姜星宇和韦翕同学在他们的项目“王牌空间: 学习助推器”中，深入分析了学生未能按时完成作业的主要原因。围绕“认同和关系”这一全球背景，他们希望找到有效的解决方案，帮助学生养成良好的学习习惯，找到高效的学习方法，提高学习效率。

Jackson Jiang and Owen Wei, in their project ACE SPACE: The Study Boost, tackled the global context of Consciousness and Mind by analyzing why students often skip homework. Their goal was to offer solutions to help develop good study habits. They explored the inquiry question: How to Develop Good Study Habits in a Campus Community?

庄子墨同学的项目“生物角”围绕“科技与创新”这一全球背景展开，通过关注生物净化过程，她希望为当地水体中的鱼类创造更健康的生存环境。因此，在项目中，她深入研究了如何在不浪费水资源的前提下，让水体自然净化，使鱼类能够更健康地成长这一核心问题。

Sunny's project, Biology Corner, explored the global context of Scientific & Technical Innovation. By focusing on biological purification processes, Sunny aimed to create healthier environments for fish in local water bodies. Her inquiry question was: How to make the water clear on its own without wasting water resources so that fish can grow healthier during the process?

韩雅书唱同学的项目“把学校看成家”旨在通过让学生参与改变周围环境，增强他们对学校的归属感。在“个人与文化表达”的全球背景下，她以艺术的方式，带领身边同学一起美化学校空间，营造了一个更活泼、温馨的校园环境，并让大家在参与的过程中提高了对学校的认同，找到了归属感。

Heidy Han's project, Think of School as Home, aimed to increase students' sense of belonging by allowing them to influence their environment. Under the global context of Personal and Cultural Expression and exploring artistry, Heidy's inquiry question was: How to increase students' sense of belonging to the school?

叶子瑶和周靖凯同学的项目“你将来想成为什么样的人”涉及“公平与发展”的全球背景。他们的目标是帮助MYP学生确定自己的未来目标，并规划实现这些目标的可持续途径。在项目中，他们深入研究了帮助同学们找到适合他们自己的、可持续的目标的方法。

Belle Ye and Patrick Zhou's project, What Do You Want to Be When You Grow Up, addressed the global context of Fairness and Development. Their goal was to help MYP students define their future goals and plan sustainable paths to achieve them, exploring the inquiry question: How can we help students find their own goals that are suitable and sustainable for them?

周边社区的孩子对牙齿健康了解多少？由黄熙辰和江宸宇同学带来的“健康牙齿”项目侧重于“认同与关系”的全球背景。他们不仅深入了解了牙齿健康的相关内容，他们还去到了不同的地方，向幼儿讲解了牙齿健康的重要性和正确的护理方法。

Dental Health, by Leo Huang and Justin Jiang, focused on the global context of Identities & Relationships. They taught young children about the importance of dental health and proper care practices. Their inquiry question was: How much do the kids in this community know about teeth?

张子乐和张天恩同学的项目“垃圾分类及回收”，提高了人们对正确处理垃圾并进行回收的重要性的认识。她们的作品以“全球化与可持续发展”为背景，探讨了人类活动对环境的影响，以及应如何在社区内更好地传播我们所掌握的相关知识。

Lisa Zhang and Vera Zhang raised awareness about proper waste disposal and the importance of recycling in their project, Waste Separation and Recycling. Their work, under the global context of Globalization & Sustainability, explored human impact on the environment. Their inquiry question was: How can we better communicate what we have learned within the community?

李妍慧和陈泽坤同学的项目“为心灵而艺术”利用艺术疗法帮助六至八年级的学生管理和减轻压力。他们围绕“认同与关系”这一全球背景，以“幸福与美好生活”为话题重点，深入研究了艺术疗法如何有助于学生释放压力，调节情绪，开心过好每一天。

Lily Li and Eason Chen's project, Art for Heart’s Sake, used art therapy to help G6-G8 students manage and reduce stress. Exploring the global context of Identity and Relationship and focusing on Happiness and the Good Life, they asked: How can art therapy help relieve stress in teenage students in G6-G8?

曹楚炎和覃煜皓同学在他们的项目“J&H广播工作室”中创建了一个广播站，让MYP的学生和教师都能参与其中并放松身心。围绕“个人表达与文化表达”这一全球背景，他们的目标是利用广播媒体产生积极影响，为学校师生们创造一个轻松愉悦、表达自我的文化平台。

Herbert and Johnathan created a radio station to engage and relax MYP students and teachers in their project, J&H Broadcast Studio J&H. Under the global context of Personal and Cultural Expression, they aimed to use radio media to create a positive impact. Their inquiry question was: How can we use radio to indirectly create a positive impact on students？

健身房作为专门的锻炼场所，可以帮助学生建立健康的体魄和生活方式。张延一同学在他的项目“构筑身体力量与耐力的完美场所”中调查了学生对健身房的需求，并为此设计了详细的蓝图。他围绕“认同与关系”这一全球背景，重点探讨了健康与幸福的内容，并揭示了学生需要健身房的原因。

The gym serves as a specialized workout area that helps students build a healthy body and lifestyle. Andrew Zhang investigated the need for a gym and designed a detailed blueprint for it in his project, Shaping Future Generations. Focusing on the global context of Identity & Relationship and exploring Health and Well-being, he asked: Why do students need a gym?

学生展示结束后，我们还举行了一个引人入胜的“圆桌会议”。在这个环节中，指导教师和九年级代表学生深入探讨了整个社区项目的内容，共同分析了其中遇到的挑战以及对应的解决方法。

在交流中，我们更细致地了解了项目的来龙去脉，触摸到了学生们的内心历程，感受到了他们的成长与收获。这种交流不仅让观众们对整个项目有了更立体和深刻的认知，也让他们更切实地明白到了它对学生成长的重要意义。

After the presentations, we held an engaging Hot Seat session. During this session, mentor teachers and selected students discussed the projects in depth, addressing challenges, solutions, and the impact of their work. 

This interactive segment provided insights into the students' journeys and allowed for a deeper understanding of the project's significance.

最后是观众问答环节。观众们会走到每个项目负责人的展板前，与他们进行直接互动，就项目的细节提出疑问、共同探讨。这种面对面的沟通方式，引发了现场热烈的讨论，也让九年级的孩子们充分展现了他们在各自的项目研究中积累的丰富知识和饱满热情。

The day concluded with a dynamic Q&A session at the booths. Here, the audiences had the opportunity to interact directly with the students, ask questions, and explore the details of each project. This session fostered lively discussions and allowed students to demonstrate their knowledge and passion for their topics.