在狄邦华曜的小学部学习是一段怎样的体验？在义务教育的初级阶段，这里提供的资源与教学能够为孩子们打下怎样的基础，带来怎样的成长？或许从高年级学生的样貌及表现上，我们可以窥见一斑。

我们采访了六年级学者黄婧琪（Cherry）和她的家人。Cherry在四年级时转入狄邦华曜学校，来到这里的两年半间，充分发挥自己的能量，尽情探索自己的爱好，成为了学弟学妹们向往的“小小明星”。

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What is the experience like for students in the elementary school of Dipont Huayao Collegiate School? What resources and teaching methods are provided at this stage of compulsory education to lay the foundation and foster growth? Perhaps by observing the appearance and performance of senior students, we can catch a glimpse.

We interviewed Cherry, a sixth-grade scholar, and her family. Cherry transferred to HC in the fourth grade, and during her two and a half years here, she fully utilized her energy, explored her interests, and became the "little star" that younger scholars look up to.

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“从公办学校转到国际化学校，一开始我还担心适应问题，但学校的分层教育让Cherry几乎没有遇到什么适应困难。”Cherry的爸爸说道。

热情活泼的性格使得Cherry对于进入新学校和新环境始终保持着积极的心态，她似乎在这里找到了更适合自己的学习方法和节奏。

就Cherry自己认为改变最大的英语学习而言，过去她通常是在课堂上机械地跟随课本内容，背诵单词，训练语法。但在狄邦华曜，老师会考虑每位学者的认知能力和交流能力，带领他们做更有趣、形式更灵活的事情。通过小组讨论和与老师直接沟通交流，他们在实践和游戏中掌握了字句和语法的使用。

在更自由的环境中，Cherry的兴趣得到了引导，她反而建立起了更强的自我驱动力。

在转入狄邦华曜后，Cherry说她的作业“量”比以前少了，但是Cherry的爸爸告诉我们，她经常会花比较晚的时间来完成作业。她会查阅资料，深入了解相关知识，为了能够呈现更好的作业效果。Cherry非常喜欢现在的作业方式，她可以自己探索课堂知识的应用，不再局限于标准答案，而且连提交作业的方式都变成了课堂上的演讲式分享。对于性格外向、喜欢交流的Cherry来说，这种潜移默化的促进使得她在完成一个项目或作业时，总是以高标准要求自己，主动深入地学习和探索每一门知识。

Cherry的表现让爸爸对于当初转学的决定更加坚定。作为上一辈，Cherry的爸爸鼓励孩子能够走自己独特的道路，不仅仅追求成绩，而是注重培养学习能力、性格和人格方面的塑造。

“选择国际化学校，我们选择的是整个教育理念。特别是在打下基础的小学阶段，一旦对学校或者学习产生抵触情绪，后面无论是学习习惯还是学习思维，可能就需要花更大的力气去扭转。天赋异禀的孩子是少数，对于大多数的人来说，既然无法改变先天条件，那么进入一个良好的教育环境、接触更广泛、能够探索的世界，就有机会让孩子获得改变。”

宽松的氛围并不意味着成绩不重要。作为美式精英学校，狄邦华曜与美国的“宽进严出”理念相似。进入学习阶段时，学校提供尽可能的支持，包括教育资源、指导和正向的鼓励，给予学生充分尝试、试错的机会，从而自由地探寻和发现自己的兴趣和天赋。但在对学习任务进行评估时，学校也采取严格的标准，帮助学者更好地了解自己的优点和不足，并做出改进，养成正确的学习态度和方法。

Cherry转学到狄邦华曜后，她能够感受到无论是学习过程还是参与各种活动，都能够轻松融入并发挥个人特长，这种体验的反馈又进一步促进了她的积极性和自信心。在学有所获、学有所用的良性循环中，她显著地成长着。

“我觉得自信心很重要，即使在某个阶段，能力有限，但如果有自信，就会有努力的动力和进步的空间。这对于孩子们来说，是一种非常有益的品质。Cherry本身就比较开朗，学校的氛围培养了她的自信心，又提升了一个层次。”

"When transitioning from a public school to an international school, I was initially concerned about adaptation issues, but the school's differentiated education made it almost effortless for Cherry to adapt," said Cherry's father.

