在探寻历史文化中，领略中华优秀传统文化的博大精深，引导学生们将所学所感融入日常生活中，有利于增进学生们对中华优秀文化的认同感，增强文化自信。在本学期的研学中，我校G10学生在中国语文科携同公民与社会科教研下，赴深圳市龙岗区二十四史书院，展开了为期一天的研学活动。

《史记》是中华民族文学与史学的双重经典，其中篇目更是被纳入DSE考试的重点篇目中。在近期学习了这篇课文之后，G10的老师又为同学们补充了《高祖本纪》、《项羽本纪》等文本，进行对比阅读与分析，这也成为了此次赴深研学的动因。而根据对香港考评局近些年的命题规律分析，以及对全球相关考试样态的追踪，这种互文性阅读，也是当今语言文学教育与评价的热潮。此次研学活动，也对学生深度体会中华经典文本有所裨益。

二十四史书院是以二十四史为主题而建的东方园林式书院，其中二十四史文献楼作为书院的核心建筑，是一座有着300多年历史的古宅，在这里可以回望四千年的历史和二十四史今注本27年的历史。漫步在古韵盎然的亭台楼阁中，同学们不仅感受到了古代历史的厚重感，还在研学中回望历史领略大家风范。

整场研学以体验式、游戏式教学的方式展开，学生需要如同在“剧本杀”游戏中一样，完成各项学习任务。任务开始，学生需要模仿欧阳修所谓“射者中，弈者胜”，通过投壶和对弈来赢得接下来任务的线索。随后，学生需要借由“戏剧教学”中常用的“静像表演”，向相关老师复刻出“指鹿为马”、“约法三章”等历史典故的场景。最后，学生来到大草坪上，与语文科目老师一起，从后世对司马迁“不虚美，不隐恶”的评价谈去，共同领略这位两千年前文史大家的人格与风格。

通过身临其境的教学，从课堂知识出发，寓教于乐，让学生更好地了解中华文明和历史演变，感受历史的力量，增强民族认同感和文化自信心。

在本学期的研学中，本届G11学生参加了以“创新科技及可持续发展”为研学目标的探究活动，在公社、经济及理科选修等学习内容带动下，学生们对于自身成长的粤港澳大湾区，已经有一定的认识，这次探究广州市香港科大霍英东研究院及第四资源热力电厂，能让学生亲身领会大湾区的变化和进步。

在广州市香港科技大学霍英东研究院工作人员的带领下，全体师生参观了展览厅以及关于工业智能制造的实验室让学生们认识到不少前沿技术以及相关的应用产品以及了解到智能制造与人工智能全自动化生产的内容，认识科技为生活带来的便利和经济效益。在随后的讲座中，学生们更加了解创新科技及港澳创业相关情况,并积极向工作人员询问学习,了解港澳人士在湾区创业的优势及后展趋势等,这都对学生们对未来职业规划带来很大的帮助。

当天，G11的同学们还来到广州环投第四资源热力电厂科普教育基地参观学习。广州环投南沙环保能源有限公司第四资源热力电厂科普教育基地是南沙区首家以城市固体废弃物处理为主题的环保科普教育基地。

在环保科教中心展示区，同学们通过各种新颖又科技感十足的方式，如环保科普教育区展示、沙盘模型演示区等，进一步加深理解环境保护的重要性和方法途径。在讲解员带领下，同学们更加直观地了解生活垃圾处理知识包括垃圾分类方法及终端处理工艺技术，同时也提高正确分类垃圾的能力。

这次参观给G11的师生们提供了一个绝佳的跨学科融合研学机会，主要涉及公社科、理科、经济学科的融合。既让同学们身临其境目睹了垃圾被运输、被分类、被处理和被回收的全过程，看到了热力发电和垃圾处理的全过程，也了解到热力发电是如何利用燃料转换为电力的。同时，师生们还可以加深理解经济学科的“界外影响”概念，看到了垃圾分类和回收利用的关键性，对可回收垃圾的回收利用，这种做法可以减少能源消耗和对环境的污染，从而减少界外成本。这些过程虽极为复杂，却也让学生们深深体会了课堂学习的DSE学科知识运用到实际生活日常，对课堂所学有了更深刻的认识和理解。

In exploring history and culture, we can appreciate the profoundness of the excellent traditional Chinese culture and guide students to integrate what they have learned into their daily lives, which is conducive to enhancing their sense of identity with the excellent Chinese culture and strengthening their cultural confidence. In this semester's study, our G10 students went to the 24 Histories Academy in Longgang District, Shenzhen City, under the teaching and research of Chinese Language and Civics and Social Studies for a one-day study activity.

