, present sources and resources for stories, address ways to adapt stories to meet diverse proficiency levels, demonstrate pre- and post-reading/listening activities.


董宁 Ning Dong



董宁 Ning Dong
MPhil., M.A., B.A.
董宁女士，中国语言文学学士，中国古典戏曲小说硕士，澳大利亚悉尼大学文学哲学硕士。曾担任大学中文系讲师、山西南洋国际学校副校长，澳大利亚悉尼大同中文学校校长等职。2004年起在香港李宝椿世界联合书院任教。现任香港啓新书院中文课程教师。主讲IBDP、MYP中文语言与文学课程，具有丰富的中国语言文学教学经验。

早在90年代初，董宁就参与了国内早期民办私立学校的创办，出国后又继续从事海外中文学校的教学管理。几十年来，始终站在中文教学的第一线，一直关注学生、家长、教师和中文教学的情况，对国内、海外的中文母语教学进行持续不断的探究。

董宁对 IBDP文学课程的研究深入， 2012年根据新版大纲编写的教材 《国际文凭大学预科项目中文A文学课程指导》(繁简体上下册)出版。董宁的文学研究从不间断，2013年出版了中英文双语版研究清代弹词小说的学术专着 《诚为才女红顔写心》。2014 年《文学课程专题研究论文写作指导》(繁简体各一册) 一书出版。2016年，《IBDP文学术语手册》(繁简体各一册) 一书出版。以上几本专着构成系列的IBDP中文教材，填补了全球IBDP中文教学的空白，满足了IB教学的需要。2017年，《国际文凭大学预科项目中文A文学课程指导》(繁简体上下册)再版发行。

Keynote: 中文教師的職責與使命 - 一切為了實現中文教學的美好願景
中文教育史上一個偉大的時代已經悄然來到：中文教學在世界範圍內得到空前廣泛的重視，中文已經成為許多國家、許多學校必學的語言之一。讓中國的語言與文化在世界範圍內得到傳承，成為了一個可望實現的美好願景。

一個最好的時代，往往也是一個問題最多的時代！中文教學這個最傳統的行業，自然也面臨著最多的新挑戰。縱觀今日之教師的地位角色、教育培養的對象、教學的目的內容、教學的環境與條件、教學的方法手段等諸多方面，無一不在變化發展、更新換代、甚至被徹底顛覆……。在國際中文教學的如此複雜的環境中，面對中文教學的特殊要求，身為一個普通的中文教師如何才能迎接挑戰不負使命，必然成為了一個無法迴避、亟待回應的重大課題。

主講者針對中文教師的角色地位、職業的性質及素養、教師與學生家長的相互關係、中文教學的傳承與創新、教學觀念的更新轉變、課程內容的設置編排、教學方法的操作施行等現象與問題進行分析闡述，結合真實的教學情境與事例，指出存在問題的癥結，提供具體的方法策略，開拓解決困難的思路和途徑。

講座以“中文教師的職責與使命”為題，意在喚醒每一位教師最初投身中文教育事業的熱情，激發與會者的深省與反思，鼓勵大家在實現共同願景的道路上克服困難有所創建。

Workshop Presenters


Alphabetized by presenters' last names. Subject to further updates


Grace Kang




Grace Kang

Grace Kang is an Adult TCK, born in Korea and lived in New Zealand, U.S. and China. As a multilingual speaker, she identifies with and understands students who are learning new languages while transitioning into new cultures. Grace has presented workshops about language acquisition, literacy, and learning disabilities. She holds a master’s degree in International Educational Development from Teachers College, Columbia University. She also majored in Special Education and minored in English Language Learners from Western Washington University. Her experience includes teaching students from 2nd grade to 8th grade in variety of settings including, but not limited to, homeroom, ELL push-in and pull-out, special education push-in and pull-out, and after-school programs in public and international schools.

Session 1: Language Acquisition and Bilingualism
What does it mean to be bilingual (multilingual)? How do students acquire a language? This session will look at language acquisition and bilingualism. In this session, teachers will understand the process of language acquisition and how to differentiate for their bilingual/multi-lingual students.

Session 2: Language Acquisition and Language Disabilities
Identifying a language acquisition and language disability is hard. Should the focus be on labelling and identification? Brief background on language acquisition and language disability will be shared. Participants will takeaway practical strategies to work with students who are acquiring a language and/or has a language disability.

Session 3: Language Acquisition and Other Learning Disabilities
What can teachers do to maximize learning for bilingual (multilingual) students who have other learning disabilities. Brief background on different learning disabilities will be shared. Participants will takeaway practical strategies to work with students who are acquiring a language and/or has other learning disabilities.

Jacky Pang 彭振


彭振 Jacky Peng

彭振，中国常熟世界联合学院中文系系主任。毕业于华东师范大学中文系，文学硕士，曾先后任教于上海市上海中学、无锡市第一中学国际部。自2006年起教授IBDP中文课程，为IBO考官，在IBDP中文A文学、中文A语言与文学及国内高中语文等课程方面均有丰富的教学经验，历年所教IBDP中文课程成绩均远超世界平均水平，也曾教出三位上海高考状元。在知名杂志《语文世界》开设有“经典文本解读笔记”专栏；另设有微信公众号“振语学堂”，广受国际学校中文师生喜爱。

讲题方向：

（1）《IBDP中文写作课程与国内高中语文写作课程比较》
随着国内高中语文新课标的出台，国内和国际课程之间可比较之处也愈加明显。以写作为切入口，比较探究IBDP中文课程与国内高中语文课程的异同，旨在挖掘两类课程间的互鉴意义，反思该如何培养和训练中文写作课程中学生需要具备的核心素养。

（2）《如何指导IBDP中文课程文学研究论文写作》
基于阅读的写作形式可以很多样，比如读后感、书评、文学评论等，这其中最能集中体现阅读深度和质量的写作形式，当属论文写作。它不仅是检验语文综合知识能力和水平的主要方法，也是思维发展到较高层次的一种形式体现。IBDP文学课程的文学研究论文写作，可以为中学生文学研究论文写作指导和训练提供一种参考范例。

（3）《IBDP中文课程翻译作品教学初探》

整本书阅读目前是语文教学领域的热门话题。因为文化与语言的差异，翻译作品的整本书阅读尤其会有更多的挑战。IBDP中文课程中的翻译作品教学，可以为外国文学作品的整本书阅读提供一种参考范例。

