Ronny有许多灵感迸发的瞬间。

唐老师仍记得在物理课堂上抛出的一道题：“电场中有四个电荷组成系统，如果要用外力构造它们的阵型，需要多少能量？”

唐老师原指望着学生能够将电荷一个个搬运，用公式进行计算，但Ronny却很快想到了另一个方法：做功来源于力，力是电场之间的相互作用。他随即观察到4个电荷位于正方形的4个顶点，每两个点之间组成了正方形的边线，线即代表了相互作用，排列组合时只需算4条边和两条对角线，便能迅速找到答案。

“Ronny的方法一下找到了力、功和能量的本质，班上的同学听了也耳目一新，这是一种高级的形象思维。”唐老师评价道。

不仅是课堂上思维火花的绽放，平日里，他酷爱阅览科幻小说和电影，不时便会从中得到灵感，随即开始创造自己的科幻宇宙。他描述过AI盛行后的世界，也在看完诺兰的《记忆碎片》后心痒着尝试插叙和穿越的写作手法，尽管要将错乱时间空间的情节逻辑捋顺令他“头晕眼花”，却也是一次有趣的尝试。

Ronny热爱物理，大部分时间都投入在其中，他却与大多理科生的形象不太相符：不仅专业能力过关，AP拿到多门高分，同时他爱进行科幻创作，对经济和哲学颇有兴趣，是校足球队队长，还爱玩乐器。

当不少走在国际化道路的学生还在质疑“我读理工科专业，为什么要去修人文学科时”，以Ronny为代表的狄邦华曜学者却用行动证明自己对此有着相当不同的看法，并用从多个学科领域里习得的知识多角度地看待这个世界。

Swipe left for English

Ronny has many moments of inspired insight.

Ms. Tang still remembers a question she posed in physics class: "In an electric field, if there are four charges forming a system, how much energy is needed to arrange them using external force?"

Ms. Tang initially expected students to individually move the charges and calculate using formulas. However, Ronny quickly thought of another method: work comes from force, and force is the interaction between electric fields. He immediately observed the four charges positioned at the four vertices of a square, with each pair of points forming the edges of the square, representing the interactions. By considering the four edges and two diagonals, he swiftly found the answer.

"Ronny's method instantly grasped the essence of force, work, and energy. His classmates were also enlightened by his approach, which demonstrates a sophisticated form of abstract thinking," Ms. Tang commented.

Not only did Ronny's mind spark in the classroom, but he also enjoys reading science fiction novels and watching movies, often finding inspiration from them to create his own sci-fi universe. He has described a world dominated by AI, and after watching Nolan's "Memento", he was itching to try narrative and time-traveling writing techniques, despite finding it dizzying to unravel the plot's temporal and spatial disarray. Nevertheless, it was an intriguing experiment.

Ronny loves physics and devotes most of his time to it. However, he does not fit the typical image of a science student: aside from excelling in his field and achieving high scores in AP exams, he enjoys creating science fiction, has a keen interest in economics and philosophy, serves as the captain of the school's soccer team, and loves playing musical instruments.

While many students pursuing an international education path question why they should study humanities alongside STEM majors, scholars like Ronny from HC demonstrate through their actions a significantly different perspective. They approach the world from multiple disciplinary angles, leveraging knowledge acquired from various fields.

向右滑动查看中文

六年级的Ronny手里曾紧握《三体》，沉醉在书页间的科幻宇宙和对未知世界的无限好奇。那之后，他阅读了家里书墙上满排的科幻小说，直至读到阿西莫夫《神们自己》中的情节——主角发现了地球和另一个宇宙之间交换物质和能量的方法，最终创造出取之不竭的能源，他顿时心生向往：“当时就觉得物理学家很酷，可以让大家过得更好，这成了我的心愿。”

来到狄邦华曜，Ronny在物理领域进行了深入的探究：不仅开设了Life Block物理社，带着同学们研究天体物理，更和老师合作，成功研发自动浇水装置，实现了理论和现实的完美结合。

这对于AP学生而言并不容易，一年的学习时间用来消化考点就已经很紧张了，哪里有时间自己动手做研究？曾经在IB校任教的唐老师在教授AP物理后也很快发现AP学生的不足之处——缺乏设计课题和联系实际的能力。

为此，即便时间再紧张，老师们也还是安排了课题时间。学生需要提出课题、设计实验、读取并分析数据、进行汇报，并最终提交实验报告。此要求也向下延伸至初中阶段，以小实验的形式锻炼观察、动手、探索规律的能力。

“去到大学做研究需要提出课题、设计实验过程和装置，当在中学阶段有意识地锻炼了这种能力后，学生去往大学就能学得轻松许多，这同时也是调动学生自驱力的方式。”唐老师解释。

