访校团名师专访｜对话2024爱德思教师大赛全国冠军Mary张老师
2025-07-15 08:15
发布于湖北
在复杂多变、充满不确定性的时代，我们更需要什么样的教育？
在武汉爱莎，有这样一位老师：她是IB学子出身，始终坚持作为一名“终身学习者”；她深耕经济与商业课程十余年，致力于建设“技能驱动型课堂”；她带领学生从诺奖论文中寻找方向，也用一节“汇率制度”的课激活他们面向世界的思维方式。
她是Mary张老师。
今年，她荣获2024培生爱德思教师大赛IAL经济组冠军，并受邀成为爱德思官方研讨会主持人与培训师。
In a world that is complex, ever-changing, and filled with uncertainty, what kind of education do we truly need?
At ISA Wuhan, there is a teacher who embodies the answer. Once an IB student herself, she has remained a lifelong learner. With over a decade of experience teaching Economics and Business, she is dedicated to building skill-driven classrooms. From guiding students through Nobel Prize-winning papers to sparking global thinking with a single lesson on exchange rate systems, her teaching bridges knowledge and the real world.
She is Mary Zhang.
This year, she was awarded Winner in the 2024 Pearson Edexcel Teacher Competition – IAL Economics and has since been invited to serve as an official workshop facilitator and trainer for Edexcel.
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一场教学竞赛，是对理念的检验
A Competition That Tested Educational Philosophy
这场由英国培生集团（Pearson）旗下考试局Edexcel举办的教师竞赛，历时半年，评选流程严格。Mary老师从第一阶段课件提交到第二轮面试展示，最终以“可转移技能（transferable skills）培养”作为核心理念，脱颖而出。
在她的冠军说课中，从OECD学习框架2030、IB ATL与ATT技能体系、到ISTE学生标准和NRC 21世纪技能模型，她完整梳理了多重理论框架下的能力共识，并以“汇率制度”这一节课为例，展示了技能如何在课堂中被具体、精准地植入。
她还分享了在武汉爱莎带领学科团队进行项目制教学（Project-Based Learning）的经验，用真实、连续的课程项目支撑了“技能驱动型课程体系”的构建。
这次的冠军不仅是对她教学理念与执行力的高度认可，更意味着她将以官方研讨会主持人的身份参与未来教师培训，将这份教育热忱带向更广阔的舞台。
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Organized by Edexcel, the examination board under Pearson UK, this prestigious teaching competition spanned over six months with a rigorous selection process. From the initial submission of teaching materials to the final round of interviews, Ms. Mary Zhang stood out for her clear and forward-thinking philosophy: cultivating transferable skills in students.
In her winning presentation, she skillfully mapped multiple theoretical frameworks—OECD’s Learning Framework 2030, IB ATL and ATT skills, ISTE Student Standards, and the NRC's 21st Century Competencies—highlighting their shared emphasis on future-ready capabilities. She then demonstrated how these frameworks were embedded in a real lesson on “exchange rate systems,” showing precisely how targeted skills can be taught within a single class.
Mary also shared her experience leading the Economics and Business team at ISA Wuhan in developing Project-Based Learning (PBL) units. These sustained, real-world projects formed the foundation for building a truly skill-driven curriculum at the school level.
Winning the national title was not only a recognition of her pedagogical vision and execution—it also marked a new beginning. As an official Edexcel workshop facilitator, Mary will now contribute to the professional development of educators beyond her own classroom, extending her passion for teaching to a wider global stage.
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IB是起点，也是方向
IB: A Starting Point—and a Lifelong Direction
“和很多IB学子一样，IBDP是我人生的重大转折点。”
Mary老师拥有斯里兰卡科伦坡英国学校的IB文凭，自IB走入高等教育，后赴澳大利亚麦考瑞大学攻读会计专业。走出大学后，她没有离开教育，反而在教学实践中愈发坚定——IB不仅影响了她的学生时代，也成为她未来职业选择的重要路标。
如今，她是一名三语种IBDP考官（英语、日语、中文），负责商务管理与认识论（TOK）两门科目的全球阅卷，曾主导日本阅卷团队的评分一致性。她也是IB中国教育论坛的常驻分享人：
2024年，围绕“知识论如何更好融入人文学科教学”做专题演讲；
2025年，受邀继续主持工作坊，主题为“ATT & ATL 教学实践：经济与商科的技能驱动型课程设计”。
“IB有完整的理论体系支持，也有全球社区不断推动更新。我在这里不仅成为了一名更好的老师，也在努力成为一个有全球认知能力的世界公民。”
正如约翰·杜威所言：“教育不是为人生做准备，教育本身就是人生。”——这句至今仍深深影响着Mary老师的教学选择与成长方向。
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“Like many IB students, the IBDP was a major turning point in my life.”