Xiao Yun Qiu 邱晓云


邱晓云，清华附中初中语文组教研组长，北京市特级教师，北京市紫禁杯优秀班主任一等奖。专著有《中学语文阅读教学变革之道》《用文字滋养亲情——专题教学案例》《魅力菜单——作业设计的艺术》《穿越时空父母情——我的父亲母亲专题》。座右铭是有教无类。

工作坊名称：中华古诗文教学

主要内容；
上半场：文言文教学的四种解读方式。分享四种文言文教学的方式，力争能适用于绝大部分文言文的教学，强调分类统筹的宏观备课思路和具体有效的落地设计。

下半场：古诗词教学的文化传承设计。分享四种古诗词教学的传承手段，借助这些手段，让学生更加热爱中华优秀传统文化，并积极担任文化传承者，让古诗词教学和学生生活融为一体。

Lanny Tsou



Ms. Lanny Tsou, BA MED, Renaissance College Hong Kong

Ms. Tsou is originally a Chinese teacher from Taiwan, and now works as the Chinese teacher at Renaissance College Hong Kong. She is an experienced educator and has previous teaching experience in Taiwan. She obtained a diploma from the Department of News Editing and Reporting from The World College of Journalism (Shih Hsin University). She received a certificate from the Taipei Language Institute Center for Teacher Chinese as a Second Language in 2006. She also holds a Bachelor degree in Chinese Language and Literature, and has a Master degree in education, major in Teaching Chinese as a Second language from the University of Hong Kong. Her research area focuses on the teaching strategy and curriculum designing for the Second Language. She held many workshops for teachers and students from local secondary schools and the University of Hong Kong in recent years. Meanwhile, she is also the Chinese leader of 21st Century Learning International.


文學與表述---談二語文學作品的選擇及訓練
近期不同課程發展有新的趨勢和改革，尤其注重文化與文學相結合，本工作坊主要是介紹新改革之下，一線教師如何選擇適合學生的文學作品，並且介紹相關的教學技巧。

教學策略新趨勢---談二語課程與情境教學
面對來自四面八方的二語學生，運用有效的教學策略是當前老師應具備之條件之一，繼探究式教學法之後，當前最貼近學生真實生活的情境教學為重點教學策略之一，本工作坊將介紹情境教學與課程的關聯性，並實際操作，以進一步昇華教師教學及設計課程之能力。

感性與理性之結合---談二語教學與STEM之關聯性

當前教育界推出STEM課程，引發各界相當大的關注，中文教學與STEM 之融合性相當高，本工作坊將介紹二語教學與STEM之關聯性，以提供教師不同的教學思維。

Lilian Wong



Lilian Wong, ESF Discovery College

Lilian Wong is a Chinese teacher, who in 2001 began her teaching journey as an international teacher. In the past decade, Lilian has developed herself as an educational leader through various roles she has played and continues to play in her professional journey. These include being a Chinese head teacher, International Baccalaureate (IB) Primary Years Programme (PYP) field representative and workshop leader, an IBPYP committee member (school representative), an IBPYP visiting team leader and a school consultant.

As a Chinese teacher, Lilian is always keen to reflect and develop strategies to enhance teaching and learning in her class in order to promote student agency. Teaching through language, she believes it is important to make connections between cultures in order to enhance international mindedness in the students she teaches as well as the school community as a whole that she belongs to.

王老师从2001年起开始接触国际教育。在过去的十年中，王老师在工作上涉猎了多个教学领导的领域如：在校内担当小学项目中文主任；在校外担当国际文凭组织小学项目的培训导师和地区代表；小学项目委员会委员（学校代表）；小学项目授权访问组长；学校小学项目实施顾问。


Strand focus: Teaching Mandarin acquisition in international school
Context for the theme: Teaching Chinese in international schools can be structured in a various way according to school's commitment and resources. How to make sure Chinese is aligning with your school standards and practices is an ongoing discussion among schools. As one of the experienced teacher, I have been learning and reflecting consistently in last 16 years in different structured international schools. This workshop is a summarise of the effective approach and design of the Chinese programme within multiple international school frameworks.

Session #1: 国际学校中文课程设计技巧 Strategies in Mandarin curriculum design
国际学校中文课程设计的模式；如何进行选材；如何设计校本课程

Session #2: 语言课堂中的探究式教学 Inquire based teaching in Mandarin classrooms
教室里的探究模式/程度；语文课上的探究

Session #3: 如何进行有效的评估 Effective assessment in Mandarin class
评估的类别；促进学习的评估；评估工具（包括线上工具）的选择和使用

Participant Outcomes:
Know: various way to design Chinese programmes
Do: design/review/ further develop a Chinese programme for your school

Be: confident about how to be a Chinese teacher in international schools

Daisy Zhang 张媛





Daisy Zhang 张媛
北京市朝阳外国语学校高级教师，教研组组长。张老师在教学中致力于探索语文阅读设计与实施，2014年获得全国推动读书十大人物提名奖，参与朝阳教委《名师讲堂》特色课程录制工作，推出阅读课程。

“阅读的发生与获得”
工作坊简介：
“阅读的发生与获得”：以绘本、小说、电影与文学三类不同形式的文学作品展开探讨，探索如何在课堂开展“班级共读交流会”---用有意趣、有层次、有结构、有温度的教学活动打造富有美学价值的生命课堂，以期推动深度阅读，生成更高级的集体智慧。

工作坊一：“绘本”，不只为孩子而作……
工作坊内容：绘本教学价值探寻与教学案例研发。结合具体绘本讲解绘本阅读方法。
案例分享：《小蜗牛的新房子》《鸭子农夫》《我爸爸》
互动研发案例：《犟龟》《我等待》

工作坊二：“小说”，读有策略……
工作坊内容：例说小说阅读策略。
（一）策略一（案例展示）：“信息梳理与整合”：
《骆驼祥子》“祥子的人生起落图与祥子的朋友圈”
（二）策略二（案例展示）：“内容重构”：《水浒传》
“我为英雄立传”
（三）互动研发：寓言体小说《海鸥乔纳森》

工作坊三：世间影像与生命远行：电影与文学。
工作坊内容：影视作品与文学作品“联动”阅读如何在课堂开展？
（一）案例分享：《草房子》小说与电影。
（二）案例分享：《温故1942》与电影《1942》

