“这两幅图分别展示了两种材料拉伸和收缩的曲线。现需要在两种材料中选择一种用于制造飞机轮胎，请给出你的选择和原因。”博文老师一边画图，一边出题——这是一堂只有两位学生的模拟面试课。去年秋季，由博文老师为两位牛剑种子选手量身定制的面试辅导，多题型、多形式、高密度，在大学面试前的一个月，每天有条不紊地进行着。 

李博文老师给Angela和Carl做模拟面试辅导

秋季学期，根据12年级每位学生的学习进度和报考方向，广州斐特思的各学科老师与升学指导团队都制定了系统的面试辅导方案，包括建立解题框架、讲解面试技巧、模拟全英面试、题目讲解与拓展等多个步骤，共同为应届学子安排强针对性的升学辅导。 

Angela和Carl都具有扎实的数理基础，然而要顺利通过大学的考察，两位同学的面试技巧和学科英语表达上都还有待提升，因此博文老师根据牛津剑桥的经典面试题目，结合BPHO（British Physics Olympiad，英国物理奥林匹克竞赛）赛事真题以及自主教学中的经验，专门为他们设计了多套面试题，模拟牛剑面试问答、以全英方式辅导，帮助Angela和Carl夯实学科知识的同时，也通过沉浸式的语言环境反复训练他们的学科英语表达。 

Angela和Carl虽然报考的院校和专业不同，但无论牛津还是剑桥，其物理及工程专业的考察范围都基于数学、物理这两个学科，因此两位同学常常一起接受博文老师的面试辅导。力争上游、齐头并进的学习氛围，无疑也起到了很强的正向引导。

经过近二十次的物理学科模拟面试辅导后，两位同学的面试能力有了质的飞跃，在如何准确地解析、论述面试问题方面进步明显。牛剑面试中，他们也不约而同展现出了过人的实力，以出色的学术水平赢得了学府认可，终蟾宫折桂。

回顾牛津的面试，Angela说：“在学科老师的指导下准备得比较充分，所以考场上很有信心！”对于辅导的学生能够双双夺得梦校offer，博文老师欣喜地表示这一录取结果在自己的预料之中。坚持小而优、精细化的教学风格，是博文老师身为广州斐特思教师的责任感与专业力使然。 

As Mr. Li drew the graphs, he posed the question “The two graphs respectively demonstrate the curves of stretching and shrinking for two types of materials. “Now, we need to select one of them for manufacturing aeroplane tyres. Please provide your choice and reasons.”  

This was a mock interview class arranged by Mr. Li as part of the process to prepare students for their university interviews. Mr. Li tailored the interview preparation for the two promising candidates aiming for Oxford and Cambridge, covering multiple question types and formats, and conducted high-intensity practice sessions every day for a month before the university interviews. 

Mr. Li coached Angela and Carl on mock interviews.

During the fall semester, FCG's subject teachers and admissions guidance team created customized interview preparation plans for each G12 student, taking into account their academic progress and application objectives. The plans included the development of problem-solving frameworks, instruction in interview techniques, conducting English mock interviews, and comprehensive explanations and discussions of potential questions. The goal of these plans was to fully prepare students for the university admissions process they were targeting.  

Angela and Carl both have solid foundations in mathematics and physics. However, to pass the top university interviews successfully, both students must improve their interview skills and subject-specific English expression. Therefore, Mr. Li designed interview questions for Angela and Carl, based on classic Oxbridge interview questions and real questions from the BPHO (British Physics Olympiad) competition. These mock interviews were conducted in full English, helping Angela and Carl solidify their subject knowledge while repeatedly training their subject-specific English expression in an immersive language environment. 

Although Angela and Carl applied to different universities and majors—physics at Oxford and engineering at Cambridge—both programs are heavily based on mathematics and physics. Consequently, the two students frequently received joint interview preparation from Teacher Li. This competitive yet collaborative learning environment undoubtedly exerted a strong positive influence on them.

After nearly twenty mock interview sessions focusing on physics, Angela and Carl made significant improvements in their interview skills, demonstrating enhanced abilities in accurately analyzing and discussing the questions posed to them. In the Oxbridge interviews, both students showed remarkable prowess, winning recognition from the top universities for their outstanding academic abilities.

Looking back on her Oxford interview, Angela said, "With the guidance of my subject teacher, I was well-prepared, so I felt very confident on the exam!"  Mr. Li was delighted with his students' dual success and expressed that he had anticipated this outcome. His teaching style is a testament to his sense of responsibility and professionalism as an FCG teacher. 

作为一名中学物理老师，博文老师时常思考如何让学生在兴趣与升学之间找到平衡点，他渴望将充满魅力的物理知识个性化地传授给每一位学子。 

在许多学生眼中，这位幽默诙谐的物理教师，总能以深入浅出的方式带大家走进这门充满奥秘的学科。 

在讲解电磁波这章知识时，博文老师的课堂以写出“最美物理方程组”的科学家麦克斯韦开头，他介绍这位科学家如何通过一组数学方程统一了电磁场并预言了电磁波的存在。一番引人入胜的精彩解说让同学们大受“震撼”，纷纷表示“物理太酷了”！ 

11年级学生Daniel更是不吝赞美地说道：“博文老师的物理课有着特殊的魔力，激发了我对物理的兴趣。” 

兴趣是最好的老师，广州斐特思的大部分同学在物理学习中都充满自驱力。今年2月，10年级和11年级就有超过半数学生报名参加了BPHO物理中高级挑战赛，并一举拿下18个奖项（4个全球金奖、5个全球银奖和9个全球铜奖）。学子们踊跃挑战的昂扬锐气以及出类拔萃的成绩表现，令人振奋！

As a middle school physics teacher, Mr. Li constantly thinks about balancing students' interests and academic advancement, and he is eager to impart the fascinating knowledge of physics to every student in a personalized manner. 

