01-20 11:07
人物 CHARACTERS
#HDBJ
“我想当哪吒！我想成为真正的英雄。”G1期末大戏的剧目《哪吒闹海》官宣后，Jason下定决心要竞选“哪吒”这个角色。
几周的准备时间里，Jason每天都会抽出大量时间进行练习。反复背诵台词，对着镜子练习表情和语气；在舞蹈老师的帮助下从基本的步伐到复杂的转身、跳跃，每一个动作都一丝不苟，力求做到精准流畅，与角色的气质相契合。
大段的台词、饱满的情绪演绎还要搭配专业的舞蹈动作。无论哪一样对于他来说都是巨大的考验，更别提叠加在一起。这让Jason爸爸替孩子感到难以胜任，希望老师们再考虑一下角色的分配。
“他可以做到的。”老师坚定的把角色留给这个努力训练的孩子。因为在赫德，我们相信教育的力量在于体验，在于坚持追寻自己的热爱。
“5年级的孩子，四、五万字的小说，还可以在学校签署。”当Jason创作的《飞鱼传奇》完成印刷，摆在他父母面前时，Jason和赫德再一次给家长们一个大大的惊喜。
这样的惊喜在赫德发生的太频繁了。4年级的孩子可以通过学习中外作家的作品，自行创作诗歌，9个月时间内共创作154首，通过出版社的审核定版印刷，诗集《一群孩子们的诗园》就此诞生。
本学期的艺术课，小学部的同学们用自己创作的千余幅作品，让校园变成了美术馆。走廊、楼梯、顶棚，每一个角落都留下了“艺术家们”脑海里的“新世界”。
知识是开源的。在赫德随时随地可以见到“无边界的课堂”，在这样开阔的环境里，人的主观能动性能够被充分激发。
做出选择的前提是，找到自己心中所热爱的东西。而找到自己心中热爱的前提，要经过大量且多元的实践与尝试。
经过小学阶段的“提问-再追问-解决真实世界问题”的培养锻炼，刚升入中学部时，Jason的数学成绩名列前茅，这也成为他在数学学科“过于自信”的原因。
不过，中学部七年一体化的课程设置落到初中，分层教学搭配赫德自主研发的“学本”，让进入高阶班的他发现，自己不再是班级里那个领先的存在。
数学课上每天的“高手过招”，让他感受到前所未有的压力。
这些细节，Jason都牢记在心，因为他知道，面对更加复杂和棘手的数学问题，除了更加努力，没有第二个选项。
他不再满足于仅仅完成作业，而是主动去探索更深层次的数学知识。
不久前，他与 Harry Deng、Eric Li、Tommy Xiao参与UKMT-TMC英国数学测评（团队）（UKMT-Team Maths Challenge）揽获团体金奖、数字纵横银奖、接力挑战银奖、时空穿梭铜奖共4枚奖项。
*英国数学测评（团队）Team Maths Challenge (TMC) 由英国数学基金会（UKMT）主办的团体数学测评活动，来自80多个地区，每年超过1600所学校参加区域轮，角逐英国伦敦总决赛名额。该竞赛也是国际数学奥林匹克竞赛（International Mathematical Olympiad，IMO）用来选拔选手的通道。
在“教”与“学”的道路上，赫德给出了自己的答卷。为学生匹配适合的学术难度，不断地激发学术的好奇心，为他们提供更多元化地学习情景。Jason接住了这份“刚刚好的挑战”，但还有更大地挑战在等他。
——Jason Zhuang”
根据埃利克森的人格发展阶段理论，青春期最关键的成长目标和心理需求是实现自我同一性，即探究与回答“我是谁”这个问题。
老师们通过每天对学生成长变化进行观察及行为记录，进行下一步理解分析，得出现阶段发展目标，结合过程性评价与总结性评价，并通过课堂及课后内容，引导学生在现阶段构建自己的身份认同。
在校的每一个环节，都是一环扣一环，形成一个完整的育人生态。
这和心理学上自我认知的方法类似：我们对于自我的认知，融合了客观社会、周围人群，以及自己对自己这个个体的看法。
刚刚步入青春期的Jason单纯且简单，处理问题直接不转弯，个性鲜明而强烈。尚未学会完美处理情绪表达及社交矛盾的他，仿佛被困在了社交的“迷宫”中，用不断碰壁的方式，寻找“破局”的路。
G6这一年，Jason的两位导师，在探索的过程中始终陪伴着他。
一位有着二十余年教学及德育管理经验，在学生社交问题处理方面经验丰富；另一位是毕业于伦敦大学学院的心理咨询老师，在青少年发展科学这一领域颇有心得。双导师制给予他个性化的指导和支持，帮助他制定学习计划和目标，同时关注他的心理和情感需求。
为了帮助他正视青春期成长变化，培养正确的情绪管理及社交方式，Leah老师决定利用VCA时间为他开设1V1社会化情感学习（SEL）课程。
每当他遇到社交困扰时，老师们会通过无指责性的语言沟通、耐心倾听他的内心及诉求、家校信息互通保持统一口径，以及用大量的示例问题来引导他得出解决问题的结论或举措。这些细节构成了Jason发生改变的坚实基础。
在赫德，社会化情感学习（SEL）不仅是一个概念，更是贯穿于日常教学和校园生活的每一个细节。
每月一次的级部集会上，孙老师将短剧编排的工作交给Jason。从剧情策划、剧本撰写、人员选拔、剧情排练以及服道化的要求，Jason全程参与尽可能完善每一个细节。
每月一次的“智、仁、勇”荣誉奖项的颁发中，Jason共获得两次“智”，一次进步奖。本学期共18周的系统评分中，他获得了15次。
15次加分的原因（部分）
在赫德，老师们从细节入手，为学生提供足够的支持，陪伴他们在学校完成人际、情感和文化体验，同步完成社会化情感学习。
情绪是自我的核心，是社会情感的基础，和未来勇气的源头。每一个看似微不足道地细节，都蕴含着“教”与“育”地深意。
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著名哲学家雅思贝尔斯在他的《什么是教育》中写道：“教育的本质是一棵树摇动一棵树，一朵云推动一朵云，一个灵魂唤醒一个灵魂。”
教育即影响，学校即氛围。在赫德，每一个孩子都能找到属于自己的成长路径，给予他们正确的引导和支持，给孩子递进的爱，帮他更好地理解这个世界最为重要。
接下来，Jason还会遇到更多的挑战，但我们相信，他已经具备了面对未知挑战的勇气和能力，期待他在不断生长的赫德“村庄”中持续奔向自己的热爱。
CHARACTERS
#HDBJ
“ I aspire to be Nezha! I yearn to embody the essence of a true hero.” Following the official reveal of the G1 end - of - term play “Nezha's Ocean - Raising Rampage”, Jason was resolute in his pursuit of the coveted role of Nezha.
Throughout the several - week preparation phase, Jason dedicated substantial daily time to rehearsal. He tirelessly committed the script to memory, honed his facial expressions and vocal inflections by the mirror; under the guidance of a dance instructor, he meticulously refined each movement, from foundational steps to intricate spins and leaps, all with unwavering precision and fluidity, aiming to seamlessly align with the character's distinctive aura.
In G1, he participated in the end - of - term play “Nezha Makes a Scene in the Sea”.
Delivering lengthy lines, conveying intense emotions, and performing sophisticated dance routines - each of these tasks posed a significant challenge for him, let alone when combined. This led Jason's father to worry that his son was ill - equipped for the role and suggested that the teachers re - evaluate the casting.