（三）互动研发：动画片《神奇飞书》与绘本《神奇飞书》

Zhi Zheng 郑直



郑直 Zhi Zheng


郑直，中国常熟世界联合学院中文系教师，中文第二学科组负责人。曾先后任教于泰国曼谷公立高中，美国内布拉斯加州林肯市公立中学，北京乐成国际学校。持有美国中学汉语教师资格证，担任IBDP Ab initio口语考试考官。目前主要教授IBDP中文语言与文学及IBDP Mandarin Ab initio课程，所教授的学生IBDP考试成绩远超世界平均成绩。曾于泰国出版汉字教学的相关书籍，在IBDP Mandarin Ab initio课程教学中独创性地与字本位教学法相结合，得到了学生的一致好评。


从原则到实践，浅谈国际教育中初级汉语课程的教学方法
汉语初级教学方法一直是以中文为第二语言/外语的老师关注的焦点，面对并非一成不变的国际课程，如何为这些初学者打下良好的语言基础？对于成人或接近成人年龄的初级语言学习者，如何使教授的语言与他们的思维水平相匹配？在实际的教学及评估过程中，如何能平衡发展学生听说读写四方面的能力？字本位的教学法如何能够应用到初级汉语的教学当中？

本次工作坊将浅要分析国际教育中初级汉语课程的变化及原因，将重点放在对具体教学实践的探讨中。将就听力教学的方式方法，如何培养学生在概念性学习理念下提升语言技能，及字本位教学法如何与国际教育课程的内容相结合展开与实践紧密结合的分享讨论。

Target Audiences:
教授以中文为二语/外语的中小学教师，尤其是教授初级汉语学习者的老师。


Teacher Presenters



Vivienne Fung & Elaine He - Shatin College




Vivienne Fung 冯薇薇 & Elaine He 何怡然, ESF Shatin College 香港英基协会属下沙田学院
Section: Secondary
Position: Teacher of Chinese

Vivienne Fung（冯薇薇）: 香港英基协会属下沙田学院的资深中文教师。在国际学校教授包括IB和IGCSE在内的中文课程近20年，曾参与多项对外汉语教材和香港普通话教师培训教材的工作，著有《胜券》、《突破IB中文普通课程 / 高级课程考试难关》、《优胜》、《跨越IB中文普通课程/高级课程考试难关》等书。现任IB DP Chinese B examiner和IBDP Chinese B workshop leader。

Elaine He （何怡然）：香港英基协会属下沙田学校的中文教师。在国际学校教授IB、IGCSE等中文课程，同时也教授IBDP TOK课程，现任IB DP Chinese B examiner。


Presentation:
中文国际课程的新变革
从今年的8月开始，很多IB学校和IGCSE学校都会开始教授中文新课程。目前老师们已经开始准备这些新课程的教学方案，但由于官方培训人数有限，很多老师因为对新课程了解不透彻，因此觉得有些茫然。本讲座旨在帮助老师了解新课程的主要变化，并答疑解惑，希望可以让老师们能够更顺利地备好课，开学后更有信心地迎接新的挑战。本讲座需要连续的两个session。

Target Audiences:

教授IBDP的中文老师及教授IGCSE的中文老师



Canvia Tai - German Swiss International School



Canvia Tai, German Swiss International School
Section: Early Childhood, Primary, Secondary
Position: Head of Mandarin, English Primary Department


Canvia Tai received her different degrees from US universities and was a certified teacher in Los Angeles. She has been teaching Chinese/Mandarin as additional foreign language since 1998, in US, China and Hong Kong. She was the Director of Chinese Program at Teda International School in Tianjin and the Mandarin Coordinator at Hong Kong Academy. She currently is the Head of Mandarin in English Primary Department at GSIS and also the author of the Easy Chinese Reading Series.


Presentation #1: What to do with Classroom Management for Chinese Lessons
The session is going to disucss thse questions along with the practical examples
- What is classroom management?
- What are the advantages of classroom management?
- What are the challenges of classroom management a Chinese teacher is facing?
- What should you know about classroom management?

我們將結合教學實施例探討下列問題：
- 什么是课堂管理？
- 如何得益于课堂管理？
- 中文老师所面对的课堂管理有哪些挑战／困难？
- 课堂管理有什么诀窍？

Target Audiences: Both Secondary and Primary Teachers


Presentation #2: Effectively using technology to teach Chinese language
The session is going to share the technology usage experience from Chinese classroom. Among many available from Chinese classroom. Among many available computer programs/applications, how to choose ones which fit into a Mandarin teacher's personal interest and make it practical to students and be helpful to both teaching and learning.

本节讲座将与老师们分享现代科技在中文教学中的运用。 市场上、业界中有很多的电脑程式，如何于花多眼乱之中挑选最适合自己的程式，并使之有效地运用在教学中，令大多数的学生们在学习中文的过程中得益于现代科技，从而提高学习有趣和效能。

Target Audiences: Both Secondary and Primary Teachers



Cheryl Li - Harrow School Beijing




Cheryl Li 李晓帆, Harrow School Beijing 北京哈罗学校
Section: Primary
Position: Head of Mandarin (Lower School) 小学中文组组长


Presentation:
Topic Mandarin – a bridge between Culture, Language and International Content.
Since 2015, Harrow Beijing has initiated “Topic Mandarin” - a new type of Mandarin lesson that integrating Chinese language and international content through collaboration between local and expat teachers in classroom. With the aim of building a bridge between culture, language and international content, several trial approaches have trialed and evaluated. In this session, Ms. Li will share their journey of exploration.

Target Audiences: Primary pupils, mixed ability group

Rosemary Zhao & Wenjing Qiu - Harrow School Beijing



Rosemary Zhao & Wenjing Qiu, Harrow School of Beijing
Section: Primary to Secondary
Positions:
Rosemary Zhao - Assistant Head Chinese Culture and Curriculum
Wenjing Qiu - Head of Mandarin, Upper School

Rosemary Zhao, Assistant Head Chinese Culture and Curriculum at Harrow Beijing. Rosemary majored in English Language and Literature in her first degree and have a Master’s degree in Educational Leadership and Innovation from the University of Warwick. Her experience ranges from running an EAL teaching centre to project management, from teaching English as an additional Language and teaching Chinese as an additional language to curriculum development. She is currently supporting all academic departments in the school to develop an innovative way of curriculum delivery to bring different cultures together and also better engage with the local culture.

