环境系统和STEM课程展示

This year, students were introduced to new subjects and exciting subjects in Middle and High School: Environmental Systems and STEM. Within these subjects, students were expected to use their critical thinking and problem-solving skills to learn and build their own personal projects and proposals. Each student worked individually and in teams to research in an independent manner guided by themselves and by the teacher. The projects which students worked on this semester were their first approach to project-based learning.

今年，初中和高中学生们学习了全新的科目:环境系统和STEM。我们希望学生们在学习这些课程时能使用他们的批判性思维和解决问题的技能来学着建立自己的个人项目。每个学生都在老师和同组同学的指导下，以个人和团队的方式独立进行研究。本学期学生所做的项目是他们对项目式学习的第一次尝试。

Grade 9 STEM students studied, designed and proposed new plans for school to develop a better electricity usage. First, they investigated the current electric situation in school to make a blueprint out of the existing systems. They later moved on to making a 3D model of the fourth floor where they showed this information in order to develop a new plan for our school. Their proposals were exhibited and presented to experts in the field from our school.  Through the process, students learned about electricity systems and energy saving forms while practicing self-management, teamwork and creativity.

为使学校改善电力使用，STEM九年级的学生研究、设计和提出了新的计划。首先，他们调查了学校目前的用电情况，在现有的系统基础上制定了一份蓝图。后来他们开始制作四楼的3D模型来展示新计划的内容。最后他们将自己的建议呈现给学校的专家过目。在这个过程中，学生在学习电力系统和节能方式的同时，也锻炼了自我管理、团队合作和创造力。

Grade 11 Environmental Science did a vast research on sustainable living. The students were questioned about how to reinforce a sustainable living within school campus. Through a social investigation, students realized themselves that there was a large lack of awareness about recycling within school grounds and something had to be done about it. Students came up with many solutions, and finally they settled with creating a communication campaign through interesting recycling bins. Each group made their own unique recycling bin as they researched about the environmental impact of plastic, global warming and sustainability. The final product was exhibited to different members of the school community thus allowing students to share their knowledge about the importance and impact of living a sustainable life within school.

学生们在参与11年级的环境科学课时对可持续生活做了大量的研究。老师给出的问题是如何加强校园内的可持续生活。通过社会调查，学生们发现大家对校园内的回收利用缺乏足够的意识，因此必须要采取一些措施。学生们想出了很多解决方案，最后他们决定通过有趣的回收箱来发起一场交流活动。在研究塑料对环境、全球变暖和可持续发展的影响时，每个小组都制作了自己独特的回收箱。最后，学生们向学校的各科老师展示自己的作品，分享在学校里过可持续生活的重要性和影响。

Grade 12 STEM students studied about space exploration by studying SpaceX and NASA discoveries. Students looked a new way to explore space by investigating about the current space vehicles for exploring new planets, like the moon and mars. They used this information to design and build a new space exploration vehicle that would be able to move solely by gravity or momentum. The final prototypes showed their newly acquired knowledge about space, gravity, engineering technologies and math. By working in teams, students explored a different way of approaching a problem and using each member’s talents in order to produce the best project possible. The prototypes were displayed accompanied with a report to the school by demonstrating how each vehicle worked differently.

STEM 12年级的学生通过研究SpaceX和NASA的发现来探索太空。学生们通过调查目前探索新行星如月球和火星时使用的太空工具，找到了探索太空的新方法。他们利用这些信息设计并建造了一种新的太空探索飞行器，这种飞行器将能够仅靠重力或动量运动。最后的模型展示了他们学到的关于空间、重力、工程技术和数学的知识。通过团队合作，学生们探索了解决问题的不同方法，并充分利用组内成员的才能共同完成项目。学生们在向学校老师展示模型车的同时，还讲解了每辆车的工作原理。

Exploring new ways of teaching and learning was beneficial for both students and teacher.  The students acquired new knowledge by using research, teamwork and self-management while receiving assistance and guidance from their teacher only as needed. In these projects, the teacher acted as a guide more than a source of knowledge, and students learned that they are in charge of their own learning. Upon reflecting, many students expressed that they enjoy learning this way rather than having the knowledge it being lectured to them.

探索新的教学方法对学生和教师皆有裨益。学生通过研究、团队合作和自我管理获得新知识，同时只在需要的时候接受老师的帮助和指导。在这些项目中，教师更多的发挥引导作用而不是作为知识输出来源，这使得学生们认识到他们才是学习的主体。经过反思，许多学生表示他们喜欢用这种方式学习，而不是仅听教师讲课。