初中是学习生涯中承上启下的关键阶段，同学们如同探索者，开始对知识进行更深入的挖掘，逐步迈向学术自主、迎接思维挑战，并在这个过程中不断发展兴趣与特长，对未来的发展方向萌生初步的思考与规划。在德闳初中部，同学们将接触到全新的学科领域和授课方式，也会经历走班制等日常学习安排的诸多变化。这些设计与变化都旨在帮助学生们无缝接轨未来国际项目与海外留学的需求与节奏。
今天，就让我们一同走进德闳初中生眼中的喜爱的特色课程与独特授课方式。
英语强化
以分层体系构建坚实的学术英语基础
G6C3 Quenna
升入初中后，我最喜欢的就是英语课。和小学相比，初中每节课的时间更长、知识容量更大，课堂的英语浓度更高了。我们的英语课真的很有趣，老师特别注重知识讲解和互动探究的结合，经常会安排小组讨论，让我和同学们在合作中一起探索知识与问题。这样的方式不仅让我学得更投入，也让我越来越喜欢用英语表达和思考。
作为一所国际化的双语学校，进入德闳中学部后的英语使用频率与词汇量要求显著提升。英语强化课程就旨在为初中阶段的双语课程提供充足的语言支持，并为未来国际项目的学习与海外留学打下坚实的语言基础。
为满足不同语言基础的学生多样化的学习需求，德闳初中英语强化课程以IB-MYP等国际公认课程标准为框架，设有4个语言发展层级，并根据学生的语言水平因材施教。其中，英语语言习得课程面向第二语言学习者，侧重语法、词汇、阅读理解与沟通等基础技能的培养；而英语语言文学课程则面向具备母语水平或接近母语水平的学习者，聚焦文本分析与文学评论、辩证思维及学术写作。且英语分班会根据学生的实际需求进行动态调整，无论是流利的英语使用者，还是正在培养自信的英语初学者，都能获得量身定制的教学支持与学习挑战。
（德闳初中英语语言程度分级）
在常规课堂教学之外，德闳初中部还整合了丰富的数字化学习平台资源：有的是学生的个性化电子图书馆；有的通过趣味化的答题与挑战模式，系统性地训练语法、词汇和写作技能；有的则提供差异化的文学与非文学文本，助力学生提升阅读理解和辩证思维能力。每一位学生都可以根据自己在英语强化课程中的层级和具体需求，找到相应的个性化课外学习资源。
全球视野
以跨学科实践锻造面向未来的全球胜任力
G8C4 Dream
这学期从公立学校转入德闳后，我明显感受到德闳初中课程设置上的一大不同，就是有了“全球视野”跨学科课。它的内容涉及对全球范围内各类社会实际问题的探究与解决，在很大程度上拓展了我的眼界，让我接触到了许多未曾了解过的知识和议题。
全球视野是德闳初中部独具特色的一门综合性学科，融合了地理学、历史学、经济学、商业学、环境系统与社会学的知识，是初中阶段跨学科、项目制学习的典型代表。每学期，同学们都将围绕不同的跨学科主题展开深入探究，并为各类实际问题寻求切实可行的解决方案，诸如六年级会学习天气和微气候，七年级会讨论人口变化。全球视野学科旨在培养学生的辩证思维、问题解决、沟通协作等关键能力，并帮助学生更深入地理解这个多元的世界。
以八年级“海洋问题”主题单元为例，学生们举办了“水下生命”项目成果展。他们围绕联合国可持续发展目标14“水下生命”，融合全球视野、科学、中文、英语、视觉艺术等多学科知识，从研究海洋生态系统，到制作富有说服力的宣传作品与视觉叙事，全面探讨了海洋生态系统面临的核心挑战。这一学习历程实现了从知识获取到现实行动的有效转化，在加深同学们对环境议题的理解的同时，提升了问题解决能力和全球胜任力。
设计思维
在AI时代以创新工具解决实际问题
设计思维是德闳初中部基于“信息技术”新课标构建的特色课程，深度融合了AI知识与设计思维方法论，并融入了德闳探究式、项目制教学模式。课程依托德闳创客空间（SE21）内3D打印机、激光切割设备等先进设施，让学生通过编程与算法、过程与控制、互联网与物联网等知识，运用设计思维流程解决现实问题，例如，设计可智能调控土壤湿度与光照温度的种植系统、开发基于Scratch编程的老年人陪伴电子宠物等。
（设计思维流程）
设计思维课程不仅能让学生在实践中锻炼逻辑思维与问题解决能力，更旨在培养能适应技术快速的变革的AI时代的长期学习者，同时也为未来有志于在计算机科学、数字媒体等专业领域发展的同学奠定坚实的知识基础。
除了常规的书面考核，设计思维课程尤为注重通过跨学科项目成果展来综合评估学生的学习成效。例如，在六年级的“能源小屋”项目中，设计思维与科学两门学科深度融合，同学们先在科学课上通过资料查阅与实地调研，深入探究太阳能、风能、水能等能源的特性和应用；随后，他们在设计思维课程中运用所学的过程控制知识，亲手绘制能源小屋的蓝图，合理布局太阳能板、风力发电机等设备，并反复测试、改进以提高能源收集效率。
在最终的成果展示中，各小组不仅呈现出独具特色的能源小屋模型，还通过现场演示分享设计思路与节能亮点，完整展现从能源收集到转化的全过程，充分体现了在跨学科探究、创新意识和实际问题解决能力方面的综合提升。
G8C3 Jackson
刚转入德闳，这里开放的学习氛围、更具深度与专业性的课程，为我拓展了更广阔的成长空间。随着年级升高，我也愈发意识到，应当逐步为自己的人生建立更清晰的规划与目标。
在德闳初中部，无论是深入研读文学经典、探索数理新知，还是拓展全球视野、发展艺术体育特长，丰富的课程设置为每一位学生提供了多元的探索空间，让他们在广泛接触不同领域知识的过程中逐步明确自己的爱好与志向；在探究式、跨学科、项目制的教学模式下，学生既锻炼了团队协作的能力，也塑造了独立思考的品质，他们能够将所学知识真正内化，并灵活运用于真实情境中，培养了在未来国际课程与个人长远发展中不可或缺的软实力。
我们期待，每一位德闳初中生都能在这片包容而充满启发的土壤中，找到属于自己的成长路径，在初中阶段为今后的个性化发展奠定坚实的基础。
11月1日（周六）09:00-12:30
上海德闳将举办本学年第一场初中及高中开放日
将特别针对小升初及初升高家庭关心的热点问题展开分享
即刻扫码报名，亲临德闳校园
探索优质资源支持下的个性化成长路径
How Dehong Shanghai Middle School Empowers Child's Personalized Future: Exploring Our Unique Curriculum
Middle School isa crucial bridgein a student's learning journey. Here, students, likeexplorers, begin to delve deeper into knowledge, graduallymove towards academic independence, meet intellectual challenges, and continuously develop their interests and talents. This processfosters initial thoughts and plans for their future direction. At Dehong Shanghai Middle School, students encounternew subject areas and teaching methods, along with various changes in their daily learning routines, such as the"walking classroom system". These designs and changes are all intended to help studentsseamlessly connect with the demands and pace of future international programs and overseas study.