Cherry's enthusiastic and lively personality allowed her to maintain a positive mindset when entering a new school and environment, and she seemed to have found learning methods and a pace that better suited her here.

Regarding the most significant change in Cherry's English learning, she used to mechanically follow textbook content, memorize vocabulary, and practice grammar in the past. However, at HC, teachers consider each scholar's cognitive abilities and communication skills, leading them to engage in more interesting and flexible activities. Through group discussions and direct communication with teachers, they grasp the use of words, phrases, and grammar through practice and games.

In a more liberating environment, Cherry's interests were guided, and she developed a stronger sense of self-drive.

After transferring to HC, Cherry mentioned that she has "less" homework compared to before, but Cherry's father told us that she often spends more time completing assignments. She would research and delve into related knowledge to present better homework results. Cherry enjoys the current way of doing homework as she can explore the application of classroom knowledge, no longer confined to standard answers. Additionally, the submission of homework has transformed into presentations in the classroom. For an outgoing and communicative individual like Cherry, this subtle promotion encourages her to always set high standards for herself and actively delve into and explore each subject.

Cherry's performance has strengthened her father's conviction in the decision to transfer schools. As an older generation, Cherry's father encourages his child to tread her unique path, not solely pursuing grades but also focusing on cultivating learning abilities, character, and personality.

"By choosing an international school, we embrace the entire educational philosophy. Especially in the foundational stage of elementary school, once negative emotions towards school or learning arise, it may require greater effort to reverse learning habits and thinking patterns. Gifted children are the minority, and for the majority, since it's impossible to change innate conditions, entering a good educational environment, encountering a broader world to explore provides opportunities for children to effect change."

A relaxed atmosphere does not imply that academic achievements are unimportant. As an American-style elite school, HC shares a similar philosophy with the "loose entrance, strict exit" approach in the United States. When students enter the learning stage, the school provides as much support as possible, including educational resources, guidance, and positive encouragement, giving students ample opportunities to experiment and make mistakes, allowing them to freely explore and discover their interests and talents. However, when evaluating learning tasks, the school maintains strict standards, helping scholars better understand their strengths and weaknesses, make improvements, and develop the correct learning attitude and methods.

After transferring to HC, Cherry can feel that she effortlessly integrates and utilizes her personal strengths in both the learning process and various activities. The feedback from this experience further promotes her enthusiasm and self-confidence. In a virtuous cycle of acquiring knowledge and applying it, she is visibly growing.

"I believe self-confidence is essential. Even if abilities are limited at a certain stage, having confidence provides the motivation to strive and room for progress. This is a very beneficial quality for children. Cherry is naturally outgoing, and the school's atmosphere nurtures her self-confidence, taking it to another level."

Cherry从小就接触音乐，学习钢琴。然而练习钢琴的过程进步缓慢，也没有收获太多乐趣。在培训班看到别的孩子学习架子鼓，Cherry心生好奇，家长也给予支持，便开始了与架子鼓相伴的日子。

起初，Cherry主要在业余时间去机构学习架子鼓的基础技能，但转学后，Cherry爸爸说她不仅在学校的延展课上练习，回家后她也会花时间继续练习。

“我们每天都听到她叮叮咣咣敲到挺晚的时间，她对此乐在其中。架子鼓对她而言不仅仅是一个吸引她的乐器，你还能看到她身上那股积极向上的劲头。她用时间、精力和想法去发展自己的兴趣，而且对任何事情都特别有动力。这种变化得益于她离开了原本作业繁重的学习环境，来到了这里。”

其实，音乐本身不仅仅是一门技能，有时候过于追求考级的学习会让许多孩子从兴趣推向厌烦。然而，当音乐变成一种体验、一种交流的桥梁，一种团队合作时，兴趣会转变为热爱。这样的转变在狄邦华曜学校中经常发生，而Cherry就是其中之一。转学后，Cherry很快加入了小学部的摇滚乐队，并担任鼓手。