“He is capable of it,” the teacher asserted, resolutely assigning the role to this diligent and striving student. At HDBJ, we hold the conviction that the true strength of education lies in experiential learning and the relentless pursuit of one's passions.
“The idea of a fifth - grader authoring a novel of forty - to - fifty - thousand words, and having it endorsed within the school premises” - when Jason's “The Legend of the Flying Fish” was successfully printed and presented to his parents, both Jason and HDBJ delivered yet another delightful astonishment to the parents.
The novel written by Jason in Grade 5.
Such delightful surprises are a common occurrence at HDBJ. Fourth - grade students, by studying the works of both Chinese and international authors, are able to craft their own poetry. Within a span of nine months, they collectively penned 154 poems. Following approval and finalization by a publishing house, the poetry collection titled "A Garden of Verse by a Troop of Children" came into existence.
This semester's art classes saw students from the primary division transform the school campus into an art museum with over a thousand of their original artworks. Every nook and cranny, from hallways to stairwells to ceilings, now bears the imprint of the "new worlds" conjured in the minds of these budding "artists."
Knowledge knows no bounds. At HDBJ, "boundary - free classrooms" are ubiquitous. In such an expansive setting, individuals' proactivity is fully ignited.
The foundation for making choices lies in identifying one's true passions. And to discover these passions, one must engage in extensive and varied practices and trials.
Thanks to the primary school training that fostered a cycle of "questioning - probing deeper - resolving real - world issues," Jason entered the middle school division with top - notch math scores. This early success also sowed the seeds of "overconfidence" in his approach to the subject of mathematics.
Nevertheless, the seven - year integrated curriculum design of the middle school department, when applied to the junior high level, pairs differentiated instruction with HDBJ's independently - developed "Learning Handbook". As a result, upon entering the advanced class, he discovered that he was no longer the unchallenged leader in his class.
The daily "clashes of masters" in math class have subjected him to a level of pressure he has never before experienced.
Remember to hand in homework every day, otherwise the teacher will chase you all over the school for it;
When correcting mistakes, remember to use a blue pen;
Thinking is the most important thing in math learning, never neglect it;
Jason has these nuances etched in his memory, aware that tackling increasingly intricate and challenging math problems leaves no alternative but diligent effort.
His ambitions now extend beyond mere assignment completion, driving him to proactively delve into more profound realms of mathematical understanding.
Wave the HDBJ flag and go on stage to receive the award.
A short while ago, he joined Harry Deng, Eric Li, and Tommy Xiao in the UKMT - Team Maths Challenge (TMC), a British mathematics assessment for teams. They garnered a total of four awards: the team gold, silver in the number cross category, silver in the relay challenge, and bronze in the time - space category.
