科幻?科學!探索協(xié)和高中部最神秘的教室Explore the most mysterious classroom!

　　在美麗的協(xié)和校園里，到處都是學生學習的身影。

　　On the beautiful campus, students studied everywhere.

　　當我們探索整個校園的時候，在獅樓的某處會發(fā)現(xiàn)了一間神奇的教室。

　　We found a magical classroom as we explored the entire campus, somewhere in the Lion Building.

　　這些科技與狠活，我們這是在“流浪地球”的世界里嗎?

　　Seeing these technologies and creations, we can't stop thinking, are we in the world of "Wandering Earth"?

　　不!這是協(xié)和高中部最神秘的教室——STEM教室!

　　No! This is the most mysterious classroom at the SUIS - STEM classroom!

　　STEM是什么?

　　What is STEM?

　　STEM是科學(Science)，技術(shù)(Technology)，工程(Engineering)，數(shù)學(Mathematics)的四門學科英文首字母的縮寫，其中科學在于認識世界、解釋自然界的客觀規(guī)律。技術(shù)和工程則是在尊重自然規(guī)律的基礎(chǔ)上改造世界、實現(xiàn)與自然界的和諧共處、解決社會發(fā)展過程中遇到的難題，數(shù)學則作為技術(shù)與工程學科的基礎(chǔ)工具。

　　STEM is the English acronym for the four disciplines of Science, Technology, Engineering, and Mathematics. Science is about understanding the world and explaining the objective laws of nature; technology and engineering are transforming the world based on the laws of nature, realizing harmonious coexistence with nature, and solving problems encountered in the process of social development; mathematics is used as a primary tool for technology and engineering disciplines.

　　這四個學科互相結(jié)合在一起，打破了常規(guī)學科界限，注重鼓勵學生在科學、技術(shù)、工程和數(shù)學領(lǐng)域的發(fā)展和提高，培養(yǎng)學生的綜合素養(yǎng)與能力，要求在中學從教的老師們必須轉(zhuǎn)變自己的教育理念，突破傳統(tǒng)的過于強調(diào)以學科知識教學為核心的教育模式，更加注重教會學生綜合運用多學科知識、以創(chuàng)新思維解決現(xiàn)實問題的能力。

　　These four disciplines are combined, breaking the conventional disciplinary boundaries, encouraging students to develop and improve in science, technology, engineering, and mathematics, and cultivating comprehensive qualities and abilities. Teachers who teach in high schools must transform themselves, breaking through the traditional education model that emphasizes subject knowledge as the core and paying more attention to teaching students the ability to comprehensively use multi-disciplinary knowledge and solve practical problems with innovative thinking.

　　STEM的優(yōu)勢

　　Advantages of STEM

　　1.通過開展STEM教育課程，創(chuàng)新課堂教學模式，幫助教師改進教學方式與創(chuàng)新教學思維。

　　By developing STEM education courses and promoting innovative teaching models, teachers can improve teaching methods with creative teaching thinking.

　　2.培養(yǎng)學生的科學精神，拓寬學生的知識領(lǐng)域與思維，幫助學生激發(fā)潛在的能力與學習科學的興趣。

　　It cultivates students’ scientific spirit, broadens students’ knowledge fields, and helps students stimulate potential abilities and interest in learning science.

　　3.發(fā)展個性特長，提高學生的學習能力與綜合能力。

　　It also equips students with comprehensive capability.

　　4.培養(yǎng)學生的團結(jié)合作意識，在項目學習過程中培養(yǎng)批判精神、創(chuàng)新思維等，提高學生的動手實踐能力、口頭表達和使用科學語言描述現(xiàn)象的能力等。

　　It fosters students' sense of unity and cooperation, cultivates the critical spirit and innovative thinking in the project learning process, and improves students' hands-on practical ability, oral expression, and ability to describe phenomena using scientific language.

　　5.學會用新的態(tài)度和思維方式去認識世界與感受世界，從而激發(fā)學生的想象力和創(chuàng)造力。

　　It helps students use new attitudes and thinking methods to understand and feel the world, stimulating their imagination and creativity.

　　STEM課程最寶貴的學習體驗之一就是通過活化學科知識、不斷創(chuàng)新實踐而積累經(jīng)驗并將經(jīng)驗轉(zhuǎn)化為能力，在這個過程中激發(fā)出學習的內(nèi)驅(qū)力，培養(yǎng)契而不舍的迭代思維和堅毅。

　　One of the most valuable learning experiences of STEM courses is accumulating experience by activating subject knowledge, continuous innovation, and practice, and transforming experience into capabilities. In this process, the internal drive for learning is stimulated, and perseverance is cultivated.

　　看著同學們自主創(chuàng)作完成的作品，再次印證了合肥協(xié)和高中部發(fā)展學生自主性和深度學習能力的教育理念。對于老師們來說，照本宣科教授知識是容易的，但最終今天的“教”是為了未來的“不教”。

　　Looking at the works created by the students independently once again confirmed the educational philosophy of the SUIS to develop students’ autonomy and deep learning approaches. For teachers, it is easy to teach knowledge according to the scriptures, but we bear in mind the principle “teaching one to fish is better than giving him a fish.”

　　當學生們在協(xié)和的綠茵場上，一次次實驗著自主制作的無人飛機。

　　When the students were on the green field of Xiehe, they experimented with the self-made uncrewed aircraft again and again.

　　當一次次失敗之后，Haji 和學生們反復的比較數(shù)據(jù)、校準設(shè)備。

　　After repeated failures, Haji and the students repeatedly compared data and calibrated equipment.

　　當最后那一聲轟鳴劃破蔚藍的天際

　　When the last roar pierced the blue sky,

　　我想起飛的不只是一架無人飛機

　　what flew was more than a drone.

　　那是協(xié)和學子們的智慧、探索的精神在這一刻飛向了最高的天空。

　　It was the wisdom and spirit of exploration of our students flying to the highest sky.

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