为了支持参赛学者，狄邦华曜学校初中地理老师Ace Zhu制定了详细的培训计划，利用延展课的时间开展了赛前课程。备赛期间，无论是在校日或休息日，学者遇到任何问题都可以随时找到他答疑。

Ace Zhu老师说，世界地理学术挑战这场赛事，需要学者们充分调动个人地理知识的储备量、运用地理知识和思维解决实际问题，同时也会考察中英文写作能力、团队合作的能力、个人演讲和表演的能力，还有社交能力等，可以说是一项非常考验综合能力的活动。而整个比赛中，除了学者展现的“上知天文、下知地理“的学术素养之外，Ace Zhu对于学者们所表现出来的自信，团队合作，领导力，临场应变能力感到特别自豪。

G9学者Jamie在备赛和比赛过程中都非常认真，无论是在团队合作沟通还是个人比赛中都非常耀眼，因此在每个环节都获得了优秀的成绩。比赛期间，小组环节是在比赛现场拿到项目题目，需要和随机抽签组成的团队沟通和合作，在24小时内完成一个项目。Jamie分到的小组是关于马达加斯加的选题，整组熬夜制作了关于马达加斯加的宣传手册，并且获得World Geography Fair的第一名的成绩。随后，在中级组含金量最高的Quiz Bee环节，他经过了多达5轮的比赛在最终轮获得全国第3名。

在紧张的赛事中，还穿插有戏剧表演的活动，Jamie演奏的一首小提琴独奏"My Heart Will Go On"，充分展示了HC学者的风采。

同样，学者们也经历了不少挑战，由于团队赛是随机组队，赛前成员都没有见过，比赛中的三个团体项目非常考验大家的配合。其中我们初中的学者分配到一个2年级的小孩，在沟通和能力上存在巨大的不匹配，在准备阶段和比赛过程中产生了很多不同想法和矛盾，最终队长Bruce通过协调和合理的任务分配,充分发挥成员的每个特点，较好的完成了团队比赛，在World Geography Fair中获奖。

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To support the participating scholars, Mr. Ace Zhu, geography teacher from Middle Grades has developed a comprehensive training program and conducted a pre-competition course during Life Block. During the preparation period, scholars could always find him to answer any questions they had, whether it was a school day or a day off.

As Mr. Ace said, the International Geography Bee is an event that requires scholars to fully mobilize their personal geography knowledge reserves, apply geography knowledge and thinking to solve practical problems, and also test their Chinese and English writing abilities, teamwork abilities, personal speaking and performance abilities, social abilities, etc. It can be said to be an activity that tests comprehensive abilities. Throughout the competition, apart from the scholars' academic knowledge, Ace Zhu is particularly proud of the scholars' confidence, teamwork and adaptability.

G9 scholar Jamie was very serious in preparation and competition and was outstanding in both teamwork communication and individual competition, thus achieving excellent results in every div. During the competition, he communicated and cooperated with his teammates, stayed up late to produce a promotional manual on Madagascar, and won first place in the World Geography Fair. Especially in the Quiz Bee div, which has the highest level of difficulty in the intermediate group, he made it to the final round after five rounds of competition and achieved third place with only one question difference. 

The intense competition was interspersed with theatrical performances. Jamie's violin solo of "My Heart Will Go On" in the theatrical performance was also impressive, fully demonstrating the charm of HC scholars.

Scholars also faced many challenges. Since the team competition was randomly assigned, members had not met before the competition, and the three team projects in the competition were very challenging for everyone's cooperation. Among them, our middle school scholar was assigned to a second-grade child, and there was a huge mismatch in communication and ability. There were many different ideas and conflicts during the preparation and competition process, but team captain Bruce coordinated and reasonably allocated tasks, fully exerting the characteristics of each member, and completed the team competition well, winning an award in the World Geography Fair.

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比赛场上的成功当然离不开场下长期的训练，我们和带队老师，同时也是辅导老师的Ace Zhu老师聊了聊，好成绩背后与老师和学者的努力紧密关联。

在狄邦华曜，地理学科的教学从多个维度进行。

首先，注重地理基础知识和能力本身，引导学生用这些知识去建立学习地理的基础，培养学生成为独立人格的终身学习者。

其次，教学注重培养学生勇于探索精神和实践力。通过引导学生去发现更多课本上没有的地理现象，并思考其产生的原因和影响等，构建自然事物与人类活动的联系，从而培养学生主动去思考真实情境中该如何去处理地理问题的能力，引导学生成为认识问题的探究者和解决问题的实践者。

最后，通过地理学科和实践，去扩宽学生的眼界和心胸，引导学生形成健全的人格，从不同的角度去理解世界，成为具有国际视野和格局的领导者。

比如，针对七年级的世界区域地理学习，老师制定了三个学习主题，认识大洲、认识地区、认识国家。

每个主题中根据内容会插入小课题，如在认识国家主题中有“你最想推荐的旅游国家”、“冲突频发的热点国家”、“自然灾害频发的国家”、“文化厚重的历史国家”等。根据学生的兴趣，自由选择国家进行资料查询和探究，然后在通过选择是由个人还是小组进行探索，组队可以自由选择，不局限于同班。最后，这个项目研究可以随机选择以论文、海报、手抄报、PPT、表演、视频、原创歌曲、纪录片、展板、模型等各种形式。在选择研究内容和展示的过程中，可以融合美术、戏剧、数字与媒体、科学、语文等学科的知识和能力的运用。

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Success on the competition field is inseparable from long-term training off the field. We talked to our teacher, Ace Zhu, who leads and coaches scholars, about the close connection between our good results and the efforts of our teachers and scholars.