Wenjing Qiu, the Head of Upper School Chinese teacher in Harrow Beijing. She will join Rosemary in delivering a part of this workshop presentation.
In 2005, she began her teaching journey as an international teacher. She has worked with different students from different countries in the Lower school and the Upper school. She is keen to develop teaching strategies in class in order to get students having a passion not only about the language itself, but also to understand the Chinese culture.


Presentation:
An Innovative Way of Delivering Curriculum - Enquiry based learning and engaging with the local culture
Harrow Beijing has been seeking to find an innovative way to deliver curriculum and promote cross-cultural learning. Since last year, there has been a drive in the school to better engage with the local culture and improve teaching and learning in the local context. A whole school initiatives have been tried out, and in this process, our Mandarin department has been involved in creating a school atmosphere to enhance our appreciation of the local culture. We plan to share the journey we went through in this process to inspire other teachers who might be going through a similar process or who may gain a few ideas from the workshop discussion. We also hope to learn from other teachers in the workshop.

Links:
  • Curriculum design and implementation
  • The way to integrate language with culture
  • Chinese culture – arts and crafts, e.g. Chinese calligraphy
  • Other topics


Target Audiences:
  • Primary to secondary
  • Teachers involved in curriculum integration or promoting cross-cultural understanding or learning.
  • Language proficiency level: fluent Mandarin speaker

Tricia Li & Miya Mai - ISA International School of Guangzhou




Tricia Li & Miya Mai, ISA International School of Guangzhou
Section: Primary
Position: Chinese Teacher

Tricia Li，广州爱莎国际学校中文教师，五年国际学校教学经验，一直致力于探索IB教学理念与中文教学相结合的方法，开发与整合校本教材。在教学中，遵循“寓教于乐，寓学于乐”的理念，尊重学生的个性，因材施教。于我而言，教师的作用在于营造开放有趣的课堂氛围，引导学生养成独立思考的好习惯，激发学生无限的想象力与创造力，帮助学生成为全面发展的人。

Miya Mai有六年多的国际学校教学经验，主要教授海外学生中文，会针对学生的学习、性格等特点开展分层教学。能结合海外优秀教育理念IB项目与中国本土教材开展教学，有多方面整合资源的经验，修订和整合过学校的校本教材。教学形式丰富多样，创造性地引导学生学习，能激发学生学习兴趣，引导学生乐于学习，积极思考，对事物保持好奇心，从而获取知识。


Presentation:
概念引导下的中文教学
本次展示中我们想分享一下国际学校幼儿园—初中的中文课程，其中包括母语和非母语中文学习、IBPYP与本土课程结合下的中文教学和资源整合，分享中文教学的教材选择，资源整合的方法，分享教学的资源和教学过程，同时展示教学成果和学生作品，与同行的老师和前辈们交流，探讨。

Target Audiences:
  • 对中文教学有浓厚兴趣的老师，在IB课程框架下不断探索的同行和前辈们。
  • 用中文分享
  • 所教年级：适合幼儿园到初中


Martin Mak - King George V School Hong Kong




Martin Mak, King George V School Hong Kong英皇佐治五世學校
Section: Secondary
Position: Head of Foreign Language Chinese

Martin Mak is currently holding the position of Head of Foreign Language Chinese at King George V School, an IB international school in Hong Kong. He is in-charge of the curriculum and assignment in DP Chinese B. Apart from Chinese, he also teaches Theory of Knowledge in Chinese and English and has been an IB examiner for 5 years, moderating presentations and marking essays, which are the major assessments in this course.

Having taught Chinese literature for 3 years, Martin Mak further investigated the second language education issues in University of Cambridge. With 10 years of teaching experience, he led a team of authors to write the textbook IGCSE Mandarin Chinese as Foreign Language published by Cambridge University Press and endorsed by the exam board in 2017.


Presentation:
Incorporating Theory of Knowledge in IB Chinese Language Acquisition
Do you know what Theory of Knowledge (TOK) is? Do you know how to establish connections between TOK and Chinese teaching, especially in IB DP Chinese B/ab initio? How can easy links be established between these two? Teachers will be able to answer these questions through participating in the activities designed and facilitated by the presenter in this workshop.

Theory of Knowledge (TOK) is one of the core subjects in the IB Diploma Programme and it is a requirement that teachers need to establish links between academic subjects and Theory of Knowledge. While some subjects seem to have obvious links with TOK such as philosophy and history, it is not easy for teachers teaching language acquisition (Language B).

This workshop will start by introducing some basic concepts of TOK and through activities, participants will discover the links between TOK and some of the commonly used language activities in Chinese classroom. Apart from pedagogy, the presenter will also share some IB DP Chinese B materials where Chinese teachers can reinforce the TOK concepts in their classroom. The presenter will then look at how the TOK concepts can be incorporated in the curriculum development process. Last but not least, there will be some open discussion time for teachers to talk about how TOK can be incorporated in their Chinese classroom.

The workshop especially welcomes Chinese teachers with limited TOK experience and they will find the workshop very useful in their teaching and curriculum design in school.

Target Audiences:
Chinese teachers teaching in an international school context especially teachers teaching DP Chinese.


Wenwen Zhang - Nansha College Preparatory Academy




Wenwen Zhang, Nansha College Preparatory Academy
Section: High School
Position: Teacher

Wenwen has been teaching in international schools since 2013. Prior to this, she spent three years as a Chinese teacher in Taipei Language Institute in Guangzhou. Wenwen also spent one year as a Chinese program assistant in Willamette University, Oregon and one year as a Chinese teacher at the Community School in Salem, Oregon. She has published a study and given presentations on distance education in China.

Presentation:
Strategies and Activities for Reading Engagement
This workshop suits for all Language A and Language B K-12 reading instructors. It will provide some practical fun strategies and activities to raise students' interest and get involved in reading. Strategies like cutting and matching; picture puzzle; subheading tarot; movie matching; figure relationship diagram etc.

This workshop will under one of the conference category:
  • Effective teaching strategies and methods
  • Teaching literacy skills: strategies and teaching materials

My workshop is something new to help teachers develop their reading class more interesting and make students learn more deeply, which is a heritage from traditional ways of teaching but also an innovation for new environment.