“在加入乐队之前，架子鼓对她只是一项爱好，但后来她发现架子鼓在乐队中有着重要的角色，觉得更有意义了。她喜欢和队友们一起练习和表演，而他们也对架子鼓充满兴趣。我还会教他们一些关于转鼓棒技巧等方面的知识。”

乐队中的每个人都将各自的热情和才华融合在一起，彼此配合，互相交流，共同创作出打动人心的作品。Cherry和志同道合的乐队伙伴们一起在学校的表演活动中展现自己的才华，甚至赢得了许多不同年级学生的支持者。

“大概在五年级的时候，我第一次作为乐队鼓手表演完，坐在食堂吃饭时，突然有一个七年级的学生过来和我打招呼，问我是不是那个打架子鼓的帅气女生，我觉得挺惊喜的。”

Cherry能够展现自己的特长与学校对“美育”的重视密不可分。“美育”不仅仅是艺术教育，还包括了文化和人文方面的培养，帮助学生通过艺术更深入地理解文化内涵和历史背景，从而更好地理解自己和世界。

在音乐方面，学校邀请了具有丰富表演和教育经验的外籍教师参与教学，为学生带来了世界视野下的音乐指导。这不仅提升了学生的演奏技巧，还激发了他们的创造力、想象力，以及对情感的表达和认知能力，使他们能够更好地感受和欣赏乐器演奏及音乐本身。

Cherry has been exposed to music from a young age and learned to play the piano. However, her progress in piano practice was slow, and she didn't derive much enjoyment from it. One day, while attending a training class, Cherry became curious about drumming, seeing other children learning it. With the support of her parents, she began her journey with the drums.

Initially, Cherry mainly learned basic drumming skills at an institution during her free time. However, after transferring schools, Cherry's father mentioned that she not only practices during the school's life block but also spends time practicing at home.

"We hear her drumming away until late at night every day, and she finds immense joy in it. The drums are not just an instrument that attracts her; you can also see her positive and enthusiastic spirit. She devotes her time, energy, and ideas to developing her interest and is motivated in everything she does. This change is due to her leaving behind the heavy workload of her previous learning environment and coming here."

In fact, music itself is not just a skill; sometimes, excessive focus on graded learning can lead many children to boredom rather than fostering interest. However, when music becomes an experience, a bridge for communication, and a form of teamwork, interest transforms into passion. Such transformations frequently occur at HC, and Cherry is one of them. After transferring, Cherry quickly joined the rock band in the elementary school and became the drummer.

"Before joining the band, playing the drums was just a hobby for her. But later, she realized the important role drums play in a band, and it became more meaningful for her. She enjoys practicing and performing with her teammates, and they are also very interested in the drums. I even teach them some knowledge about drumstick techniques and more."

Each member of the band blends their own passion and talent, collaborating, communicating, and creating moving pieces together. Cherry and her like-minded bandmates showcase their talents in school performances and have even gained supporters from students in different grades.

"Around fifth grade, after I performed as the band's drummer for the first time, while sitting in the canteen，a seventh-grade student came up to me and greeted me, asking if I was the cool girl who played the drums. I felt pleasantly surprised."

Cherry's ability to showcase her talent is closely tied to the school's emphasis on "aesthetic education." "Aesthetic education" encompasses not only art education but also the cultivation of culture and humanities. It helps scholars deepen their understanding of cultural connotations, historical backgrounds, and themselves and the world through art.

In terms of music, the school invites foreign teachers with extensive performance and educational experience to participate in teaching, providing scholars with music guidance from a global perspective. This not only enhances scholars' instrumental skills but also stimulates their creativity, imagination, and expression of emotions and cognitive abilities, enabling them to better appreciate and enjoy musical performances and music itself.

