• 异彩纷呈校园
  • 学员动态
  • 代表团发布
  • 知识分子心声
  • 优美澳门电子游戏
  • 视频校园
  • 图文校园
  • 国际教育
  • IB介绍
  • 消息
  • PGA介绍
  • 教师介绍
  • 教学成果
  • 国际教育简介
  • 更新实验班
  • 学科介绍
  • 更新名师
  • 往届荣誉
  • 更新实验班新闻
  • 招生咨询
  • 特色介绍
  • 面试金榜
  • 招生问答
  • 同学风采
  • 同学信息
  • 突出校友
  • 同学动态
  • 招师信息
  • 您的职务: 主页 > 国际教育 > IB介绍


    Brief Introduction to IBO国际文凭组织简介


    The International Baccalaureate® (IB) is a non-profit educational foundation, motivated by its mission, focused on the student.

    The four programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.

    Founded in 1968, IB currently works with 3,924 schools in 147 countries to develop and offer four challenging programmes to over 1,230,000 students aged 3 to 19 years.

    The Middle Years Programme for students aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects.


    IB offers a continuum of education, consisting of four individual programmes. IB spans the years from kindergarten to a pre-university diploma. While it is traditionally known for the Diploma Programme, IB World Schools increasingly offer all four programmes.

    IB has reputation for high quality education sustained for over 45 years. Our curriculum represents the best from many different countries rather than the exported national system of any one. Its challenging Diploma Programme assessment is recognized by the world's leading universities. It maintains high standards by actively training and supporting teachers, and by authorizing and evaluating IB World Schools.

    IB encourages international-mindedness in its students. To do this, it believes that students must first develop an understanding of their own cultural and national identity. All IB students learn a second language and the skills to live and work with others internationally—essential for life in the 21st century.

    IB encourages a positive attitude to learning by encouraging students to ask challenging questions, to reflect critically, to develop research skills, and to learn how to learn. It encourages community service because it believes that there is more to learning than academic studies alone.

    IB ensures that its programmes are accessible to students in a wide variety of schools—national, international, public and private—in 147 countries. These IB World Schools form a worldwide community in which there is no such thing as a “typical” school (more than 50% of IB students are in state-funded schools). IB World Schools cooperate in curriculum development, student assessment and the governance of the IB, making this a unique international collaboration.





    IB learner profile

    The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.





    As IB learners we strive to be:



    Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.



    Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.



    Thinkers We use critical and creative thinking skills to analyse and take 

    responsible action on complex problems. We exercise initiative in 

    making reasoned, ethical decisions.



    Communicators We express ourselves confidently and creatively in more than 

    one language and in many ways.  We collaborate electively, listening carefully to the perspectives of other individuals and groups.



    Principled We act with integrity and honesty, with a strong sense of fairness 

    and justice, and with respect for the dignity and rights of people 

    everywhere. We take responsibility for our actions and their consequences

    有条件的人口 咱们处理正直、诚实,有鲜明的公正和荣誉感,讲究个人、公物和社会群体的庄严。咱们对自己之步履及他结果承担义务。


    Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a 

    range of points of view, and we are willing to grow from the 




    Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.




    Risk Taking We approach uncertainty with forethought and determination; 

    we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.




    Balanced We understand the importance of balancing different aspects of 

    our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.



    Reflective We thoughtfully consider the world and our own ideas and 

    experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.




    Mr George Walker, Director of IBO, presented the IB World School Tablet to ZZMS



    Since 1998, teachers from ZZMS have been attending the IB workshop annually. There are over 50 teachers who have taken the training course organized by IBO. The photo was taken at the IB workshop in 2002 hosted by Guangzhou Country Garden School.


    Teachers of ZZMS are invited as moderators to attend moderation meetings held by the IBCA in Britain, Thailand and Singapore annually.




    An example of MYP teaching plan made by subject teachers



    Biology investigation essay written by Xu Shaoqing



    Computer Technology work completed by student Dai Chang 



    Interdisciplinary Unit Planner 



    Unit Planner 



    IBMYP  Model 

    版权所有@电子游戏大全 艺术支持:兴弘海科技

    备案信息: 闽ICP备05014585号-1




    电话机总机:0371-67980684 63262303




        <cite id="8c371418"></cite>