Target Audiences:

K-12 Language A and Language B language instructors



Bella Zhang - Nanjing International School





Bella Zhang 张博, Nanjing International School
Section: Early Childhood, Primary
Position: Mandarin Teacher, Inclusion Advocate


张博毕业于吉林大学，汉语国际教育硕士专业。曾执教于韩国釜山中央中学以及南京理工大学国际学院。她以TA的职位进入南京国际学校，后成为南京国际学校小学部的中文教师。张博现就任 EARCOS & SENIS 学校代表，ACAMIS中文大会策划组成员，以及南京国际学校教学策略组成员。


Is there a better way to teach Chinese character to young learner? (Innovation) – Sensory learning in practice in Mandarin classrooms 汉字创新教学-感官学习在中文课堂的应用

Meeting the sensory needs in the Mandarin class room. The innovations of Chinese character teaching in practice.

Target Audiences: Primary Mandarin teachers will have the sensory learning experience with me about how might we better engage young learners in character learning in our classroom by using sensory learning practice.




Denise Wang - Shekou International School




Denise Wang 王丹丹, Shekou International School
Section: Secondary
Position: Chinese Teacher

Denise Wang 王丹丹老师，从事国际中文教育11年，曾任教于新加坡南洋女中，目前担任深圳蛇口国际学校中学部中文教师，负责6-12年级中文母语课程四年，自2014年起教授IBDP中文A语言与文学课程，致力于探索国际学校中文母语课程的发展、资讯科技在教学中的应用，以及小学与中学、高中与IBDP课程的衔接。


Presentation:
国际学校中文母语课程之探索
华人学生的增长是近年来很多国际学校，特别是外籍子女学校的大趋势。如何在国际学校的大环境下打造适合华人学生的中文母语课程？如何借鉴英文课或人文课的理念与方法，同时保持学习中文母语的原汁原味？如何培养学生的精读和鉴赏能力，与IBDP中文A课程做好衔接？

工作坊将分享国际学校中学至高中母语课程发展面临的挑战，探讨母语课程设置宗旨与目标，探讨教材选择的原则，并分享中学及高中母语单元的课程设置。

工作坊也将针对一些母语课程的疑难问题进行讨论， 如：精读整本文学作品的训练如何在6-10年级贯彻？母语课程中的近母语学生如何分层教学？母语课程中语言与文学的教学如何平衡？进入IBDP课程前如何做到文本分析与创意写作的相互促进？

Target Audiences:
国际学校6-12年级中文母语教师
IBDP中文A 语言与文学教师
K-12或6-12中文课程负责人



June Zhan - Utahloy International School Guangzhou



June Zhan, Utahloy International school Guangzhou
Section: Primary
Position: Primary Chinese Mother tongue teacher

June Zhan has been teaching Chinese As First Language at Uthaloy International school, Guangzhou since 2009. She is interested in teaching different student levels. She adopts different strategies and uses in her classroom. In her Chinese class, students have significant opportunities to achieve success in their writing task. In addition to teaching, June also involves to compile PYP Chinese Mother Tongue textbooks at school. She and her team are now working on Year 4 textbook edition.

Presentation:
循序渐进写作课——小学中低段母语班写作指导
长期以来，不少小学生畏惧，甚至讨厌写作文，究其根源是兴趣和基础问题。但是，小学生正处于学习写作的起始阶段，教师应该抓住这一最佳时机，精心指导，细致安排，让他们摆脱写作困境，写作时能够有话可说！

本堂课将从以下几个方面入手来分析如何循序渐进上好写作指导课：
一.妙趣横生导入课——引起学生兴趣是关键。着重以童话《巨人的花园》和神话《夸父追日》为例，介绍如何设计各种有趣的导入课。

二.化整为零，由浅入深——让学生过关斩将，从而最终胸有丘壑。从写景和各种故事写作入手，细致分析不同体裁的写作课如何循环渐进，让学生有话想说、有话可说。

三.合零为整——写作水到渠成

Target Audiences:

小学中低段中文母语教师



Ruby Chen - Utahloy International School Guangzhou




Ruby Chen, Utahloy International School of Guangzhou
Section: Secondary
Position: Secondary Chinese Teacher

Ruby graduated with a master degree in major of teaching Chinese to Speaker of Other Language. She joined Utahloy since year 2012, it is her sixth year working with the school. She is teaching both MYP Chinese B and DP Chinese ab initio. Ruby is motivated by idea of teaching with effective activities. She is keen on learning new teaching strategies and combine them with her teaching.


Presentation:
Activities in Chinese B class that promote student’s engagement
Students all like to play games or activities which make them well-engaged and make learning interesting. They learn better and bear knowledge in longer term if the content is taught in way of activity and clearly stated. During my five years of teaching, I tried different ways of teaching and in the process, I heard from students that they really enjoy the learning and I was pleased to see their learning outcome. We have so many experts in our field who work so hard and are generous to share their teaching experience with us. I tried to come up with my own ideas of teaching on the basis of these experts’ sharing.

Target Audiences:

Teachers who are currently teaching Secondary Chinese B or perspective Chinese B teachers.



Ina (Ting Wing) Li & Carol (Yu Sze) Ng - Victoria Shanghai Academy





Ina (Ting Wing) Li 李亭穎 & Yu Sze Ng 吳宇詩, Victoria Shanghai Academy滬江維多利亞學校
Section: Primary
Position: Head of Chinese, Head of Year One

Ting Wing Li 李亭穎
現為香港滬江維多利亞學校小學部中文科主任，具十多年豐富的國際文憑課程小學項目教學經驗，引導學生以探究式學習語文。近年主持校內老師及家長的閱讀培訓。

Yu Sze Ng 吳宇詩
具豐富國際文憑課程小學項目經驗的中文老師， 在校外擔當國際文憑課程小學項目培訓導師和學校小學項目實施顧問，每年主持校內及亞太區工作坊，與老師交流分享。曾任小學項目助理協調員、五年級統籌，在校曾任教高小語文，現為一年級統籌。


Presentation:
How to use concept and essential question to enhance Chinese teaching and learning 如何利用概念及主要問題規劃中文教學
當老師進行中文教學時，注重教授不同的知識點，這些零碎的語文知識卻讓學生難以融會貫通，使其未能靈活運用。

