2020年12月26日，京领举办榜单发布会暨诺奖创新论坛，参与论坛的嘉宾有：诺贝尔经济学奖得主、诺贝尔生理学或医学奖得主、诺贝尔物理学奖得主等三位诺奖得主，哈佛剑桥讲席教授、百余位北上广深等知名国际学校校长等。

在京领榜单发布会暨诺奖创新论坛上，WLSA上海（复旦）学校校长Tony Little受邀作为全国名校代表，在京领诺奖创新论坛上，与3位诺奖得主、哈佛、剑桥大学讲席教授同台进行主旨演讲。

在此，京领独家放送WLSA上海（复旦）学校校长Tony Little的精彩演讲，以飨读者。

对于知晓中国国际教育动态的人来说，WLSA上海（复旦）学校无疑是近几年的国际学校圈“新贵”。近年来，WLSA上海（复旦）学校的录取成果屡屡引爆沪上家长圈，凭借势不可挡的大藤满贯横空出世，在短短九年的时间里，以黑马之姿跻身为美国升学方向一线学校。

而学校的前进步伐也从未停止，在美国本科方向录取上取得突出成就后，又落地了A-Level课程，剑指牛津剑桥。

而这样一所学校，其办学特色更是不同寻常。

提起WLSA上海（复旦）学校，不可避免地，便会想起与之同源的世界名中学联盟。

2011年，由英国戴维·卡梅伦的母校伊顿公学、美国加州第一私立中学哈佛西湖中学、澳洲基隆文法学校等世界知名中学联合发起并成立的世界名中学联盟 (World Leading Schools Association，WLSA)，已获得耶鲁大学、芝加哥大学、康奈尔大学等世界顶尖大学的支持。成立至今，全球已有52所顶级中学加入了WLSA（数据来自世界名中学联盟官微）。

而从名称上便可看出，WLSA上海（复旦）学校，正与该联盟有着千丝万缕的联系。

值得一提的是，世界名中学联盟成立时，WLSA复旦国际高中现任外方校长Tony Little就是7个常任理事单位代表之一。

左一为WLSA现任外方校长Tony Little

世界名中学联盟成立一年后，WLSA上海（复旦）学校据此成立。至此，WLSA上海（复旦）学校与世界一流学校协会建立了牢固的联系。

发轫于世界名中学联盟，WLSA上海（复旦）学校以“学习、引领、创新”为核心驱动，培养新一代的国际化人才。作为世界名中学联盟于2012年9月在上海复旦附中进修学校开设的国际高中课程项目，WLSA上海学校生来就镌刻着世界名中学联盟的基因，沐浴着世界顶尖中学、顶尖大学的光环。

而世界名中学联盟带给学校的可不仅仅是光环。

得益于世界名中学的强大交流网络，WLSA上海（复旦）学校能够尽享联盟的优势资源。包括但不仅限于课程指导、交换生名额、强大师资、升学指导等。

WLSA上海学校的学生每年都能去往WLSA海外名中学联盟校进行浸润式体验和学习。南非、美国、英国、巴基斯坦……在WLSA上海学校，学生们真正能够体会到世界各地文化之间的差异与共同。

WLSA上海学校的教师团队由来自12个不同国家的83名专职教师组成，师生比1:6。除本地教师之外，来自英国、美国、瑞典及世界各国的优秀外籍教师占据了WLSA上海学校50%的师资构成，其中不乏来自世界名中学联盟学校的优秀教师。

在WLSA上海学校在伊顿公学前校长托尼·利特尔（Tony Little）先生的带领下，GIP菁英课程诞生于WLSA。通过国际认可的创新性学术和课外计划“全球影响力计划”（Global Impact Program,GIP）激发学生的个人兴趣，以满足准备在世界顶尖大学学习的中国国际和本地学生日益增长的需求。

GIP菁英课程包括5个方面：技能拓展课、思辨课程、伦理道德、美国社会融合与差异以及谋略课，旨在培养中国学生在全球化背景下能力及素养的全面提升，并更好地传承中国文化精髓。