Ms. Mary Zhang earned her IB Diploma from The British School in Colombo, Sri Lanka, which opened the door to higher education and led her to pursue a degree in Professional Accounting at Macquarie University in Australia. After graduation, instead of leaving education behind, she found herself drawn even deeper into it. The IB didn't just shape her as a student—it became a compass for her career as an educator.
Today, she is a trilingual IBDP examiner (English, Japanese, and Chinese), responsible for marking Business Management and Theory of Knowledge (TOK) papers worldwide. She has also led a team of Japanese examiners, ensuring grading consistency in alignment with IB standards.
Mary is also a regular speaker at the IB China Education Forum:
In 2024, she delivered a workshop session themed: “How can TOK be better integrated in Human Sciences classrooms?”
In 2025, she has been invited back to lead a workshop named: “ATT & ATL in Action: Designing Skill-Driven Learning Experiences for Business and Economics”.
“The IB offers a complete theoretical foundation, supported by a global community that continues to evolve. It has helped me become a better teacher—and inspired me to grow into a global citizen with international-mindedness.”
As John Dewey once said,
“Education is not preparation for life; education is life.” This quote continues to inspire her journey—as an educator, a learner, and a guide.
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从学生出发，构建真实有温度的课堂
Putting Students First:
Building Classrooms with Purpose and Warmth
在日常教学中，Mary老师将“以学生为中心”的理念落到细节。她主导或参与的多个项目，打破了学科边界，也提升了学生的思辨力与表达力：
诺贝尔经济学奖论文研究（G11 IBDP）
带领学生精读2024年诺奖论文，学习其结构、方法论，并将其作为拓展论文（EE）写作训练的前置学习。
经济与商务学新闻发布会（G10 IGCSE）
学生以现实生活为背景，围绕一个学术关键词进行研究与展示，用论文与海报进行“发布”。
人文学科展《The Interconnected World》（跨学科）
聚焦经济、商业、心理学、全球研究，探索人文领域如何共同揭示全球社会的相互联结。
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“我们培养的学生，不能只是‘会考试的人’。他们要拥有面对未知世界的能力。”
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In her daily teaching, Ms. Mary Zhang brings the student-centered philosophy to life through practical details. She has led and contributed to a series of projects that transcend subject boundaries, deepening students’ critical thinking and expressive capabilities:
A paper study on the 2024 Nobel Prize in Economics （G11 IBDP）
Students were guided to analyze the structure and methodology of a 2024 Nobel-winning paper in Economics. This deep reading served as a foundation for their Extended Essay (EE) writing, helping them understand what real-world economic research looks like.
Economics & Business News Conference (G10 IGCSE)
Students selected a key academic concept and, grounded in real-life contexts, explored and presented it through posters and short research papers—turning academic inquiry into public-facing communication.
Humanities Exhibition: The Interconnected World (Cross-disciplinary)
This interdisciplinary project brought together Economics, Business, Psychology, and Global Studies. Students explored how these fields intersect to shape our global society, breaking down disciplinary silos and broadening their understanding of human systems.
“We’re not just preparing students to take exams.
We’re preparing them to face an uncertain world with competence and confidence.”
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每一个早晨，也是一节小小的“技能课”
Every Morning, a Gentle Lesson in Skills
作为2026届IBDP班班主任，Mary老师不仅关注学术成绩，更在日常中润物细无声地培养学生的多维能力。她在homeroom中设置了一套有节奏感的晨间活动机制，让每一天都不一样：
Check-in Monday、Mindful Tuesday、ATL Wednesday、Creative Thursday、Fun Friday——五天五主题，既帮助学生进入学习状态，也鼓励他们在实践中锻炼表达力、创造力、同理心与领导力。
其中的ATL Wednesday，更是由学生自主策划组织，围绕IB的核心技能展开活动，逐步建立起他们“自己带领自己成长”的意识。
“我们每天做一点点，看似小事，但在学生身上留下的是节奏感、目标感和班级的凝聚力。”
在这些看似简单的日常背后，是一份真实而亲密的连接。Mary老师说，她和学生的关系特别好：有学生给她画画像、送她亲手做的贺卡，还有人把和她的合照精心装裱起来送到她手中。
“我从他们身上获得很多能量，也更坚定要把‘技能’这件事做得温柔而真实。”
她知道，教育从来不只是知识的传递，更是人与人之间的双向奔赴。
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As the homeroom teacher for the Class of 2026 IBDP cohort, Ms. Mary Zhang pays attention not only to academic progress, but also to the quiet, consistent development of her students’ broader capabilities. She has designed a rhythmic morning routine that gives each day its own flavor and purpose:
Check-in Monday, Mindful Tuesday, ATL Wednesday, Creative Thursday, Fun Friday—
Five themed mornings that help students ease into the day while building communication, creativity, empathy, and leadership skills through hands-on experience.