「概念」和「主要問題」是引導教師不偏離語文方向，設計和梳理教學的有效工具。它具有提綱挈領的作用。老師通過主要問題，刺激學生思考，引導他們探究的方向，與此同時，老師透過同學的解答明白更需指導和規劃的地方，帶領學生對中文學習有更清晰的理解。
我們希望通過是次研討會，能以實例說明老師可以如何通過「概念」設計主要問題，計畫教學活動，以提高中文教與學的效能。

Target Audiences:
小學語文教師
學習者為近母語或二語學生


Catherine Jia - Wellington College International Tianjin




Catherine (Yanjun) Jia, Wellington College International Tianjin
Section: Primary
Position: Junior Mandarin Teacher

七年教龄，硕士学历，主要擅长国际学校小学母语课程开发、活动设计以及成果评估。近几年主要负责小学母语文学学习的设计与实施，课程大纲的制定和改革，授课班级语文成绩提高显著。推出小学母语文学学习课程。


Presentation:
小学六年级文学学习的设计与实施：整本书阅读，以曹文轩《青铜葵花》为例。
核心内容：从阅读价值和阅读技巧方面，分享小学六年级文学学习课程的设计与实施。
1. 选定阅读文本: 以达到培养文学素养，激发阅读兴趣，养成阅读习惯等为目标，选定文本《青铜葵花》。

2. 确定阅读策略: 教学案例将打破“篇章教学”的分析模式，按照“生动学习文常----多元化逻辑梳理----唤醒读者”的思路，明确阅读策略。 比如使用“角色带入”；通过视觉化，参与性的多元活动，理清人物关系、内容逻辑；用创意写作的方式唤醒读者。

3. 讨论阅读收获: 通过一个个生动的教学活动，组织学生自主地发现在泛读、精读、默读、写作等多项能力的提高。

4. 分享教学实例: 分享教学中富有创意的学生作品和课堂瞬间。 比如“人物树”“我的自制《青铜葵花》”“一封家书……”等。

Target Audiences: Junior Native Mandarin Group



Tina Wei - Wellington College International School Tianjin




Tina Wei, Utahloy Wellington College International School Tianjin
Section: Secondary
Position: Mandarin Teacher

Tina is currently teaching IBDP Chinese A and B, IGCSE, A-level at Wellington College International Tianjin. She is doing research that focuses on how to help students to understand literature works via drama techniques and how to inspire and guide students’ motivation to learn by themselves.


Presentation:
搭建戏剧表演和文本分析之间的桥梁
本案例以戏剧《日出》为例，参与学生是Y11中文母语班。案例的研究方向是如何通过教师所设置的一系列目的性很强的课堂活动的辅助，在剧本和舞台表演之间搭建起桥梁，通过活动设置达到让学生真正地参透个体人物，人物关系，及剧情发展，并且更重要的是学生能够把理解外化到表演中去。

课堂活动设计的方向是为了帮助学生跨越两大难题。第一是学生在舞台上如何通过面部表情和动作来展现个人性格和传递剧情信息。 第二演员如何是通过人物的互动来表现人物之间的关系并推动剧情的发展。 这两点对于表演零基础，文本理解肤浅的学生来说都是很难做到的。在现实实践中，我们的学生不仅达到了以上实验目标，而且还根据自己的理解把剧本解构并重组，最后把重新编排的戏剧搬上了舞台。演出之后的反思分享会，又是一个重新再次加深理解文本的过程。通过活动解读文本---搬上舞台演绎文本---反思演出再次解读文本。 这几大部分形成了一个闭合的学习历程，相辅相成，同时在文本和表演之间建立起一个理解的桥梁。

Target Audiences:
  • Secondary school mandarin teachers；
  • A-level mandarin teachers；
  • Pre-IB teacher


Lily Chen - Yew Chung International School of Shanghai


Lily Chen 陈莉, Yew Chung International School of Shanghai
Section: Secondary

陈莉，上海耀中外籍人员子女学校优秀教师。毕业于上海师范大学，获得汉语语言文学学士学位。2015年开始任教于上海耀中中学部，致力于母语学生背景的中文教学研究。现担任中文部初中教研组长。教学中积极创新，探索多元化的教学，例如“让声音使中文教学更有效”、“循环日记，循环出精彩”。


Presentation:
朗读教学
朗读教学是中文教师一直在教学中使用的。常用的教学形式有个别朗读，齐读等方式。然而，由于时间与空间的局限性，未能发挥出朗读给学生带来的巨大效应。

本次工作坊将集中展示本人在日常教学中的一些朗读训练形式，与老师们分享朗读教学的魅力所在。其中，最大的收获在于可以让学生通过录制创意朗读视频的方式，拓展与丰富朗读的形式，让学生借助朗读深入理解文本，开发想象力与创造力。

Target Audiences: 适合任何希望提高学生的理解能力和朗读兴趣的语文老师。


Yvonne Wang - Yew Chung International School of Shanghai



Yvonne Wang 汪翼翼, Yew Chung International School of Shanghai
Section: Secondary
Position: 中文非母语

汪翼翼，上海耀中外籍人员子女学校优秀教师。毕业于华东师范大学，获得汉语国际教育硕士学位。2013年开始任教于上海耀中中学部，致力于近母语学生背景的中文教学研究，教学中积极创新，探索多元化的教学，例如“可视性思维在语言课堂中的实践”、“Media Literacy（媒介素养）在中文教学中的应用”以及“批判性思维在中文教学课堂的实践运用”。

Presentation:
媒介素养在中文教学中的实践应用
大众传播媒介早已成为公众生活中的日常伴随式文化实践。媒介素养逐渐成为了现代社会公民素养的重要组成部分。因此，批判性地媒介认知（使用、分析、评价、再创造的过程）也是需要教师进行关注研究的。

本次工作坊围绕本次会议“传承与创新”的主题，联系具体的教学实践案例，对媒介素养的具体内涵、重要性以及如何在语言教学中结合运用进行具体分析，旨在培养学生综合处理各种信息并在此基础上进行评价和再创造的能力，以此提高学生的语言理解力和运用能力，形成创造性思维。

Target Audiences:

适合任何致力于创新课堂教学模式或者希望提高学生理解力和发展创新性思维的中文语言教学老师。（中文非母语中高段、母语老师都可。）



Teacher presenters are listed according to their representing schools. Subject to further changes.

Schedule


Please refer to the Guidebook app as the finalized version.