At HC, geography teaching is conducted from multiple dimensions.

First, emphasis is placed on geography basics and the ability itself, guiding students to establish a foundation for learning geography with these knowledge and cultivating students to become independent lifelong learners.

Second, the teaching focuses on cultivating students' spirit of exploration and practical skills. By guiding students to discover more geography phenomena that are not covered in textbooks, and to think about their causes and effects, etc., the connection between natural phenomena and human activities is constructed. This will train students to proactively think about how to handle geographical problems in real situations, guiding them to become explorers who understand problems and practitioners who solve them. 

Finally, through geography and practice, students' horizons and hearts are broadened, guiding them to form a healthy personality and to understand the world from different perspectives, becoming leaders with an international vision and outlook.

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For example, for the study content of the G7 world regional geography, the teacher has developed three learning themes: understanding continents, understanding regions, and understanding countries. For each theme, small topics are inserted based on the content. For example, in the "understanding countries" theme, there are topics such as "the country you most want to recommend for tourism," "hotspot countries with frequent conflicts," "countries with frequent natural disasters," "historical countries with rich culture," etc. Based on students' interests, they can freely choose countries for data research and exploration. Then, they can choose whether to explore individually or in groups. Teams can be freely formed and are not limited to the same class. Various forms of presentations are available, such as essays, posters, handwritten reports, PPT, performances, videos, original songs, documentaries, exhibition boards, models, etc. In the process of choosing research content and presentation, the knowledge and abilities of various disciplines such as art, drama, digital media, science, and Chinese can be integrated.

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目前，八年级的学者则正在进行“未来城市”的PBL。

学者们可以选择世界任何一个城市，发现它突出的城市问题，这个问题可以是关于清洁的水资源、城市交通拥堵、垃圾处理、公共空间利用、城市用电、社会医疗等方面，已经确定的可以有“城市水资源供给”、“城市塑料垃圾处理”。然后，学者通过查阅资料、制定研究计划、调查数据、分析问题产生的原因、制定具体解决措施和方法，学者设计出针对这个问题的未来城市城市模型，把解决措施体现在模型上，并用模型进行展示和答辩。

这其实是一个iSTEAM-PBL（跨学科的项目制）学习，覆盖了科学、CDI、环境科学等学科，让学者在这个过程中了解每一个学科在这些社会问题的研究和解决中的实际应用。

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In the geography theme design of the G8, some scholars are conducting a PBL on "Future Cities". 

Scholars can choose any city in the world, discover its prominent urban issues (such as clean water resources, urban traffic congestion, waste disposal, public space utilization, urban electricity, social medical care, etc.), and then conduct research, collect data, analyze the causes of the problems, and develop specific solutions and methods. Scholars design a future city model that addresses the problem, incorporate the solutions into the model, and present and defend it. 

This is actually an iSTEAM-PBL program that covers disciplines such as geography, CDI, science, environmental science, etc., allowing scholars to learn about the practical application of each discipline in the study and solution of these real-world social problems in the process

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地理学科对于一个学生的全人发展来说是非常重要的一门学科。作为一门综合型学科，地理学科不仅关注自然现象，还涉及人类活动和社会问题。通过学习地理学科，学生可以了解世界各地的自然和人文环境，理解人类活动对环境的影响，探索解决环境问题的方法，同时也能够培养学生的空间思维和地理信息技能。此外，地理学科还可以和其他学科进行关联和整合，比如历史学、社会学、环境科学、生物学、物理学和地质学等。

也正是这样在日常的课堂中学会关注自然关注社会，学会探索解决问题的方法，培养解决实际生活中遇到的问题的能力，狄邦华曜的学者们才能成长为面向未来社会的人才。

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The geography subject plays an important role in students' holistic development. As a comprehensive subject, geography not only focuses on natural phenomena but also involves human activities and social issues. By studying geography, students can learn about the natural and human environments around the world, understand the impact of human activities on the environment, explore methods to solve environmental problems, and cultivate spatial thinking and geographic information skills. In addition, geography can be integrated with other subjects such as history, sociology, environmental science, biology, physics, and geology.

Through daily classroom learning, focusing on nature and society, learning to explore methods to solve problems, and developing the ability to solve practical problems in life, scholars at HC can grow into talents for future society.

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