作为主心骨，无论是美高课程还是A-Level，GIP菁英课程从始至终贯穿培养过程。

而在GIP菁英课程贯穿之下的国际课程，更能够在一定程度上弥补自身的不足，更好地发挥国际课程的优势，让学生全面成长。

2021年早申阶段，WLSA上海学校依旧佳音频传，已然收获了哈佛、斯坦福、剑桥等顶尖大学录取，硕果满枝。

大家好，很高兴能在此分享一些关于青少年的创新发展以及如何促进青少年教育质量的观点和看法。创新意味着引进新的东西，这是对一个想法的实践以及一种新的看世界的方式。与此同时创新也意味着以某种方式改变或修改既定惯例。有时可能在一个尤里卡时刻，一个很大的启示骤然发生，但更多的时候，它是一件件小的事情、小的改变。但是所谓的单峰聚集定律可以是变革性的，1%的进步，在经历一遍遍的重复和提升之后会有质的飞跃。所以我们能为青少年做些什么呢？

下面我给大家讲三个例子，两个是英国的事情，一个发生在中国。第一个是有关一个学生活动场地，活动中心，第二个是关于一个项目，第三个是关于更深层次的东西，一种文化。

第一个例子有关于我曾经在英国工作的一个学校。多年前我是那个学校的校长，并且这所学校是世界上最成功以及最有名的学校之一，这所学校已经拥有600年建校历史。在各方面都完善并领先的情况下，招生从不是这所学校的问题。但正是在学校最鼎盛的时期，学校更应认真考虑振兴自己，要永远去寻找是否有其他更好的方式来做事。不要坐在你的桂冠之上，不要等着其他人追赶并超越你，重新思考，突破自己。

正是基于此，我们在Eton为学生建立了专门的创新和研究中心，这所中心我们学校的老师和学生天天都会经过，所以这个建筑也代表着创新的重要性。设在学校的中间正是为了表明创新对于我们而言的重要性。这是一个很灵活的空间，学生和老师可在这里分享观点，介绍新的科技技术，以及大家可以在这里尝试新的方法来学习和工作。这种“玩”的想法非常重要。有时候较为困难的是，在某些时期部分家长认为，孩子们把精力放在课本和课堂之外，都是浪费时间甚至是不利的。但我已经在学校系统里四十年了，我并没有学到这些。这些时候的“玩”是有益处的，学生在校外组织活动，进行讨论，在教室以外的地方上课等等，这些对孩子的成长往往产生了更大的效果。所以让学生和老师们去用新的方法“玩”是很重要的。

我的第二个例子也来自英国，是有关于英国北部曼彻斯特市的一些公立学校。学校的在校生来自不同家庭背景，大部分的学生来自生活不富裕以及没有足够设备的家庭，他们想鼓励所有学生都能够在最高水平之上竞赛，并使他们的思维方式不同于其他人，并使他们的思维方式不同于其他人，因此他们引入了Apatura项目。这个项目包含三个要素。

第一点是学生自愿在课后做额外的课业和活动。这是第一个障碍。但是年轻人必须克服并愿意花时间去做一些不同的事情。学生们首先被分到不同的小组中，他们一起探讨课业问题，但后来这些话题慢慢延伸到其他话题中。在这期间，学生们聆听、发表评论和批评的能力是被鼓励的。

这个项目的第二个要素是学生们可独立自主的讲授一个课程系列。学生邀请参会嘉宾、学生安排策划、学生准备问题和答案。组织这场活动的学生可以体现出他们的组织能力。他们从原来是课堂的接受方调整了角色，从而换了种方式去思考问题。

第三要素是一个研究项目，学生需要证明他们在以全新的、不同的方式思考他们感兴趣的事物。

我的第三个例子来自中国。我刚才已经描述了一个建筑是创新的象征。另一个是一个项目代表了创新，下面要介绍的是在WLSA也被称为上海（复旦）学校里面， 有一个项目是所有学生都必须参加的，这也是整个学校的核心。这是一所不以营利为目的的学校，招收了来自中国各地的学生，并且在大学海外安置方面取得了良好的成绩。成功的部分关键因素就是它的全球影响力项目。如今，这个项目有多样的元素。它提供了一项技能计划，因此扎根于学术能力方面的基本技能。但这不仅如此，项目里面有一项活动是根据中国历史上的事件进行战略决策，以及还有一门很好书法课，学生们可在课程中学习辩论和真正地聆听彼此，从而激发更多新的想法。并且另外一个项目是让学生了解全世界社会问题的异同，以及还有一个关于道德哲学的项目，探讨道德责任，让学生了解在复杂的世界中能够行使自己的是非观念。然后在学期末的项目中，把以上所有这些融合，从而学生们在这个过程中拥有了一个真正的可继发身心补充的过程。敏捷的思维、愿意接受新鲜事物的开放心态、好奇心都是重要的技能，这些都终会指向创新。

