SHBS活动|职业探索周（上）——自我探索

在预备年级活动部分，四位班主任带着同学们来到操场，一场别开生面的长绳比赛和解密挑战正在等待着他们。同学们以班级为单位组队，个个摩拳擦掌，准备在比赛中一展身手。

During the Preparatory Grade activities, four homeroom teachers led their students to the playground, where an exciting long rope competition and a puzzle-solving challenge awaited them. Students teamed up by class, eager to showcase their skills in the competition.

首先进行的是长绳挑战。每个小组需要齐心协力，连续跳过长绳20次才算过关、进入之后的解密环节。操场上，加油声、欢笑声此起彼伏，同学们奋力拼搏，全力以赴。

First up was the long rope challenge. Each team had to work together and successfully jump over the rope 20 consecutive times to advance to the next stage—the puzzle-solving challenge. The playground was filled with cheers and laughter as students gave it their all, striving for victory.

随后，大家围坐在操场上，开始了紧张的解密环节。同学们集思广益，积极讨论，在老师的引导下，互相交流想法，共同寻找答案。现场气氛热烈而融洽，每个班级最终都成功破解了谜题。

Next, everyone gathered on the field for the puzzle-solving round. With minds at work and ideas flowing, students engaged in lively discussions, exchanging thoughts under the guidance of their teachers. The atmosphere was both intense and collaborative, and in the end, every class successfully cracked the puzzles.

这次活动中，每个同学都发挥了自己的特长，有的同学是长绳高手，有的同学是解密达人。即使面对挑战，同学们也从未想过放弃，大家互相鼓励，互相支持，展现了坚韧不拔的精神风貌。最终，在所有人的共同努力下，本次活动圆满落幕。大家不仅体验了团队合作的乐趣，学会了永不放弃的精神，更感受到了成功的喜悦。

Throughout the event, each student played to their strengths—some were jump rope pros, while others were puzzle-solving wizards. No one backed down in the face of challenges; instead, they encouraged and supported each other, demonstrate remarkable perseverance.Thanks to everyone’s teamwork and dedication, the event concluded successfully. Students not only experienced the joy of collaboration and embraced a never-give-up spirit, but also felt the thrill of success, making it a truly unforgettable experience.

（Gpre Kevin Ouyang）

十年级学生首先齐聚礼堂，聆听Chuman老师关于“如何利用工具认知自我，从而找到理想职业”的精彩演讲，她介绍了一种名为“职业探索甜甜圈”的图谱工具。这个圆盘状的表格分为六个模块。首先是“身份”模块，它涵盖学生的显性和隐性身份，帮助他们认识到自己在不同角色中所拥有的不同价值。紧接着是“阻碍因素”模块，用于识别那些可能影响或阻碍个人进步的因素。第三个模块是“目标/下一步”，旨在明确学生对未来的憧憬和期望。第四个模块是“每日快乐小点心”。这是一个个性化的动力源泉，根据每个学生的不同情况而定。第五个模块是“导师”，这个角色可以是学校老师、父母、知己，甚至是自己。最后是“社区与价值”模块，它关注的是学生感兴趣的社交圈子以及他们在其中提供的价值。

The 10th-grade students first gathered in the auditorium to listen to an inspiring lecture by Ms. Chuman on “How to Use Tools to Understand Yourself and Find Your Ideal Career.” She introduced a graphical tool called the “Career Exploration Donut.” This circular chart is divided into six modules. The first is the “Identity” module, which covers both explicit and implicit aspects of a student’s identity, helping them recognize the different values they hold in various roles. Next is the “Obstacles” module, which identifies factors that may affect or hinder personal progress. The third module, “Goals/Next Steps,” aims to clarify students’ aspirations and expectations for the future. The fourth module, “Daily Joy Bites,” serves as a personalized source of motivation that varies for each student. The fifth module is “Mentors,” which can include teachers, parents, close friends, or even oneself. The final module, “Community and Value,” focuses on the social circles students are interested in and the value they provide within them.

随后，同学们回到各自的行政班，填写了“职业探索甜甜圈”表格。这个看似简单的表格却能有效地帮助我们梳理个人兴趣、能力和价值观。最令人印象深刻的是职业性格测试环节，通过科学的测试，我们不仅了解了自己的性格特征，还探讨了这些特征与未来职业选择之间的关联。

After the lecture, students returned to their homerooms to fill out the “Career Exploration Donut” chart. Though seemingly simple, this tool effectively helped them organize their personal interests, abilities, and values. The most impressive part was the career personality test, where students, through a scientific assessment, not only gained a deeper understanding of their personality traits but also explored how these traits relate to their future career choices.