The Records of the Grand Historian is a dual classic of Chinese literature and historiography, of which the text has been included in the key texts of the DSE exam. After studying this text recently, G10 teachers supplemented the students with texts such as "Gao Zu Ben Ji" and "Xiang Yu Ben Ji" for comparative reading and analysis, which also became the motivation for this study trip to Shenzhen. According to the analysis of the propositional pattern of the Hong Kong Examinations and Assessment Authority in recent years and the tracking of the relevant examination samples around the world, this kind of intertextual reading is also a hot trend in language and literature education and assessment nowadays. This study tour also benefits students' in-depth experience of Chinese classic texts.

The 24 Histories Academy is an oriental garden academy built on the theme of the 24 Histories, in which the 24 Histories Documentation Building, as the core building of the academy, is a 300-year-old ancient mansion, where you can look back on the 4,000 years of history and the 27-year history of the Twenty-four Histories of the present annotated text. Strolling in the ancient charm of the pavilions, students not only felt the ancient history of the sense of gravity, but also in the study of interaction, looking back at history to appreciate the style of everyone.

The whole study was carried out in an experiential, game-like teaching style, and students were required to complete various learning tasks just like in the game "Script Killer". At the beginning of the task, students needed to imitate Ouyang Xiu's saying "the one who shoots wins, the one who plays wins", and win the clues for the next task by throwing pots and playing against each other. Afterwards, students need to use the "still image performance", which is commonly used in "drama teaching", to reproduce historical allusions such as "a deer for a horse" and "three rules of the law" to the teacher concerned. The students were able to reproduce scenes of historical allusions such as "A Deer for a Horse" and "The Three Laws" to the teacher. Finally, the students went out on the lawn and, together with their language teachers, they learned about the personality and style of Sima Qian, a great man of literature and history 2,000 years ago, from the later generation's evaluation of Sima Qian's "no false beauty, no hidden evil".

Through immersive teaching and learning, from classroom knowledge, students can better understand the Chinese civilization and historical evolution, feel the power of history, and enhance the sense of national identity and cultural self-confidence.

In this semester's study tour, G11 students participated in an exploratory activity with the objective of "Innovative Technology and Sustainable Development". Driven by the learning content of Communes, Economics, and Science electives, students already have a certain degree of understanding of the Guangdong-Hong Kong-Macao Greater Bay Area in which they have grown up, and the study tour to the Henry Fok Research Institute of the Hong Kong University of Science and Technology (HKUST) in Guangzhou City and the Fourth Resource Thermal Power Station enables students to understand first-hand the changes and advances in the Greater Bay Area.

Led by the staff of the Fok Ying Tung Research Institute of the Hong Kong University of Science and Technology in Guangzhou, all the teachers and students visited the exhibition hall and the laboratory of industrial intelligent manufacturing so that the students recognized a lot of cutting-edge technology and related application products as well as understood the content of the intelligent manufacturing and artificial intelligence of the fully automated production, to understand the convenience and economic benefits that science and technology bring to life. In the subsequent lectures, students learned more about innovative technology and entrepreneurship in Hong Kong and Macao, and actively asked the staff about the advantages of entrepreneurship in the Bay Area for Hong Kong and Macao people and the trend of the future development, which is a great help to the students in their future career planning.

On the same day, G11 students also visited the popular science education base of Guangzhou ETI Fourth Resource Thermal Power Plant. The popular science education base of the Fourth Resource Thermal Power Plant of Guangzhou Environmental Investment Nansha Environmental Energy Co., Ltd. is the first environmental science education base in Nansha District with the theme of municipal solid waste treatment.

In the exhibition area of the environmental protection science education center, students further deepened their understanding of the importance and methods of environmental protection through various novel and technological ways, such as the display of environmental protection science education area and sand table model demonstration area. Under the guidance of the lecturers, the students gained a more intuitive understanding of the knowledge of domestic waste treatment, including the method of waste classification and the technology of terminal treatment process, and at the same time improved their ability to correctly classify garbage.

The visit provided G11 students and teachers with an excellent interdisciplinary fusion study opportunity, mainly involving the integration of public and social sciences, science, and economics disciplines. Students were able to witness the whole process of waste transportation, sorting, treatment and recycling, see the whole process of thermoelectric power generation and waste treatment, and learn how thermoelectric power generation uses fuel to convert into electricity. At the same time, teachers and students can also deepen their understanding of the concept of "out-of-bounds impact" in economics, and see the critical importance of waste separation and recycling, and the recycling of recyclable waste, which reduces energy consumption and pollution of the environment, and thus reduces out-of-bounds costs. These processes, although extremely complex, allowed the students to deeply appreciate the application of DSE subject knowledge learned in the classroom to real-life routines and to gain a deeper understanding and appreciation of what they had learned in the classroom.