全國統一學習專線 8:30-21:00
來源: 上海燎原雙語學校 編輯:佚名
如果有這樣一個團隊,*括北京大學、約克大學和斯坦福大學的博士生,諾丁漢大學的分子遺傳學研究,倫敦帝國理工學院的生物化學研究,麻省理工學院的機械工程研究生等等,上海燎原高中國際課程班的STEM科學團隊集合了教育領域的箐英**者們,他們把世界高等級的科學思維帶到課堂上,探索知識,通過支持發展學生的基本學術能力來發展系統的科學思維。
正如燎原國際課程班的Dr. Henderson所說:所有的學生都應該學習科學的基礎知識,即使是那些不想成為科學家、工程師或醫生的學生。計劃在商業或藝術領域**的學生可能認為不需要學習科學,但其實現在有多少職業依賴于技術去實現。更重要的是,比任何其他學科更好的是,科學教給我們解決問題和批判性思維,這是高度可轉移的技能。
If there is such a team, that includes doctoral studies from Peking university, York University and Stanford, studies Molecular Genetics from the University of Nottingham, Biochemical studies from Imperial College London, postgraduate studies in Mechanical Engineering from MIT, and so on, LYBS English Division STEM sciences team is a collection of excellent educators, who bring the world's top scientific thinking to the classroom, exploring knowledge, and students’ developing systematic scientific thinking by supportive develop after fundamental academic skills.
Dr. Henderson of LYBS High School - English Division could not have put it better when he said that “all students ought to learn the basics of science, even those who have no wish to become scientists, engineers, or doctors. Students who plan careers in business or arts may imagine no reason to learn about science, but they ought to consider the number of positions that now depend on forms of technology. Moreover, perhaps better than any other discipline, science teaches us problem solving and critical thinking, which are highly transferable skills.”
“正確的答案”可能根本不存在 The "right answer" may not even exist
不論是發明電燈泡的愛迪生,還是將火箭送上太空的馬斯克,STEM學科帶領學生深度探索科學,技術,工程,數學等領域,促使我們在浩瀚星辰中探索世間萬物的本質。
Whether it's Thomas Edison who invented the electric bulb or Musk who sent a private rocket into space, STEM subjects offer a comprehensive education that integrates science, technology, engineering and mathematics. It prompts us to explore the nature of everything in the world within the vastness of the stars.
拓展科學知識,通過具體學科,*括生物,化學和物理等,加深學生對概念的理解;
Expanding scientific knowledge and deepening students' conceptual understanding through specific disciplines, including biology, chemistry, physics and computer science.
通過不同的科學實驗,加深學生對自然,科學過程、科學方法的理解幫學生更好的了解周圍的世界;
To deepen students' understanding of nature, the scientific process, and scientific methodology through different investigations helping students to better understand the world around them.
有足夠的科學知識,能明白科學對于現在及未來的用途和意義;
Have sufficient knowledge of science to understand its use and significance for the present and the future.
STEM教育為學生提供了創造性思維的機會,使他們的想法變成真實的東西,并使用強大的工具來處理信息。基于探究的學習是STEM的自然工具,甚至是必不可少的工具,因為人類的知識在不斷變化。“正確的答案”可能不在任何書中,甚至根本不存在。教師和學生,作為終身學習者,應當對每個問題進行調查,并在既定的背景下找到適用的比較不錯解決方案。STEM education provides students with opportunities to think creatively, to turn their ideas into reality, and to use powerful tools to process information. Inquiry-based learning is a natural, even essential tool for STEM because human knowledge is constantly changing. The "right answer" may not be in any book, or even exist. Teachers and students, as lifelong learners, should investigate each problem and find the best solution that applies within a set, given context.