职业生涯规划不仅仅是简单的职业选择，更是一个认识自我、发掘潜能的持续过程。借助科学的工具和方法，我们能够更清晰地认识自己，为未来的职业发展奠定坚实的基础。这种自我认知的能力，将成为我们一生受用的宝贵财富。

Career planning is not just about choosing a profession; it is an ongoing process of self-discovery and unlocking potential. By using scientific tools and methods, we can gain a clearer understanding of ourselves and build a solid foundation for our future career development. This ability to understand oneself will become a valuable asset for life.

（Yomi Chen G10）

在十一年级，我们引入了有利于自我评估和工作习惯分析的工具，帮助学生为未来的大学申请和职业生涯做好准备。这些工具不仅关注学术兴趣，更着眼于学生的工作方式、团队协作能力和抗压能力。

In 11th grade, we introduced tools designed to facilitate self-assessment and work habit analysis, helping students prepare for future college applications and career paths. These tools focus not only on academic interests but also on students’ working styles, teamwork abilities, and stress management skills.

活动围绕“了解我的工作方式”展开。同学们被分成小组，并由小组长/协调员带领，共同完成一系列关于工作习惯和偏好的问卷调查。这次活动的核心是一份详细的问卷，涵盖了以下几个方面：

The activity revolved around “Understanding My Work Style.” Students were divided into groups, each led by a group leader/coordinator, and worked together to complete a series of work habit and preference surveys. At the core of this activity was a detailed questionnaire, covering the following aspects:

首先是工作环境偏好。同学们需要思考自己是更喜欢独立工作，还是在小组环境中更能发挥效率。例如，“在独立完成论文时，我更专注；但在小组讨论科学项目时，我更喜欢集思广益。”

First, work environment preferences. Students reflected on whether they perform better working independently or thrive more in group settings. For example, “I focus better when writing an essay alone, but I prefer brainstorming in a group for science projects.”

其次是任务处理方式。同学们需要评估自己是倾向于从开放性问题入手，还是更喜欢遵循详细的步骤指导。例如，“在数学作业中，如果没有清晰的步骤，我会感到困惑；但在创意写作中，我更喜欢自由发挥。”

Next, task approach. Students evaluated whether they prefer to start with open-ended questions or follow a structured step-by-step guide. For instance, “In math homework, I get confused without clear steps, but in creative writing, I enjoy working freely.”

接下来是效率高峰期。同学们需要确定自己一天中哪个时段效率最高——早上、中午还是晚上？

Then, peak productivity periods. Students identified whether they are most efficient in the morning, afternoon, or evening.

然后是沟通方式。同学们思考自己更擅长通过哪种方式分享想法——书面形式（邮件/聊天）、一对一谈话，还是小组讨论？

After that, communication styles. They considered how they best express ideas—through writing (emails/chats), one-on-one conversations, or group discussions.

最后是干扰源。同学们需要识别最容易让自己分心的事物——噪音、社交媒体、目标不明确，还是时间压力？例如，“学习时，TikTok的推送通知会严重影响我的专注力。”

Finally, distractions. Students pinpointed what disrupts their focus the most—noise, social media, unclear goals, or time pressure. For example, “When studying, TikTok notifications seriously affect my concentration.”

完成问卷后，同学们在小组内分享了自己的答案，并进行了深入的讨论。老师们引导学生逐步填写表格，并鼓励他们进行反思。

After completing the survey, students shared their responses in groups and engaged in in-depth discussions. Teachers guided them in filling out their worksheets and encouraged self-reflection.

除了问卷调查，同学们还填写了关于自己心仪的社团活动、喜欢的日常活动以及感兴趣的学科科目的表格。在填写这些表格之前，老师们引导学生放松心态，认真思考，并强调这并不是职业测评，而是为了帮助他们更好地了解自己的兴趣、特长，以及与未来职业的潜在联系。

In addition to the questionnaire, students filled out forms about their preferred extracurricular activities, daily hobbies, and favorite academic subjects. Before doing so, teachers encouraged them to relax and think deeply, emphasizing that this was not a career aptitude test but a way to gain deeper insights into their interests, strengths, and potential career connections.

