英語寫作恐怖故事、構造紙塔學習數學，在學術深邃的探索中，途徑可以是多樣化的。所謂“紙上得來終覺淺”，在一步步實踐中，學術知識得以反復論證，這正是上海燎原雙語學校國際課程班開展學習的方式。

上海燎原雙語學校國際課程班多元學術

文學創意寫作比賽

近期，國際課程班同學們又一次開始為文學創意寫作比賽——恐怖故事寫作大開腦洞。此次寫作主題剛好契合此前的萬圣節活動。

Recently, Liaoyuan High School students began brainstorming ideas for the English Department’s Scary Story Competition.The theme of this writing coincided with a previous Halloween event.

學生們需要寫100字的恐怖故事來“嚇一嚇”讀者們。獲獎作品分別從8年級IEP英文強化班、9年級、10年級和11年級產生，獲勝者會獲得禮物和獲獎證書，以獎勵他們的努力和優秀寫作能力。

Students had to compose a story ofat least 100 words to chill the bones of the reader. A winner and runner-upwere picked from each grade level; IEP, 9th, 10th and 11th Grade. The winners received a small prize and a certificate recognizing their effort and good writing skills.

讓我們讀一讀獲獎作品的節選，前方高能預警!

Havea a read of some excerpts from the winners’ entries, but be warned, they’rescary!

“他走到門上，輕輕地打開門，發出刺耳的聲音，他向外看。他看到一個黑色的陰影閃過，形狀奇怪。他的心臟快跳動著……”(Vivian，G10冠軍)

“He walks to the door and opens itgently, it makes a harsh sound and he looks out. He sees a black shadow flash past, with a strange shape. His heart is beating fast…” (Vivian, winner G10)

“就像他們所說的那樣，沒有人能走出去，樹枝從樹上伸出來，慢慢但強烈地纏繞著學生，然后扎根在土壤上，它慢慢地纏著，直到天亮……”(Harelda，IEP冠軍)

“‘None of them can get out,’ as he said this,the branches extended from the tree, slowly but strongly winding up thestudents, and then rooted to the soil, it slowly wrapped around, round andround, until dawn…” (Harelda, winner-IEP)

“我很害怕，所以我決定離開。很快我發現所有的門都鎖好了。然后我注意到這些畫倒掛了–昨天不像這樣……”(Lucas，G9獲獎者)

“I was scared, so I decided to getout. Soon I found out that all the doors were locked. Then I noticed that the paintings were hung upside down – they weren’t like this yesterday…” (Lucas, winner G9)

“她拿了血淋淋的刀，開始切肉，把鍋里的肉切開，開始煮。10分鐘后，她將煮熟的肉放在桌子上……“是時候吃飯了”她說。但是沒有回復?！?Jennifer，G11冠軍)“She took the bloody knife and began to cut the meat, out the meat in the pot and began to boil it. After 10minutes, she put the cooked meat on the table…‘It’s time to eat dinner,’ she said. But there was no reply.” (Jennifer, winner G11)

老師們對收到的參賽作品感到非常滿意，學生們也很開心能有機會寫出一些充滿創意和恐怖趣味的故事。老師們知道同學們喜歡寫作。很明顯，學生享受了這種樂趣無窮且引人入勝的敘事方式。

Teachers were very happy with theen tries they received, and students enjoyed the opportunity to write something creative and creepy. Teachers know that students love writing for an audience and it was clear students enjoyed this fun and engaging opportunity to write a narrative.

最優化-紙塔比賽

最優化的定義：在有限的資源條件下尋找和完善使某物(如設計、系統或決策)盡可能或有效的方法。在數學教學中，我們把數學求解過程(如求函數的**值或最小值)稱為最優化。

Definition of optimization: An act,process, or methodology of making something (such as a design, system, ordecision) as fully perfect, functional, or effective as possible. In mathematics, we refer to the mathematical procedures (such as finding the maximum or minimum of a function) as optimization.

比賽目的：學生需要在有限的資源和時間下，完成一個獨立的紙塔。以有限的成本取得利益**化。

Purpose: Students are supposed to complete a paper power with limited resources and time in order to optimize benefits with limited cost.