无论是Cherry本人还是她的同学朋友们，大家都不局限于特定领域的兴趣。

数学？喜欢。科学？喜欢。艺术？喜欢。体育？同样喜欢。在这些孩子眼里，学科学术本身和学科之外的延展活动都能带来知识、快乐、进步和提升。

学校以美国精英学校为目标，建立了学生发展体系，独特的iSTEAM-PBL跨学科项目制学习课程与延展课程相辅相成，为学生提供了丰富的学习体验。

Cherry愉快地介绍了自己在课堂上完成的作品：“数学课上学到了有关‘圆’的内容，我们以小组形式自己设计并建造了一座建筑物。我们选择了‘东方明珠’。在实际过程中运用了许多知识，需要计算每个场景和部件的直径、高度等，画图纸并进行调整和优化，最后动手制作完成。”

在不同的学习阶段，学生们会进行不同主题的项目。例如，当Cherry和同学们需要制作蒸汽朋克风格的机器人时，他们主动了解了蒸汽朋克的历史、蒸汽朋克风格的特点以及科幻概念的演变。在实现项目任务的过程中，学生们结合课堂知识、联系社会现实，发挥自己的创造力。

以学生为中心的iSTEAM-PBL跨学科项目制学习将各学科的知识和技能相互联系，通过解决实际生活问题，培养学生多层次、多维度和跨学科的思维能力。

在这个基础上，狄邦华曜学校提供了丰富多样的延展课程，与学术课程相互衔接，共同提供学生全面的学习体验。

学校目前提供了120多门延展课程，从周一到周四的下午3点半开始，学生们可以根据自己的需求选择适合的课程。如果喜欢STEAM，可以参加机器人俱乐部或工程设计俱乐部；如果喜欢数学，可以参加数学竞赛的课外活动；如果喜欢体育，可以选择游泳、足球、橄榄球等项目；如果喜欢艺术和表达，可以参加戏剧表演和演讲辩论等活动。

对于广泛兴趣的Cherry来说，她选择了篮球、棋类运动和演讲辩论等课程，并合理安排时间，使自己的生活充实而快乐。

Cherry的成长经历与她的家庭和个性密不可分，但她能成为现在这样多才多艺的“多边形战士”，也离不开学校提供的环境和资源。在交谈过程中，她的活力和热情不断感染着我们，这种年轻而充满能量的气息必将在未来绽放出更加璀璨的光彩。

Both Cherry and her classmates are not limited to specific fields of interest. Mathematics? They like it. Science? They like it. Art? They like it. Sports? Equally enjoyable. In the eyes of these children, both academic subjects and extracurricular activities outside of those subjects bring knowledge, joy, progress, and growth.

Aiming to be an American-style school, HC has established a student development system. The unique iSTEAM-PBL interdisciplinary project-based learning curriculum complements the extracurricular courses, providing scholars with rich learning experiences.

Cherry enthusiastically shared her classroom projects, saying, "In math class, we learned about 'circles' and worked in groups to design and build a structure. We chose the 'Oriental Pearl Tower.' We applied various knowledge during the actual process, calculating the diameter, height, and other measurements of each scene and component. We drew blueprints, made adjustments, optimizations, and finally completed the hands-on construction."

At different stages of learning, students engage in projects based on different themes. For example, when Cherry and her classmates needed to create a steampunk-style robot, they proactively learned about the history of steampunk, its characteristics, and the evolution of science fiction concepts. Throughout the process of completing the project task, students integrate classroom knowledge, connect with real-world contexts, and unleash their creativity.

The student-centered iSTEAM-PBL interdisciplinary project-based learning connects knowledge and skills from various disciplines, cultivating students' multi-level, multi-dimensional, and interdisciplinary thinking abilities through solving real-life problems.

Building upon this foundation, HC offers a wide range of extracurricular courses that complement academic curriculum, collectively providing students with a comprehensive learning experience.

Currently, the school offers over 120 life blocks starting from 3:30 p.m. on Mondays through Thursdays, allowing students to choose courses that suit their needs. If they enjoy STEAM, they can join robotics clubs or engineering design clubs. If they enjoy mathematics, they can participate in math competition activities. If they enjoy sports, they can choose swimming, soccer, rugby, and more. If they enjoy arts and expression, they can engage in drama performances and debate activities.

For Cherry, who has diverse interests, she chooses courses such as basketball, chess, and public speaking, and she manages her time effectively to make her life fulfilling and joyful.

Cherry's growth experience is closely intertwined with her family and her personality, but she couldn't have become the talented "polymath warrior" she is today without the environment and resources provided by the school. During our conversation, her vitality and enthusiasm constantly inspired us.

This youthful and energetic spirit will undoubtedly shine brighter in the future.