In the eyes of many students, this humorous physics teacher always leads them into the mysterious subject in an accessible and engaging way. 

During the lesson on electromagnetic waves, Mr. Li started with a discussion about the scientist Maxwell, who formulated what he referred to as the "most beautiful set of physical equations." Mr. Li explained how Maxwell unified the concept of the electromagnetic field and predicted the existence of electromagnetic waves using a set of mathematical equations. This captivating lesson deeply impressed the students, prompting them to exclaim, "Physics is so cool!" 

Daniel, a G11 student, praised Mr. Li's physics class, saying, "His physics lessons have a special charm that has sparked my interest in the subject." 

Interest is the best teacher, and most students at FCG are self-motivated in their physics learning. In February, over half of the G10 and G11 students registered to participate in the BPHO Physics Challenge at the Senior and Intermediate levels, and according to the latest news, FCG has won 18 awards in total for this competition, including 4 Global Gold Awards, 5 Global Silver Awards, and 9 Global Bronze Awards. Their enthusiasm and eagerness to embrace challenges are truly inspiring! 

博文老师极为推崇《礼记·大学》中的一句话，“致知在格物，物格而后知至”，意思是获得知识的途径在于认识、研究万事万物，把事物认识、研究透彻之后知识自然就得到了。物理研究就是格物致知的过程。在他看来，学生成绩提高的关键点不在于题海战术的量，而是质，在物理学中，学会基本原理，了解事物发生的过程才是解题最为本真的依据。 

他深知，纯理论的教学无法深刻地在学生脑海中留下印象，而且一旦理论内容出现累积，学生容易产生厌学情绪。相比常规认知中的“成绩不好”，这位老师更担心的是学生们“望而生畏”、对物理彻底失去兴趣。

为了让学生更易接受新知识，博文老师设计了声音驻波、简易电动机、光的衍射等数十个实验，将物理演示融入课堂的教学中，用生动有趣的实验将书本知识直观呈现，让学生通过动手做来理解物理原理和本质。这个教学方式也受到学生的欢迎，每一次实验都将物理课堂上的热烈气氛推向了顶峰。 

“简易电动机”实验

李博文老师怀着极大的学科自豪感，致力于激发学生的学习兴趣，不断创新教育教学方式，让每个孩子都能感受到物理之美。这种定制化的教育理念，以学生为中心、注重个性差异和需求，让学生不再是被动接受知识的对象，而是成为教育过程中的主体，积极参与和自主探索；老师扮演着引导者和支持者的角色，帮助学生发现自身兴趣和优势，激发他们的学习动力和创新精神。 

“共振”这一物理现象的原理在李博文老师身上得到了生动体现：教师作为“策动力”的实施者，若能够把握“受振动”者——学生的“固有频率”，因材施教，因势利导，循循善诱，师生双方即可产生振幅最大的"共振"现象，获得效益。

Mr. Li holds a particular quote in high esteem: "The acquisition of knowledge lies in the investigation of things; things being investigated thoroughly; knowledge will naturally follow." This suggests that the journey to knowledge is through the thorough understanding and study of all things, and that once they are fully comprehended, knowledge will ensue naturally. He views the study of physics as a process of inquiry and knowledge acquisition. In his perspective, enhancing students' performance hinges not on the quantity of problems they solve, but on the quality of their problem-solving. Grasping the fundamental principles and understanding the processes by which things occur is the most genuine foundation for tackling problems in physics. 

He understands pure theoretical teaching cannot deeply imprint knowledge in students' minds, and when theoretical content accumulates, students can easily develop an aversion to learning. Unlike the conventional perception of "poor performance," this teacher is more concerned about students being "intimidated" and completely losing interest in physics. 

To make new knowledge more accessible to students, Mr. Li has created many experiments, including sound standing waves, simple motors, and diffraction of light. He integrates these physics demonstrations into his classroom teaching, using vivid and interesting experiments to visually present book knowledge and help students understand the principles and essence of physics through hands-on experience. This teaching method is well-received by students, and every experiment pushes the lively atmosphere in the physics classroom to its peak. 

"Simple Electric Motor" Experiment

Mr. Li takes great pride in his subject and is devoted to engaging students' interest in learning. He is constantly innovating his teaching methods to help every student recognize the beauty of physics. His educational philosophy is cantered on the individuality of each student, paying close attention to their unique differences and needs. This approach shifts students from being passive absorbers of knowledge to active participants and explorers in their learning journey. Teachers act as guides and supporters, aiding students in uncovering their interests and strengths, thereby fostering their motivation to learn and their spirit of innovation. 

Mr. Li's teaching approach beautifully exemplifies the physics principle of "resonance": By acting as the "driving force," a teacher who can attune to the "natural frequency" of a student—their individual learning style and interests—and adapt their teaching methods accordingly, can create a powerful "resonance" with the student. This harmonious connection maximizes the potential for both teacher and student, leading to optimal educational results.