在我们WLSA，我们有个项目，创新便是它的核心，是学校DNA的一部分，创新在我们中间。 

Hello. I’m pleased to be able to share some thoughts with you about how we develop innovative practice in our young people and improve the quality of their education. Innovation is introducing something new, it is a practice of an idea, a way of seeing the world. But it's also about altering or amending established practice in some ways. Sometimes this can be a eureka moment when a great revelation comes to you. But more often it's a small thing, a small change. But what is called the law of mynute aggregation can be transformative. A 1% improvement that is repeated or achieved in a different way over a period of time can produce major changes. So how do we do this for our young people?

I'd like to give you three examples, two of them are from the UK and one is from China. One of them is about a physical place, a student activity center. The second is about a program. The third is about something deeper, a type of culture.

My first example is in a college in the UK. I was headmaster there some years ago, and it's one of the most successful and famous schools in the world. It has been in existence for almost 600 years. It's so well established that recruiting students is never a big issue.

But it is exactly at the peak time that a school institution should think seriously about reinvigorating itself always looking to see if there is a different or a better way to do things. Don't sit on your laurels. Don't wait for everyone else to chase after you and overtake you. Think of refreshing yourself.

For that reason, we created the center for innovation and research for the students at Eton, it’s right in the middle of the school. It's a building that teachers and students pass every day. So it makes a symbolic statement about the importance of innovation. lying right in the middle of the school also indicates the importance of innovation for us. It's a space which is flexible  where students and teachers can go to share ideas, where they can introduce new technologies, where they can try out different ways of doing things. This idea of play is very important. It's sometimes difficult in a period when parents think that any activity outside the academic curriculum is a waste of time or a danger. But I've been in schools for over 40 years and I've learned nothing about that. At this time, “playing” could be beneficial, Students organize events, conduct conversations, and have lessons outside the campus, these often have the most powerful effect on children’s growth. So allowing time for teachers and students to play with creative ideas is very important.

My second example is also from the UK it comes from a group of public schools in the city of Manchester in the North of England. Students there come from many different types of backgrounds often from poor backgrounds where there is no technology available at home. They want to encourage all students to be able to compete at the highest levels. and to have thinking patterns that are different from other people, So they introduce something called the Apatura Program. This program has three elements.

First of all, students volunteer to take on extra work and activity after school. That is the first hurdle. But young people have to overcome difficulties and be willing to commit time to doing something different. To begin with, students are placed into small groups. They discuss academic matters, but that leads to a wide range of other topics During this time, students are encouraged to listen, to comment, and to criticize.

The second element of the program is a lecture series entirely run by the students. Students invite distinguished speakers, make the arrangements, and organize questions and answers. It is the students who take ownership of the event and who have showed the ability to organize. They have changed their original role of a “passive recipient.” and began to think from different perspectives.

The third element is a research project where students need to demonstrate that they are thinking in a fresh, new, or different way about things that interest them.

My third example is from China, I've described one situation where there is a building that represents innovation. Another is a voluntary program that encourages innovation. But here in Shanghai in the World Leading Schools Association academy known is also Fudan also Shanghai academy. There is a program which is mandatory for all students to take, which is at the very heart of the entire school. This is a non-profit school that takes students from all over China and which has great achievements in overseas university placement. Part of the keys to success is the global impact program. Now this program has a variety of elements. It offers a skill program, so basic skills in terms of academic competence are rooted. But it goes further. It has an exercise in strategic decision making based on events in Chinese history. It has a very good course known as calligraphy in which students learn to debate and really to listen to each other in order to stimulate new ideas. It has a program that looks at a simulation and difference in societies around the world. It has a program on moral philosophy which discusses about ethical responsibility, and help students understand what is right and wrong in the complicated world. Then it merges all those things together into the capstone project at the end of the course. What you have is a process which genuinely stimulates a supplements of mind. It is that being nimble, being agile, being open to new experience, curious, inquisitive. These are the critical elements that lead to innovation.

And here in Wilson Shanghai Academy, we have a program in which innovation lies at its core is part of the DNA of school experience. Innovation is right at the center of us.