数学课上布置的微积分论文作业更让Ronny深感作为表达物理规律的工具，数学学习有多重要。喜欢研究天体物理的他定下了把太阳当作参照系，来计算月球运动轨道的主题。尽管最后求解出了轨道方程，但他意识到如果数学学习得更扎实，答案就能来得更容易，有数学基础，才能理解往后更高深的物理概念。于是他参加了加州大学伯克利分校的数学夏校，选择了线性代数，成为了课堂上唯一一个高中生。

在做过理论物理和工程物理两个方向的尝试后，Ronny最终毫不纠结地选择了理论物理，不仅是因为在研究推导公式上的得心应手，更在于期待以创新理论发现推动科技发展和社会进步的心愿，“就像电的发现让人类社会从‘蒸汽时代’进入‘电气时代’。”

尽管知道前路漫漫，他却愿意在大学以四年时间做一次尝试。

Swipe left for English

In grade 6, Ronny tightly grasped "The Three-Body Problem" immersed in the sci-fi universe within its pages and his boundless curiosity about the unknown world. Since then, he has delved into the sci-fi novels lining his family's bookshelves until he reached a plot in Asimov's "The Gods Themselves" where the protagonist discovers a method of exchanging matter and energy between Earth and another universe, ultimately creating an endless source of energy. He was immediately filled with aspiration: "I felt that physicists were really cool at that moment, capable of improving everyone's lives. This became my wish."

Upon coming in HC, Ronny delved deep into the field of physics: not only did he establish the Life Block Physics Society to explore astrophysics with classmates, but he also collaborated with teachers to successfully develop an automatic watering device, achieving a perfect integration of theory and practice.

This is no easy feat for AP students, with only a year of study time to digest exam topics, there is hardly any time to conduct research. Ms. Tang, who previously taught IB, quickly noticed the shortcomings of AP students - they lacked the ability to design topics and apply them practically.

Therefore, even though time was tight, teachers still scheduled research time. Students needed to propose topics, design experiments, collect and analyze data, present their findings, and ultimately submit a research report. This requirement also extended to Middle Grades, where students were trained in observation, hands-on skills, and exploring patterns through small experiments.

"Research at university requires proposing topics, designing experiments, and apparatus. When students consciously exercise these abilities during secondary school, they will find university studies much easier. This is also a way to motivate students' self-drive," explained Ms. Tang.

The calculus paper assignment in math class made Ronny deeply aware of how important math learning is as a tool to express physical laws. With his passion for studying astrophysics, he chose the topic of using the sun as a reference frame to calculate the orbit of the moon. Although he eventually solved the orbit equation, he realized that with a stronger foundation in mathematics, the answer would come more easily. Recognizing that a mathematical foundation is essential for understanding more advanced physics concepts, he attended the University of California, Berkeley's math summer school, where he chose linear algebra, becoming the only high school student in the class.

After trying both theoretical physics and engineering physics, Ronny ultimately chose theoretical physics without hesitation. Not only because deriving formulas was his comfort zone, but also because he looked forward to using theoretical discoveries to drive technological development and social progress, "just as the discovery of electricity propelled human society from the 'steam era' into the 'electrical era.'"

Although he knows the road ahead is long, he is willing to make a four-year attempt at university.

向右滑动查看中文

如今，Ronny已收获加拿大多伦多大学、不列颠哥伦比亚大学物理专业，美国罗格斯大学机械工程等录取，当看到从前的同学正因备战IB大考而憔悴，身边拿到英国预录取的朋友也丝毫不敢懈怠A-Level大考，他不禁庆幸自己的选择。还记得四年前在曾经的IB学校，面对需要均衡发展的六大学科组，他深感苦恼：“那个时候我是凭兴趣来学习和写作业的一个人，一些学科的paper写起来真的很痛苦”，他腼腆地说道，“但在来了狄邦华曜后稍微好一点，把摆烂的心态收拾起来了”。

原因在于狄邦华曜灵活、个性化的选课制度，将各科目由浅显至深入设置了四个层级：荣誉课程 （CP）、 大学预备课程（ECP）、大学先修课程（AP）和大学先修进阶课程（EAP），学生们得以选择最喜欢的领域进行深入探索，与此同时，学校给予了六大学科组的课程框架，要求学者在所有领域完成规定的学习时长。

Ronny在物理相关科目选择了高等级的课程并参加AP考试，同时也在其他领域进行探索，培养兴趣。于Ronny这类学有所爱、学有所长的学生而言，狄邦华曜的课程设置能够帮助他们兼顾深入探索和文理兼修。因此即便Ronny确定了专业方向，但翻看他的课表，文学、音乐、经济等科目跃然纸上，放学后他还会在Life Block时段参加艺术相关社团，同时还担任着足球校队队长的职务。

