如果有这样一个团队，*括北京大学、约克大学和斯坦福大学的博士生，诺丁汉大学的分子遗传学研究，伦敦帝国理工学院的生物化学研究，麻省理工学院的机械工程研究生等等，上海燎原高中国际课程班的STEM科学团队集合了教育领域的箐英**者们，他们把世界高等级的科学思维带到课堂上，探索知识，通过支持发展学生的基本学术能力来发展系统的科学思维。

正如燎原国际课程班的Dr. Henderson所说：所有的学生都应该学习科学的基础知识，即使是那些不想成为科学家、工程师或医生的学生。计划在商业或艺术领域**的学生可能认为不需要学习科学，但其实现在有多少职业依赖于技术去实现。更重要的是，比任何其他学科更好的是，科学教给我们解决问题和批判性思维，这是高度可转移的技能。

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.”

“正确的答案”可能根本不存在 The "right answer" may not even exist

不论是发明电灯泡的爱迪生，还是将火箭送上太空的马斯克，STEM学科带领学生深度探索科学，技术，工程，数学等领域，促使我们在浩瀚星辰中探索世间万物的本质。

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.

拓展科学知识，通过具体学科，*括生物，化学和物理等，加深学生对概念的理解;

Expanding scientific knowledge and deepening students' conceptual understanding through specific disciplines, including biology, chemistry, physics and computer science.

通过不同的科学实验，加深学生对自然，科学过程、科学方法的理解帮学生更好的了解周围的世界;

To deepen students' understanding of nature, the scientific process, and scientific methodology through different investigations helping students to better understand the world around them.

有足够的科学知识，能明白科学对于现在及未来的用途和意义;

Have sufficient knowledge of science to understand its use and significance for the present and the future.

STEM教育为学生提供了创造性思维的机会，使他们的想法变成真实的东西，并使用强大的工具来处理信息。基于探究的学习是STEM的自然工具，甚至是必不可少的工具，因为人类的知识在不断变化。“正确的答案”可能不在任何书中，甚至根本不存在。教师和学生，作为终身学习者，应当对每个问题进行调查，并在既定的背景下找到适用的比较不错解决方案。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 在初中部课堂教授科学

STEM学科不仅对学生建立科学的思维模式很重要，对未来升学也意义重大，燎原学校升学顾问Martin McLaughlin分享说：“如果申请与STEM课程相关的大学，那么STEM课程的成绩和技能甚至从初中开始就很重要了，但即便不是理工科专业，‘STEM课程的思维方法’也很重要。例如：阿基米德发现浮力、牛顿发现引力的故事和人文历史学科也有关联。另外，一些小众的文科私立学校，在研究生阶段会有更多机会去进行试验研究。”

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."

燎原国际课程班的“梦之队”们 The "Dream STEM Team" of LYBS High School

燎原高中国际课程班的DP项目，是燎原面向未来的教育体系，也是燎原成为IB一贯制学校的重要组成部分，由具有30年教育经验，*括15年IB领域**经验的Antony GERALIS总校长带队，**的学术管理团队和经验丰富的中外籍师资团共同组成。其中这群MIT、斯坦福和剑桥理工科专业毕业的老师们，在他们当中，你可以找到隐藏的STEM "梦之队"!

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"!

苏博士作为燎原高中国际课程班的学术校长，在多年中美两国一线教学经验的基础上，她带领团队构建了融合中西方教育体系优势的科学课程。过去几年教授课程过程中，她帮助学生适应探究性学习，以概念为驱动，培养学生数学思维能力，坚持不刷题不做应试培训，学生成绩相比学校历史成绩取得大幅度提高。

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.

她作为美国知名学校的外派学术校长回到中国，并作为区域总监与6所学校进行课程体系搭建时，她对中国文化背景下的国际化教学管理有了深刻的理解。国际课程对传统学校背景的学生来说既是数学学科的挑战，也充满学术英语语言的挑战。苏老师深谙学生学习心理，精心设计课堂活动有效帮助学生提高学术语言能力。

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 "教育不是装满一桶水，而是点燃一把火"，每个学生都在等待合适的季节开花。Mr. Woo自小在新西兰长大，是新西兰奥克兰理工大学高中数学教学的研究生。他认为LYBS是一个充满变化的地方。在来到燎原的5年间，他观察到，LYBS在5年内从一所 "普通 "学校变成了一所IB一贯制学校，从只有一个校区的学校变成了有多个校区和幼儿园的学校。引用Leo Buscaglia的话，"改变是所有真正学习的最终结果"，他希望LYBS的学生能与LYBS一起改变，最终成为终身学习者和全球公民。

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.

“我的观点是，STEM教育应该强调计算机科学是STEM的核心和最有力的方面。除了计算机科学本身的重要性外，计算机正在改变科学和数学的所有领域。通过学习计算机科学，学生们获得了一种独立的技能，以及对许多其他领域做出贡献的能力。”负责教授科学的Brian Patrick Devlin老师说。他很期待在明年的DP课堂，可能和学生们一起探索人工智能的奥妙或者在苹果商店上架学生们自己的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.

这些经验丰富的教育**者，都在教学、学习、评估和教育管理，*括课程设计和开发方面有着丰富的经验，他们为DP学生准备的课堂，一定会充满新奇与挑战。

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课程课"Spiraling" STEM Curriculum

科学、社会科学、数学，在燎原国际课程班，STEM学科以螺旋上升式层层递进加深难度。合理的学科设置，个性化的选修课程，帮助高中阶段的学生们脚踏实地的夯实学科基础。

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.

在燎原双语学校，学生从小学开始就通过国际化的IB教育理念，融合中国国家课程对科学素养和思维方式进行铺垫，并在初中阶段不断积淀加深学科的知识和技能。高中阶段这种优势的积累被比较不错的发挥出来，通过STEM教育的学习，令学生们在日后的海外升学中竞争力倍增。

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.

不少学生反应对于课程主要障碍在于“语言”，由于科学课程大量的专业词汇，令一些学生望而怯步。不过，在燎原高中国际课程班，IB DP项目中的OLC学习优化体系能够帮助学生顺利度过语言难关。

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.

学习优化体系简言之就是我们对于所有英文授课的科目都配备了**的中籍老师做辅助，为学生在个人与社会、STEM课程、艺术等相关科目的提供课内外支持，使学生能够顺利过渡到我们国际课程的要求，并获得成功。

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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