Thursday, June 28


7:00 - 8:00 Bus pick up from Hotels
(7:30am from Holiday Inn Beijing Airport Express)
8:00 - 8:30Registration and Coffee
8:30 - 8:45Opening and Welcome
8:45 - 9:45Keynote #1
Playful Innovation in the Mandarin Language Classroom

Dr. Lori Langer de Ramirez

9:45 - 10:15Coffee Break
10:15 - 11:45Workshop Session #1
11:45 - 1:00 Lunch
1:00 - 2:30 Workshop Session #2
2:30 - 2:50Coffee Break
2:50 - 4:50Workshop Session #3
5:00 - 6:00Buses to Conference Dinner
6:00 - 8:00Conference Dinner
8:00Buses to Hotels


Friday, June 29


7:30 - 8:15Bus pick up from Hotels
(7:45 from Holiday Inn Beijing Airport Express)

8:15 - 8:45Coffee on Arrival
8:45 - 8:50Housekeeping Announcement
8:50 - 9:40Keynote #2
中文教師的職責與使命 - 一切為了實現中文教學的美好願景
Ning Dong 董宁
9:40 - 10:00Coffee Break
10:00 - 12:00Workshop Session #4
12:00 - 1:00Lunch
1:00 - 2:30Workshop Session #5
2:30 - 2:50Coffee Break
2:50 - 4:20NCCT Presentation/Workshop Session #6
4:30Buses to Hotels



Saturday, June 30


7:15 - 8:00Bus pick up from Hotels (7:30 from Holiday Inn Beijing Airport Express)

8:00 - 8:15Coffee on Arrival
8:15 - 9:10Teacher Presentation #1
9:10 - 10:10Teacher Presentation #2
10:10 - 10:30Coffee Break
10:30 - 11:30 Teacher Presentation #3
11:30 - 12:45Closing Lunch
12:50 Buses to Hotels/Train Station/Airport


Hotel Reservation


The host school will provide transportation from the following hotels during the conference days:

Beijing Hilton 北京希尔顿酒店
1 Dong Fang Road, North Dongsanhuan Road, Beijing 100027, China
中国北京市朝阳区东三环北路东方路1号
Contact Person: Patrick Suo
Tel: +86 10 5865 5224

Baifuyi Hotel Beijing 北京百富怡大酒店
No.19 Nan'Erlizhuang, Beijing, China
東城區東直門外大街南二里莊19號, 北京, 中國
Contact Person: 王宇
Telephone: 136 9146 7174
Rates: 750 Yuan (single breakfast)/850 Yuan (double breakfast)


Holiday Inn Express Beijing Airport Zone 北京临空智选假日酒店
1 Building, No.6 Court Jingshun East Road
Chaoyang District, Beijing 100015
北京市朝阳区京顺东路6号院1号楼
Telephone: +86 10 64349999-1-1 (24 hours) or +86 10 6434 9999-8189/8182 (Business Hours)
Email: rsvn@hiexpressbjaz.com
Contact Person: Mile Zhao

Email: revn@hiexpressbjaz.com


Notes with hotel reservation:
  1. You need to make your own hotel reservation (or for your colleagues who are going to attend the conference/workshop).
  2. Transportation will be provided only between the above hotel(s) and the host school during the workshop or conference days.
  3. You can book other hotels but you (and/or your colleagues) will need to make your own way to the host school.

Hosting School



Dulwich College Beijing 北京德威英国国际学校

Established in 2005, Dulwich College Beijing (DCB) is a British international school for students from 1-18 years of age. The curriculum is based on the enhanced English National Curriculum up to Year 9, IGCSE courses for students in Years 10 and 11, and the International Baccalaureate Diploma in Years 12 and 13. DCB emphasizes excellence in academics, sports, and the arts, fostering in every child a sense of the importance of community service. DCB was awarded the “Best British School” in 2011 and in 2016 earned an Expat Life Award in the “Best International School” category. It is a PSAT, SAT, PLAN, and ACT testing center. Strong IBDP results have enabled graduates to enter Oxford Russell group universities in the UK as well as Ivy League and top 50 universities in the US.



Head of School: Simon Herbert



Dulwich College Beijing 北京德威英国国际学校
89 Capital Airport Road, Legend Garden, Shunyi District
Beijing 101300 PRC
北京市顺义区首都机场路89号丽京花园7区 邮编：101300
Tel: +86 10 6454-9000

https://beijing.dulwich.org/



NEW! NCCT Presentation


Overview of the Chinese Curriculum Changes for High School Education in China

2018年1月，教育部发布《普通高中课程方案》和语文等学科《课程标准》（2017年版）。2017年版《课程标准》的主要变化是：
  1. 首次提出学科核心素养，是学科育人价值的集中体现；
  2. 首次提出学业质量要求，用以规范、指导过程性评价、学业水平考试或高考命题；
  3. 突出传统文化。以语文学科为例，设置了中华优秀传统文化学习专题，将原标准“诵读篇目的建议”改为“古诗文背诵推荐篇目”，推荐篇目数量也从14篇（首）增加到72篇（首），提高了学习要求。自2018年下半年起，教育部将逐步修订义务教育《课程方案》和各学科《课程标准》，学科核心素养和学业质量水平将贯穿始终。

党的十八大以来，党中央明确提出教材建设是国家事权，要健全国家教材制度，强调要重点编好中小学三科教材，实行国家统编、统审、统用。2017年9月，教育部统一组织新编的义务教育道德与法治、语文、历史教材在全国投入使用。目前，高中政治、语文、历史三科部编教材正在编写之中。

The revised national Curriculum Framework and Content Standards for high school (grade nine upward) were officially launched this January. There are 3 significant changes:
  1. Upgrading “teaching goals and objectives” to subject-specified Core Competencies
  2. Introducing measureable Academic Performance Requirements to guide assessment and examinations, and
  3. Highlighting traditional Chinese culture.
The Ministry of Education has been putting efforts into revising Curriculum Framework and Content Standards for compulsory education, with subject-specified Core Competencies and Academic Performance Requirements as guiding ideas.

Since the 18th CPC National Congress, textbook regulation and development has risen to the top of China’s national education strategy. Specifically, textbooks for 3 ideology-related subjects
  • Chinese,
  • History and
  • Moral Education

should be compiled and reviewed by the central government. No other textbook for 3 ideology-related subjects shall be allowed for any school anymore, including state, private and international schools (with Schools for Children of Foreign Nationals as only exception). Last September, textbooks for 3 ideology-related subjects were put into use in compulsory education (G1-9), textbooks for high schools are now being compiled.