Among them, ATL Wednesday is fully led by students themselves. They design and facilitate activities based on IB’s Approaches to Learning, learning how to grow by guiding others.
“We do just a little bit every day. It may seem small, but over time it gives students a sense of rhythm, direction, and belonging.”
Behind these small rituals lies a genuine bond. Mary shares that her relationship with students is especially close: some have drawn portraits of her, others have made handmade cards, and one even framed a photo of them together as a gift.
“My students give me so much energy. They’re the reason I want to make this ‘skills-based education’ something tender and real.”
She believes that education is never just about delivering knowledge—
It’s about building connections,
and meeting each other halfway in the journey of growth.
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学生眼中的Mary Zhang
教育的土壤：学校的支持，是一切实践的基础
The Soil of Education:
Institutional Support Makes Practice Possible
任何一次教学创新的实现，背后都离不开良好的教育环境和组织文化的支撑。Mary老师多次强调：如果没有武汉爱莎开放包容的氛围、对教师探索精神的尊重与鼓励，她在教学中的许多尝试都难以落地，更难走远。
“学校一直愿意提供外部培训与交流的机会，也尊重教师教学的专业性。无论是参与比赛，还是推动跨学科项目，团队的协同和领导的支持，是我实现这些可能的底气。”
在武汉爱莎，Mary老师不仅承担IGCSE经济、IAL商务与IBDP经济等多项课程教学，还担任IBDP拓展论文（EE）协调员和园区商业与经济学科协调员，深度参与课程设计、学科统筹与师生发展。这本身就体现出学校在IB与A-Level双轨并行体系下，对专业师资的重视与复合型教师的培养力。
她说，正是因为拥有这样的土壤，才能让“技能驱动型教学”的理念从设想到实践，从课堂走向项目，再延伸到学科共建与学生成长的多个层面。
在她眼中，这不仅是个人的荣誉，也是学校长期以来坚持高质量必威Betway中文版、持续赋能教师发展的自然结果。
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Behind every innovation in teaching lies a supportive environment—an ecosystem that trusts its educators and encourages exploration. Ms. Mary Zhang has emphasized repeatedly that without the open and inclusive atmosphere at ISA Wuhan, many of her ideas might have remained just that—ideas.
“The school has always been willing to provide access to external training and exchange opportunities, and it genuinely respects the professional autonomy of teachers. Whether it's entering a competition or leading interdisciplinary projects, the support from school leadership and colleagues gives me the confidence to try.”
At ISA Wuhan, Ms. Mary Zhang teaches IGCSE Economics, IAL Business, and IBDP Economics, while also serving as the Extended Essay (EE) Coordinator and the Business & Economics Curriculum Lead for the academic division. Her work spans curriculum design, subject leadership, and both teacher and student development—reflecting the school’s strong commitment to professional expertise and its capacity to nurture well-rounded educators within a dual-track system of IB and A-Level.
She believes that it is precisely this kind of institutional foundation that has allowed the philosophy of skill-driven teaching to move from concept to classroom, from isolated lessons to long-term interdisciplinary projects—and ultimately, into the fabric of student growth.
For her, this recognition is more than a personal honor; it reflects ISA Wuhan’s ongoing commitment to high-quality international education and meaningful teacher development.
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“在不确定的世界中，教育要做的，正是帮助学生建立可迁移的能力，建立对世界的理解方式。这种能力，会随着他们走出校门而不断延展。”
Mary老师始终坚信，真正的教育不是为了塑造“标准答案”的人，而是鼓励每一个独立的个体，在这个真实而复杂的世界中，成为“有能力去行动的自己”。
从一位IB学生，到一名IB教育者；从一节课的探索者，到技能型课程的构建者；从一线教师，到全球教师培训的参与者——Mary老师的成长故事，也正在向我们传递这样的信念：
教育的起点，也许是一间教室、一节课；
但它真正的意义，在于陪伴每一个人走得更远，走向世界，也成为世界的一部分。
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In an uncertain world, the true task of education is to help students build transferable skills—and a way of understanding the world. These abilities extend far beyond the classroom, continuing to grow and evolve as students step into their futures.
Ms. Mary Zhang firmly believes that education is not about producing standard answers, but about encouraging each individual to become someone capable of taking meaningful action in a real and complex world.
From IB student to IB educator; from lesson designer to curriculum leader; from front-line teacher to global trainer—Mary’s journey reminds us of one simple but powerful truth:
The starting point of education may be a classroom, a single lesson—
but its true purpose lies in helping each person go farther, reach wider,
and ultimately, become part of the world.
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