Today, let's explore the characteristic courses and unique teaching methods favored by Dehong Middle School students.
English Enrichment
Building Solid Academic Foundation Through Differentiated System
G6C3 Quenna
My favorite subject after entering middle school isEnglish. Compared to elementary school, each class is longer, contains more knowledge, andthe learning environment is more immersive in English. Our English lessons are truly engaging—the teacherskillfully blends knowledge instruction with interactive inquiry and frequently organizes group discussions, allowing my classmates and me to explore questions and concepts collaboratively. This approach not only makes learning more absorbing but has also made me increasingly enjoy expressing myself and thinking in English.
As an international bilingual school, the demand for English usage and vocabulary increases significantly upon entering Dehong Secondary School. TheEnglish Enrichment Programis designed to provide substantial language support for the bilingual curriculum at the middle school level,laying a solid linguistic foundation for future international program studies and overseas learning.
To meet the diverse needs of students with varying language proficiencies, the Dehong Middle School English Enrichment Program, framed by internationally recognized standards like the IB-MYP, implements adifferentiated instruction modelwith four distinct language enrichment levels. TheEnglish Language Acquisitioncourse focuses on fundamental skills likegrammar, vocabulary, reading comprehension, and communicationfor second-language learners. In contrast, theEnglish Language and Literaturecourse targets native or near-native speakers, concentrating onadvanced literary analysis, critical thinking, and academic writing. Placement is dynamic, ensuring tailored support and appropriate challenges for every student, from confident fluent speakers to those building foundational skills
(Dehong Middle School English Language Enrichment Levels)
Beyond regular classroom teaching, Dehong Middle School integrates a wealth ofdigital learning platformresources. Someact as a personalized digital library for each student; somesystematically train grammar, vocabulary, and writing skills through gamified questions and challenges; andsomeprovide differentiated literary and non-literary texts to enhance reading comprehension and critical thinking skills. Every student can findpersonalized extracurricular learning resourcesaligned with their level and specific needs within the English Enrichment Program
Global Perspectives
Forging Future-Ready Global Competence Through Interdisciplinary Practice
G8C4 Dream
After transferring to Dehong from a public school this semester, one significant difference I've noticed in the middle school curriculum is the addition ofGlobal Perspectives. This courseinvolves the exploration and resolution of various real-world social issues on a global scale, which has greatly broadened my horizons and exposed me to a wealth of knowledge and topics I had never encountered before.