紙塔比賽

比賽說明：學生們只用兩張A4紙和一卷膠帶，建造一座盡可能高的塔。學生可以通過這個過程理解最優化的概念，同時也可以鍛煉學生的創造力。對于所有年齡段的學生來說，這是一個有趣，有競爭性，和有創造性的活動。針對高年級的學生，紙塔的設計可以運用到更高級別的知識，比如通過工程問題求解，*括使用微積分概念優化單變量設計。

Using only two pieces of A4 paper and 1 roll of tape, students construct a tower that stands as tall as possible ON ITS OWN. Students can understand the concept of optimization through the process and also being creative. This is a great activity for all ages as well as getting students together in teams to work with limited supplies and time to build a freestanding tower of paper. To higher level classes, the design of the paper tower can be extended to engineering-oriented problem solving including optimization of single-variable design using calculus concepts.

老師反饋：

什么可以幫助我們一起**以及作為一個團隊解決問題?最優化-紙塔比賽需要學生們分組設計紙塔，使之盡可能高。在競賽結束時，小組反思他們在活動中的經驗，并將解決問題的能力與以后如何解決數學難題起來。這項比賽有助于培養思維、探究、冒險、溝通、思想開放、社交、競爭力和反思能力等技能。

Teacher feedback: What can help us to work together and solve problems as a team? The class works in groups to design paper towers that will be as tall as possible. At the end of the competition groups reflect on their experiences with the activity and make connections to the types of problem solving they will be doing for the math class. This competition can help develop skills and attributes such as thinking, inquiring, risk-taking, communication, open-minded, social, competitiveness, and reflective.

學生反饋:

非?？简瀳F隊合作精神，創新精神，和不放棄的精神。需要根據小組的討論，嘗試各種新的搭建方法。時時反思與感悟。(11-1 Gino, Avril, and Jason)

The project challenged our teamwork, creativity and resilience. We had a lot of group discussions and tried all kinds of methods. We reflected and rethought about our ideas all the time.

比賽非常有趣，需要很強的團隊合作精神，需要不斷探究各種設計然后選擇比較好的設計方案。(11-2 Kelly and Ivan)

The project was fun. It required strong team work. We spent time on different designs and finally decided on the best one.

搭建橋梁模型比賽

這學期，國際課程班的所有年級的同學們都要參加科學課上的一項挑戰活動。他們以小組為單位，搭建一個橋梁小模型，看誰的橋最堅實。

This fall semester at English Division, students in all grades took part in a challenge in their science classes. Working in small groups, the students were given the task of building a small-scale bridge that would hopefully be the strongest in their class.

他們用互聯網的資源以及科學課上學到的知識，設計并進行組建?？茖W老師們給他們的搭建材料有限且不容易操作。高年級的同學們拿到的材料是意大利面，低年級的同學們使用的材料容易操作些，例如牙簽或巴爾沙木。

Using resources from the internet and their knowledge of science, the students designed and built their bridges from limited and difficult to use materials given to them by their science teachers. Our most senior students received a very difficult material to use, spaghetti, while lower grades used materials that were easier to work with, toothpicks and balsa wood.

同學們利用課余時間努力搭建橋模型，并完成了模型，很期待看看自己的橋能承受多大的重量。老師們在同學們的橋模型上不斷加多砝碼直到橋的**承重。大多數同學們都設計和搭建了他們的橋模型，不過只有一些同學的橋模型承重能力強，特別是老師們用光了所有的砝碼，橋依然堅如磐石。

Working hard during their free time, our students finished their bridges and were excited to see how strong they were. We tested their bridges by placing eachend of the bridges on supports and incrementally added masses to the bridges until the structure broke. Most students designed and built good bridges but a few students built exceptional ones. Ones that we ran out of masses to add and couldn't break!

雖然每個班只能有一位冠軍，但是所有同學們都很喜歡科學課動手項目，讓他們把好奇心和知識應用到實踐中。

While each class could only have one winner for having the strongest bridge, all students enjoyed the opportunity to apply their curiosity and knowledge in one of many of our school's hands-on science activities.

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