“我不可能真的只学物理和数学对吧？总得多探索一下，这是我们学校选课制非常好的一点，不会局限于专业内容，又可以选择热爱的领域。尤其是有的内容我可能本来并不喜欢，但深入了解一下后，觉得还蛮有意思的。”Ronny说。就像原本对生物无感的他，在学习了环境科学后，被交叉科学的魅力所感染，尝试着相关课题的研究。经济也是他感兴趣的领域之一，他还曾在课堂上写了一篇有关发展中国家避免踏入中等收入陷阱的课题，一番探索后，他总结道：“可能是因为我从小就喜欢找规律，如果说物理是找自然规律，那经济学就是找社会规律。”

平日，他也爱和物理老师展开天马行空的讨论。为什么会有宇宙？宇宙是虚拟的还是真实存在的？宇宙的外面还有宇宙吗？宇宙的运作规律是什么？这些有关物理的话题随着层层深入，竟和哲学关联了起来。于是这段时间他也看起了哲学书籍。对Ronny而言，物理是理性地使用数学工具来研究，哲学则提供感性视角，但两者的本质都是在理解这个世界。

回望这四年，不唯成绩论、小心翼翼保护着学生好奇心的老师，加之给予空间和资源、鼓励学生积极探索、自由思考，从而培养出灵活思维和开阔视野的课程体系，最终狄邦华曜培养出了如Ronny这般心怀热爱、有专业能力、有实践精神的学者。如同升学指导老师在她的推荐信中所说：“理想主义的Ronny边脚踏实地，边仰望星空。”

Swipe left for English

Today, Ronny has received offers from the University of Toronto and the University of British Columbia for physics majors, as well as Rutgers University for mechanical engineering. When he sees his former classmates looking weary from preparing for the IB exams and friends who have received conditional offers from UK universities not slackening in their A-Level studies, he can't help but feel fortunate about his choices. He still remembers four years ago when he felt troubled by the need for balanced development across the six subjects in his former IB school. "At that time, I was someone who studied and did homework based on my interests. Writing papers for some subjects was really painful", he said shyly. "But things got a little better after I came to HC, and I managed to shake off the attitude of being indifferent."

The reason lies in our flexible and personalized course selection system, which sets up four levels for each subject from basic to advanced: College Preparatory (CP), Enriched College Preparatory (ECP), Advanced Placement (AP), and Enriched AP (EAP). Students can choose their favorite fields for in-depth exploration, while the school provides a framework for the six subject groups, requiring scholars to complete the specified learning hours in all areas.

Ronny chose higher-level courses in physics-related subjects and participated in AP exams, while also exploring other fields to cultivate his interests. For students like Ronny, who have both passion and talent, HC's course offerings enable them to balance in-depth exploration with a well-rounded education. Therefore, even though Ronny has decided on his major, a glance at his schedule reveals subjects such as literature, music, and economics. After school, he also participates in arts-related clubs during the Life Block period, while also serving as captain of the school soccer team.

"I can't just study physics and math, right? I have to explore more. This is a very good aspect of our school's course selection system. It's not limited to professional content, and we can choose fields we love. Especially for some subjects that I may not originally like, but after delving into them, I find them quite interesting," Ronny said. Just like how he initially had no interest in biology, but after studying environmental science, he was captivated by the interdisciplinary nature of the subject and tried researching related topics. Economics is also one of his areas of interest; he once wrote a paper in class on how developing countries can avoid falling into the middle-income trap. After some exploration, he concluded, "Perhaps because I've always liked finding patterns. If physics is about finding natural laws, then economics is about finding social laws."

In his spare time, he also enjoys engaging in imaginative discussions with his physics teacher. Why does the universe exist? Is the universe virtual or real? Is there another universe outside the universe? What are the operating laws of the universe? These physics-related topics, as they delve deeper, become intertwined with philosophy. So during this time, he also started reading philosophy books. For Ronny, physics is a rational study that uses mathematical tools to understand, while philosophy provides a perceptual perspective, but the essence of both is to understand the world.

Looking back over these four years, with teachers who not only care about students' curiosity but also provide space and resources, encouraging students to actively explore and think freely, thereby cultivating a curriculum system that fosters flexible thinking and broad perspectives, Dipont Huayao Collegiate School has ultimately nurtured scholars like Ronny who are passionate, have professional competence, and possess a spirit of practice. Just as the college counselor wrote in her recommendation letter: "Idealistic Ronny keeps his feet on the ground while gazing at the stars."

向右滑动查看中文