UEC春游研学日：在欢乐中发现不一样的世界

春意渐浓，正是出发的好时节。上周，UEC的同学们走进上海欢乐谷，将课堂延伸至真实世界，展开了一场融合体验与探索的春日研学之旅。

Spring is in full swing – the perfect time to set off. Last week, UEC students stepped into Shanghai Happy Valley, extending the classroom into the real world for a spring study tour that blended experience and exploration.

在UEC的“全人教育”与“探究式学习”中，学习从来不止发生在教室里。让我们看看同学们在这次春游的旅途中都完成哪些精彩的研学活动吧。

At UEC, with its focus on holistic education and inquiry-based learning, learning has never been confined to the classroom. Let's take a look at the engaging research activities our students carried out during this spring study trip.

01

Research – Putting Learning into Practice

研学篇｜在体验中实践所学

为什么你会在游乐设施中感到“害怕又兴奋”？为什么有些人想再玩一次，有些人再也不想玩第二次？

Why do you feel both "fear and excitement" on amusement rides? Why do some people want to go again, while others never want a second try?

来自PRE-1班的Kate同学为探究这一差异背后的原因，她开启了刺激性项目与人体生理反应之间的关系这一课题。

To explore the reasons behind these differences, Kate from PRE-1 initiated a study on the relationship between high-intensity rides and human physiological responses.

在数据收集过程中，她也遇到挑战：个体感受难以被准确描述与量化。在不断调整方法后，她引入“心率区间 + 生理反应描述（如微微发汗等）”作为辅助选项，使原本模糊的体验逐渐转化为更具参考价值的数据。

During data collection, she encountered a challenge: individual sensations are difficult to describe and quantify accurately. After continuously adjusting her methods, she introduced "heart rate range + physiological response description (e.g., slight sweating, etc.)" as supplementary options, gradually turning vague experiences into more referenceable data.

在真实情境中提出问题、修正方法，她让课堂中的生物知识真正“活”了起来。

By raising questions and refining methods in a real context, she brought biological knowledge from the classroom truly to life.

摄影课题-春日光影

Photography Project — Spring Light and Shadow

当游玩的刺激归于平静，另一组来自PRE-3班同学则用镜头对焦春天。

As the thrill of the rides settled, another group of students from PRE-3 turned their lenses toward spring.

摄影课题以“春日光影”为命题，在钢铁结构与烂漫春花之间，寻找矛盾的和谐。

Under the theme "Spring Light and Shadow," they explored a harmonious contrast between steel structures and blooming flowers.

01

发现/Finding

在实践中，同学们逐渐意识到，影像不仅是对景象的再现，更是一种对空间、秩序与情绪的理解与表达；同时，也开始关注画面之外的环境细节与公共行为。

In practice, the students gradually realized that images are not just a reproduction of scenes but also an understanding and expression of space, order, and emotion. At the same time, they began to pay attention to environmental details and public behavior beyond the frame.

02

新增技能/New skills acquired

基础构图意识、光线观察与运用、画面叙事表达、视觉信息整理

Basic compositional awareness, observation and use of light, visual narrative, organization of visual information.

老师评价/Teacher's comment

整体材料结构清晰，表达简洁准确，具备一定的视觉整理与呈现意识。拍摄对象与景别较为多样，画面曝光控制稳定，构图整体均衡，其中部分作品在色彩与动态捕捉上具有较强视觉张力。在后续提升中，可进一步加强图文之间的对应关系，以及对摄影理论与作品分析的落地表达，使创作与思考形成更紧密的连接。

The material structure is clear, the expression is concise and accurate, showing a good sense of visual organization and presentation. The subjects and shot types are diverse, exposure control is stable, and compositions are generally balanced. Some works show strong visual tension in color and motion capture. For further improvement, strengthening the correspondence between images and text, as well as grounding photography theory and work analysis more explicitly, would create a tighter connection between creation and reflection.

摄影，在这里不再只是定格美好，更成为连接感知、理解与表达的一种路径。

Here, photography is no longer just about capturing beautiful moments – it becomes a pathway connecting perception, understanding, and expression.

研学结束时，每个人都带着属于自己的收获，或是一段充满笑声的记忆，或是一次新的发现与理解。

By the end of the study tour, everyone carried home their own gains — whether a memory filled with laughter, or a new discovery and understanding.

班主任Chloe在现场为同学们定格下珍贵瞬间，也为这次研学留下了一份值得反复回望的美好记忆。

Chloe, the homeroom teacher, captured meaningful moments of the journey, preserving beautiful memories from this study trip.

学生感想/Student reflections

“我真正把生物知识用到了现实生活里，不再只是背概念。”

"I was able to apply biological knowledge to real life, instead of just memorizing concepts."

“明白了人体反应非常精密，情绪和生理是紧密相连的。”

"I realized how precise the human body’s responses are, and how closely emotions are linked to physiology."

“也让我更清楚自己适合什么、不适合什么，同时理解人与人之间的生理差异。”

"It also helped me better understand what suits me and what doesn't, while recognizing the physiological differences between individuals."

"我觉得过山车很刺激，想多坐几次！"

"The roller coaster was so thrilling – I want to ride it again and again!"

“从紧张的备考中放松下来，也在这次研学中发现了春天的美。”

"It was a nice break from intense exam preparation, and I also discovered the beauty of spring during this tour."

...

当游乐园成为观察对象，当体验成为研究起点，同学们的调研与发现不仅帮助他们以更立体的视角理解世界，也在一次次实践中实现更全面的成长。

 When an amusement park becomes an object of observation and experience becomes the starting point of research, students' investigations and discoveries help them understand the world from more multidimensional perspectives, while also achieving more comprehensive growth through repeated practice.

而那些关于快乐的记忆，也在无形中，成为滋养未来的养分。

And those joyful memories invisibly become nutrients that nurture the future.

关于快乐与学问的探索，仍在继续——

期待下一次的出发。

The exploration of joy and knowledge continues —

Looking forward to the next departure.