Brian Patrick Devlin 在初中部課堂教授科學
STEM學科不僅對學生建立科學的思維模式很重要,對未來升學也意義重大,燎原學校升學顧問Martin McLaughlin分享說:“如果申請與STEM課程相關的大學,那么STEM課程的成績和技能甚至從初中開始就很重要了,但即便不是理工科專業,‘STEM課程的思維方法’也很重要。例如:阿基米德發現浮力、牛頓發現引力的故事和人文歷史學科也有關聯。另外,一些小眾的文科私立學校,在研究生階段會有更多機會去進行試驗研究。”
STEM subjects are not only important for students to develop a scientific mindset, they are also significant for future university advancement, as Martin McLaughlin, LYBS university guidance counselor shares. "If applying to colleges related to STEM courses, then STEM class grades and skills even from middle school are important, but even if students are not applying for a science or technology major, the 'STEM curriculum thinking approach is also important. For example, the stories of Archimedes' discovery of buoyancy and Newton's discovery of gravity are also relevant to humanities and history subjects. In addition, some niche liberal arts universities will have more opportunities to do experimental research at the graduate level."
燎原國際課程班的“夢之隊”們 The "Dream STEM Team" of LYBS High School
燎原高中國際課程班的DP項目,是燎原面向未來的教育體系,也是燎原成為IB一貫制學校的重要組成部分,由具有30年教育經驗,*括15年IB領域**經驗的Antony GERALIS總校長帶隊,**的學術管理團隊和經驗豐富的中外籍師資團共同組成。其中這群MIT、斯坦福和劍橋理工科專業畢業的老師們,在他們當中,你可以找到隱藏的STEM "夢之隊"!
The DP curriculum at LYBS High School - English Division, as an important part of LYBS' efforts to become a future-oriented and continuum IB world school, is led by international Head of School Antony Geralis, who has 30 years of experience in education, including 15 years of experience in IB World Schools, a senior academic management team, and a team of experienced Chinese and foreign teachers. Among them you can find hidden the STEM "Dream Team"!
蘇博士作為燎原高中國際課程班的學術校長,在多年中美兩國一線教學經驗的基礎上,她帶領團隊構建了融合中西方教育體系優勢的科學課程。過去幾年教授課程過程中,她幫助學生適應探究性學習,以概念為驅動,培養學生數學思維能力,堅持不刷題不做應試培訓,學生成績相比學校歷史成績取得大幅度提高。
As the Academic Principal of LYBS High School - English Division, Dr. Su has led the team to build a science curriculum that blends the strengths of both Western and Chinese education systems, based on years of front-line teaching experience in the United States and China. During the past few years of teaching, she has helped students adapt to inquiry-based learning, developed their mathematical thinking skills by being concept-driven and insisted on no brush-ups or test-taking training, which has resulted in substantial improvements in student performance overall.
她作為美國知名學校的外派學術校長回到中國,并作為區域總監與6所學校進行課程體系搭建時,她對中國文化背景下的國際化教學管理有了深刻的理解。國際課程對傳統學校背景的學生來說既是數學學科的挑戰,也充滿學術英語語言的挑戰。蘇老師深諳學生學習心理,精心設計課堂活動有效幫助學生提高學術語言能力。
When she returned to China from the US as an expatriate academic principal of a leading U.S. school and worked as a regional director to supervise six schools on curriculum building, she gained a deep understanding of international instructional management in a Chinese cultural context. The international curriculum is vigorous according to students from traditional school backgrounds and full of academic English language challenges. Dr. Su understands the psychology of student learning and carefully designs classroom activities to effectively help students improve their academic language skills.
Mr. Woo相信 "教育不是裝滿一桶水,而是點燃一把火",每個學生都在等待合適的季節開花。Mr. Woo自小在新西蘭長大,是新西蘭奧克蘭理工大學高中數學教學的研究生。他認為LYBS是一個充滿變化的地方。在來到燎原的5年間,他觀察到,LYBS在5年內從一所 "普通 "學校變成了一所IB一貫制學校,從只有一個校區的學校變成了有多個校區和幼兒園的學校。引用Leo Buscaglia的話,"改變是所有真正學習的最終結果",他希望LYBS的學生能與LYBS一起改變,最終成為終身學習者和全球公民。
Mr. Woo believes that "education is not about filling a bucket, but lighting a fire" and that each student is waiting for the right season to blossom. He himself grew up in New Zealand and completed a Masters of education in high school mathematics at Auckland University of Technology. He sees LYBS as a place of change. In the 5 years he has been working at LYBS High School - English Division, he has observed that the school shifting from a "regular" school to an IB continuum school; from a school with one campus to a school with multiple campuses and kindergartens just in 5 years. To quote Leo Buscaglia, "change is the end result of all true learning," and he hopes that LYBS students will change with their school and ultimately become lifelong learners and global citizens.