这次活动让十一年级的学生对自己的工作习惯、学习偏好和兴趣爱好有了更全面的认识。这些自我认知的提升不仅有助于他们更好地规划高中生活，也为他们未来的大学申请和职业选择奠定了坚实的基础。通过持续的自我探索和反思，学生们将能够更自信地迈向未来。

This activity gave 11th-grade students a clearer understanding of their work habits, learning preferences, and personal interests. These self-awareness skills not only help them navigate high school life more effectively but also lay a solid foundation for college applications and career decisions. Through continuous self-exploration and reflection, students will be able to move toward their future with confidence and clarity.

（Africa Zhang G11）

在今天的十二年级CAS活动中，Chris校长向同学们提出了一个发人深省的问题：“你认为在工作中最重要的四项技能是什么？”这个问题迅速点燃了大家的思考和讨论热情。

In today’s 12th-grade CAS activity, Principal Chris posed a thought-provoking question to the students: “What do you think are the four most important skills in the workplace?” This immediately sparked deep reflection and lively discussions.

同学们分成三到四人小组，各抒己见。有的同学认为“沟通能力”至关重要，因为无论是团队协作还是客户交流，清晰有效的沟通都是成功的基石。有的同学强调“服从能力”，认为在职场中，遵守规则、执行指令是维护秩序和提高效率的基础。还有同学认为“情商”是关键，因为理解和管理自己及他人的情绪，才能在复杂的工作环境中游刃有余。此外，“团队合作能力”、“问题解决能力”和“时间管理能力”等也被多次提及，讨论氛围十分热烈。

Students formed groups of three to four and shared their opinions. Some believed that communication skills were crucial, as clear and effective communication is the foundation of success in both teamwork and client interactions. Others emphasized the importance of obedience, arguing that following rules and executing instructions efficiently helps maintain order and improve productivity in the workplace. Some students highlighted emotional intelligence (EQ) as a key skill, stating that understanding and managing both one’s own emotions and those of others is essential for navigating complex work environments. Additionally, teamwork, problem-solving, and time management were frequently mentioned, leading to an enthusiastic discussion.

Chris校长认真聆听了同学们的发言，并从中归纳出五个最常被提及的能力：沟通能力、服从能力、情商、团队合作能力和问题解决能力。接下来，他引导同学们根据自身情况，对这些能力进行A到C的自评，帮助大家更清晰地认识自己的优势和需要提升的方面。这个环节不仅促使同学们反思自身能力，也启发了他们思考如何在未来的职场中扬长避短。

Principal Chris carefully listened to the students’ insights and summarized the five most commonly mentioned skills: communication skills, obedience, emotional intelligence, teamwork, and problem-solving skills. He then guided students to self-assess these abilities on a scale from A to C, helping them gain a clearer understanding of their strengths and areas for improvement. This exercise not only encouraged self-reflection but also prompted students to think about how they could leverage their strengths and work on their weaknesses in their future careers.

随后，Chris校长进一步引导同学们深入探讨这些能力的内涵。他提出了一系列问题，例如：“为什么沟通能力在职场中如此重要？”“高情商如何帮助你在工作中更好地应对压力？”“如何在团队合作中平衡个人能力？”通过这些深入的讨论，同学们不仅加深了对职场技能的理解，还学习了如何将这些能力应用到实际工作中。Chris校长还结合自己的职业经历，分享了这些技能在职场中的实际应用案例，让讨论更加生动、更具启发性。

Next, Principal Chris led a deeper exploration of these skills, asking questions such as “Why is communication so critical in the workplace?”, “How can high emotional intelligence help you manage stress more effectively?”, and “How do you balance individual skills within a team setting?” Through these discussions, students not only developed a deeper understanding of workplace skills but also learned how to apply them in real-life work scenarios. Principal Chris further enriched the discussion by sharing real-world examples from his own career, making the concepts more tangible and insightful.

这次活动不仅让同学们对职场必备技能有了更深刻的认识，也激发了他们对未来职业发展的思考。通过讨论和反思，大家意识到，职场成功不仅依赖于专业技能，还需要具备一系列软实力。Chris校长的引导和分享为同学们提供了宝贵的职场洞见，帮助他们在未来的职业道路上更加自信、从容地前行。

This activity gave students a more profound awareness of essential workplace skills and inspired them to think about their future career development. Through discussion and reflection, they realized that success in the workplace goes beyond technical expertise—it also requires a set of soft skills. Principal Chris’s guidance and personal experiences provided students with valuable workplace insights, empowering them to step into their future careers with greater confidence and readiness.

（Tim Shen G12）