Global Perspectivesisa distinctive and comprehensivesubjectwithin the Dehong Middle School curriculum. It integrates knowledge fromGeography, History, Economics, Business Studies, and Environmental Systems & Societie, serving as a prime example ofinterdisciplinary and project-based learningat this level. Each semester, students delve into different cross-disciplinary themes, seeking practical solutions for real-world issues such aspopulation change, the Industrial Revolution, the role of multinational corporations in globalization, and the opportunities and challenges within global food production. The discipline aims to cultivate students'critical thinking, problem-solving, communication, and collaboration skills, whilefostering a deeper understanding of our diverse world.
Taking the Grade 8 unit on"Ocean Issues"as an example, students hosted a"Life Below Water"project-based learning exhibition. Centered around the UN Sustainable Development Goal 14 (Life Below Water), they integrated knowledge fromGlobal Perspectives, Science, Chinese, English and Visual Arts. Their learning journey spanned from researching marine ecosystems to creating persuasive advocacy pieces and visual narratives, thoroughly exploringthe core challenges facing marine ecosystems. This process effectively translated knowledge acquisition into tangible action, deepening students' understanding of environmental issues while enhancing their problem-solving abilities and global competence.
Design Thinking
Solving Real-World Problems with Innovative Tools in the AI Era
Design Thinking is a distinctive course in the Dehong Middle School curriculum, developed in alignment withthe new ITC Content. It deeply integratesAI knowledgewiththe Design Thinking methodology, incorporating Dehong'sinquiry-based and project-basedteaching model. Leveraging advanced facilities in the SE21, such as3D printers and laser cutters, students apply knowledge inprogramming and algorithms, process and control, internet and Internet of Thingsto solve real-world problems using the Design Thinking process. Example projects includedesigning intelligent planting systems that automatically regulate soil moisture and light temperature, anddeveloping Scratch-programmed electronic companion pets for the elderly.
(Design Thinking Curriculum)
The Design Thinking course not only allows students to hone theirlogical thinkingandproblem-solvingskills through practice but also aims tocultivate lifelong learners capable of adapting to the rapid changes in the AI era. Furthermore, it lays a solid knowledge foundation for students interested in future development in fields such asComputer ScienceandDigital Media.
Beyond conventional written assessments, the Design Thinking course places particular emphasis on evaluating student learning outcomes throughinterdisciplinary project showcases. For instance, in theG6 "Energy-Saving Hut"project,Design Thinking and Sciencesubjects were deeply integrated. Students first explored the characteristics and applications of energy sources likesolar, wind, and hydro powerin their Science classes through research and field investigations. Subsequently, in the Design Thinking course, they applied their knowledge ofprocess controlto draft blueprints for their energy-saving huts, rationallylayout solar panels and wind turbines, and repeatedly tested and refined their designs to improve energy harvesting efficiency.
For the final showcase, each group not only presented a unique energy-saving hut model but also demonstrated their design thinking and energy-saving highlights, fully illustrating the entire process from energy collection to conversion. This comprehensively demonstrated their growth ininterdisciplinary inquiry, innovative consciousness, and practical problem-solving abilities.
G8C3 Jackson
After transferring to Dehong, theopen learning atmosphere and the more profound, specialized curriculumhave broadened my growth opportunities. As I progress to higher grades, I am also becoming increasingly aware of the need to establish clearer plans and goals for my own life.
At Dehong Middle School, therich curriculumprovides every student with a diverse exploratory space, whether through delving into literary classics, exploring new knowledge in mathematics and science, broadening global perspectives, or developing talents in arts and sports. In the process of being widely exposed to different fields of knowledge, students gradually clarify their interests and aspirations. Underthe inquiry-based, interdisciplinary, and project-based teaching model, students not only enhance their ability to collaborate in teams but also develop the quality of independent thinking. They are able to truly internalize their learned knowledge and apply it flexibly in real-life situations, cultivatingessential soft skills crucial for future international curricula and personal long-term development. We look forward to every Dehong middle school studentfinding their own unique growth pathin this inclusive and inspiring environment, laying a solid foundation for their personalized development during these middle school years.
November 1 (Saturday), 09:00–12:30
Dehong Shanghai will host
thefirst Secondary SchoolOpen Day of the year
and will specifically share insights on hot topics concerning families
transitioning from ES to MS and from MS to HS
Scan the QR code to register and
discover how world-class resources nurture personalized growth
【竞赛报名/项目咨询+微信：mollywei007】