Presentation presented by Professor Wang Yunfeng 王云峰教授


Professor Wang Yunfeng 王云峰教授

王云峰，现任首都师范大学初等教育学院教授、语文课程教学论方向硕士研究生导师，教育部语文课程标准组研制组、修订组核心成员，北京教育学会副理事长。曾任首都师范大学中文系副主任、初等教育学院副院长、北京教育科学研究院基础教育教学研究中心主任等职。近30年来一直从事中小学语文课程与教学论理论和实践的研究、教师专业发展和学校发展研究，近十余年来侧重义务教育阶段语文学业评价与教学改进的研究。


CLTN Committee

Cindy Li



Cindy Li, Committee Chair
Utahloy International School of Guangzhou

Cindy Li 目前担任广州誉德莱国际学校中文部主任。她在IBMYP，DP以及GCSE等领域任教多年，积累了丰富的教学经验。她毕业于伦敦大学亚非学院中文专业，对中国人文，历史及文化有深入研究。同时，她也拥有教育课程与管理硕士学位，并具有丰富的大型活动组织经验。去年，她协助中蒙国际学校组织成功地在誉德莱国际学校举办了ACAMIS中文会议。

Grace Gong


Grace Gong
Dulwich College Beijing

北京德威英国国际学校中文主管，拥有丰富的IGCSE 和IB教学经验，连续三年担任北京语言大学海外教师培训实践课程寒暑假特约培训师。国际学校中文辩论赛的创始者之一，中文母语教学深度论坛的创始人。她积极推动了北京地区国际学校之间的互动。


Bella Zhang


Bella Zhang

张博

Nanjing International School

Bella is a PYP Mandarin teacher from Nanjing International School. She has been at NIS since 2012. As a Chinese teacher, Bella is passionate about teaching and learning. Bella currently focuses on bursting the bubble, and coordinates engaging activities with the local community in order to promote home learning and familiy engagement.

张博，目前任职于南京国际学校小学中文部 。今天是她在南京国际学校就职的第四年。作为一名教授中文为第二语言的老师，她一直努力将语言教学 “搬” 出课堂，将语言情景联系与实际社会生活相连，并努力与本地的社区交流合作，以期将语言学习带出课堂，并打破传统教学老师与学生以及学生与教室的模式。张博目前教学的中心为设计发展生动并结合听说读写的课后学习活动，取代传统的纸笔作业。

John Zheng


John Zheng
British School Beijing, Shunyi Campus


郑勇，现任教于北京英国学校，担任毕业班班主任，教授七至十三年级IGCSE 和 IB Language B课程。从教十五年以来，教授过各个阶段各种水平的学生，信奉“教无定法，因材施教”，致力于激励学生自主学习，所教授的学生连续多年在各项考试中取得良好的成绩。


Isabel Xu



Isabel Xu
Yew Chung International School of Shanghai

Xu Leng Ji (Isabel) is the Co-Principal of YCIS (Yew Chung International School of Shanghai) Hongqiao Campus (ECE and Primary) and Gubei Campus (Secondary). Xu holds bachelor’s degrees in Chinese Language and Literature and Law from East China Normal University and East China University of Political Science and Law respectively. Xu is an IB examiner for Chinese B. Prior to joining YCIS, she worked in key public school in the UK and Shanghai.


Register Here!


CONFERENCE AND WORKSHOP REGISTRATION FEE CANCELLATION POLICY
If notification of cancellation from a registered participant is received:
30 days or more prior to a conference or workshop - 80% of registration fee is refunded
Between 15-29 days prior to a conference or workshop - 40% of registration fee is refunded
Less than 15 days prior to a conference or workshop - no refund
CONFERENCE AND WORKSHOP CANCELLATION
In the unlikely event of cancellation of the conferences and workshops due to circumstances beyond our control, we will give full refund of the registration fees. However, we will unable to refund any travel, visa or accommodation expenses incurred from registering the conferences and/or workshops.

Sponsorship

Sponsorship Details

Publishers' Invitation

Applications for publishers' registration of our 2018 Chinese Conference are now open.


2018 Chinese Conference
28-30 June, 2018 | Dulwich College Beijing

Companies interesting in sponsoring and attending the Chinese Conference are welcome to apply now by registering online. We look forward to your participation and to welcoming you to the oldest and largest conference in China for teachers of Chinese language and culture to non-natives. At this conference, you may also make books and other supplies available for sale, provided you can issue fa piao.


Chinese Conference is Going Paperless!

Again, at the conference, we will take advantage of the mobile event app, Guidebook. This app will show all conference information including sponsor listings, bio and website links directly on everyone’s mobile device. It helps sponsors to gain extra exposure when delegates can instantly explore more about your company with just a few clicks.


Space is limited based on the number of tables that can fit in the designated area.


You may choose from the following sponsorship options:

1 Table Package - US$400

ONE-TABLE PACKAGE - US$400

  • ONE exhibition table for 2.5 days
  • Up to TWO company representatives can attend to man your table*
  • Display of company logo, name, and website URL and description in the Guidebook App


*meals and coffee breaks are included in the packages for representatives attending the conference.

Special 2 Table Package - Only US$600!

2 Table Package - US$600

  • TWO exhibition tables for 2.5 days
  • Up to FOUR company representatives can attend to man your tables*
  • Display of company logo, name, and website URL and description in the Guidebook App

*meals and coffee breaks are included in the packages for representatives attending the conference.

Exclusive Sponsorship of Keynote Presentation - US$300

Sponsoring a Keynote Presentation - US$300

  • Verbal acknowledgement & thanks at Opening Speech. Plus Powerpoint slide to acknowledge the company sponsoring the Keynote Speaker will be displayed before Keynote Session. Limited to only 1 publisher/sponsor on a first come, first served basis.

EXTRA ADD-ONS

  • Additional Representative - US$100 per person* (does not include a table)
  • Registration Gifts - Sponsors may wish to donate a gift to be given to all participants at registration. This gift could be badged with your company name/logo. Approx. 270 items needed.

If you have any questions, please email ea@acamis.org

Sponsorship Application

Current Sponsors



We thank you for the following sponsors' generous support for sponsoring this conference!