*The Team Maths Challenge (TMC), organized by the UK Mathematics Trust (UKMT), is a team - based mathematics assessment event. Over 1600 schools from more than 80 regions compete in regional rounds annually, vying for spots in the London finals. This contest also serves as a selection channel for the International Mathematical Olympiad (IMO).
On the journey of "teaching" and "learning," HDBJ has provided its own solution. It matches students with appropriate academic challenges, continually ignites their academic curiosity, and offers a more diverse range of learning scenarios. Jason has met this "perfectly - sized challenge," but even greater challenges await him.
I am the sovereign of my inner realm, with no one to take my place. I've broken through solid rocks and journeyed through the infinite night. I've vanquished ferocious beasts and crossed the vast, boundless ocean. I'm perpetually enveloped in sunlight, guiding lost ants forward. I sow seeds of hope, allowing them to flourish in the sun's warm rays. My purpose in this world is to cast light far and wide,and though the odds may be a mere 0.1%, I'm determined to bring about that transformative zero to one for the world. I am the ruler of this world, unmatched and irreplaceable.
——Jason Zhuang”
In line with Erikson's stages of psychosocial development, the paramount growth objective and psychological requirement during the adolescent years is the attainment of self - identity, which entails delving into and responding to the query "Who am I".
Educators meticulously monitor and document the evolutionary shifts and conduct of students on a daily basis. Subsequently, they engage in in - depth comprehension and analysis to ascertain the prevailing developmental targets. By integrating formative and summative evaluations, they steer students towards forging their sense of identity at this juncture, leveraging both in - class and extracurricular content.
Each component of the school experience is intricately linked, culminating in a holistic educational ecosystem.
Jason's subject grades and evaluations (partial) for this term.
This mirrors the approaches to self - perception in psychology: our understanding of ourselves is a blend of the objective social environment, the perspectives of those around us, and our own views on our individual selves.
Jason, newly embarked on the journey of adolescence, is innocent and uncomplicated. He addresses issues head - on without any circumlocution, possessing a personality that is vivid and forceful. Not yet adept at managing emotional expression and navigating social conflicts, he appears to be ensnared in the "labyrinth" of social engagement, seeking a path to "break through" by learning from repeated setbacks.
The poetry authored by Jason.
During his G6 year, Jason was consistently accompanied by his two mentors throughout his journey of exploration.
One mentor, with over two decades of experience in teaching and moral education management, is well - versed in addressing students' social issues. The other, a psychological counseling teacher from University College London, has valuable insights into the field of adolescent development science. The dual - mentor system offered him tailored guidance and support, assisting him in crafting study plans and setting goals while also tending to his psychological and emotional requirements.
Jason, representing the students, delivers the final - term presentation.
To assist him in confronting the changes of adolescence and developing proper emotional management and social interaction methods, Leah decided to utilize VCA time to provide him with one - on - one Social and Emotional Learning (SEL) sessions.
When faced with social challenges, teachers would engage in blame - free communication, attentively listen to his thoughts and needs, ensure consistent messaging through home - school communication, and employ numerous examples to guide him toward solutions or actions for problem - solving. These details constitute the robust foundation for Jason's transformation.
At HDBJ, Social and Emotional Learning (SEL) transcends being a mere concept; it is integrated into every facet of daily instruction and campus life.
The short play arranged by Jason was performed at the assembly.
During the monthly department - level assemblies, Mr. Sun entrusted Jason with the task of short play arrangement. Jason was involved in every aspect of the process, from conceptualizing the plot, writing the script, selecting the cast, rehearsing the scenes, to ensuring the requirements for costumes, props, and makeup were met, striving to perfect every detail.
The "Wisdom, Benevolence, and Bravery" awards were presented (Jason is the one on the far right).
Throughout the monthly "Wisdom, Empathy, and Courage" honor award ceremonies, Jason was recognized with the "Wisdom" award on two occasions and received a progress award once. Over the course of this semester, which spanned 18 weeks of systematic evaluation, he achieved a commendable 15 recognitions.
The reasons for the 15 bonus points (partial).
At HDBJ, educators focus on the minutiae, offering ample support to students as they navigate interpersonal, emotional, and cultural experiences within the school environment, all the while integrating social and emotional learning into their journey.
Emotions constitute the essence of the self, underpin social and emotional development, and serve as the wellspring of future courage. Each detail, no matter how small it may seem, is imbued with the profound significance of both "instruction" and "cultivation".
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Renowned philosopher Jaspers penned in his work "What is Education": "The essence of education lies in one tree swaying another, one cloud propelling another, and one soul stirring another."
Education is about influence, and a school is defined by its atmosphere. At HDBJ, each child is able to discover their unique trajectory of growth. Offering them the right direction and support, and extending a nurturing love that aids them in better comprehending the world is of paramount importance.
As he moves ahead, Jason will undoubtedly encounter further challenges. Yet, we are confident that he possesses the courage and capability to confront these unknown trials. We eagerly anticipate his continued pursuit of passion within the ever - evolving HDBJ "village."
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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