“我的觀點是,STEM教育應該強調計算機科學是STEM的核心和最有力的方面。除了計算機科學本身的重要性外,計算機正在改變科學和數學的所有領域。通過學習計算機科學,學生們獲得了一種獨立的技能,以及對許多其他領域做出貢獻的能力。”負責教授科學的Brian Patrick Devlin老師說。他很期待在明年的DP課堂,可能和學生們一起探索人工智能的奧妙或者在蘋果商店上架學生們自己的APP。
"My view is that STEM education should emphasize computer science at its core as the most powerful aspect of STEM. In addition to theimportance of computer science itself, computers are transforming all areas ofscience and mathematics. By studying computer science, students gain an independent skills set and the ability to contribute to many other fields." said Brian Patrick Devlin. He is looking forward to next year's DP classrooms, possibly searching for data in artificial intelligence basis with his students or developing a small mobile app and publishing it in the Android store with them.
這些經驗豐富的教育**者,都在教學、學習、評估和教育管理,*括課程設計和開發方面有著豐富的經驗,他們為DP學生準備的課堂,一定會充滿新奇與挑戰。
These experienced educators and more, all of whom have extensive experience in teaching, learning, assessment and administration, including curriculum design and development, will prepare our DP students in classrooms full of new and challenging experiences.
“螺旋上升式”的STEM課程課"Spiraling" STEM Curriculum
科學、社會科學、數學,在燎原國際課程班,STEM學科以螺旋上升式層層遞進加深難度。合理的學科設置,個性化的選修課程,幫助高中階段的學生們腳踏實地的夯實學科基礎。
Sciences, social sciences, mathematics, STEM subjects are spiraled and deepened in the LYBS High School - English Division science curriculum. The curriculum is designed to help students at build a solid foundation in the subjects they are studying.
在燎原雙語學校,學生從小學開始就通過國際化的IB教育理念,融合中國國家課程對科學素養和思維方式進行鋪墊,并在初中階段不斷積淀加深學科的知識和技能。高中階段這種優勢的積累被比較不錯的發揮出來,通過STEM教育的學習,令學生們在日后的海外升學中競爭力倍增。
At LYBS, students begin to develop their scientific literacy and mindset in elementary school through the continuum IB education that integrated Chinese National Curriculum, and continues to build and deepen their subject knowledge and skills in middle school. In high school, this advantage is best exploited, and through STEM education, students are able to multiply their competitiveness for further study abroad.
不少學生反應對于課程主要障礙在于“語言”,由于科學課程大量的專業詞匯,令一些學生望而怯步。不過,在燎原高中國際課程班,IB DP項目中的OLC學習優化體系能夠幫助學生順利度過語言難關。
Many students claim that the main barrier is "language", and that the wide range of specialized vocabulary in the science curriculum can be a deterrent for some of them. However, the Optimal Learning Center (OLC) LYBS High School - English Division helps students to overcome the language barrier.
學習優化體系簡言之就是我們對于所有英文授課的科目都配備了**的中籍老師做輔助,為學生在個人與社會、STEM課程、藝術等相關科目的提供課內外支持,使學生能夠順利過渡到我們國際課程的要求,并獲得成功。
The Optimal Learning Center (OLC) is “manned” by highly experienced and qualified Chinese educators to support students inside and outside the classrooms in Individuals & Societies, Science, and Arts related subjects, so that they can smoothly transition to the requirements of our international curriculum and be successful.
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