世间万象，都蕴藏着道理，保持好奇心，带着问题看待事物，是开始学习的第一步。师者，所以传道受业解惑也。除了解惑，莱克顿的老师也很擅长向学生提问，这就是“启发”思考。

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There is some truth in everything. Keeping curiosity and being keen on questioning is the first step in learning. A teacher is the one who could propagate the doctrine，impart professional knowledge and resolve doubts. In addition, teachers in Lucton are also very good at asking students questions, which is called enlightenment.

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在物理课堂上，Godwin Okochi老师的问题是“保温瓶为什么能保温”？

“尽管大多数学生都用过保温瓶，但是他们从来没有见过它的内部结构，但是，在物理实验课上，他们可以查看保温瓶的内部结构，并了解到瓶内每一个部分的设计都是用来减少由于热传导、对流和热辐射过程中损失的热量。”

由这一司空见惯的现象展开，学生们首先想到保温瓶的特别之处——双层设计，夹层真空。由此联想到，或许正是因为这层真空使热量无法传递。在这个问题的引导下，物理课上学生们学习了热能、热传递的条件，以及材料传递热能的性质。

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In the physics class, Mr Godwin Okochi asked ''Why can a vacuum flask keep warm?" 

“Although most of the students have used a vacuum flask before, they have never seen the internal structure of the vacuum flask but on this occasion, they were able to view the inner structure of the vacuum flask and learnt that every part of the flask has been designed to reduce heat losses by conduction, convection and radiation processes.”

Following this common phenomenon, our students first thought of the feature of the vacuum flasks, which have two layers of stainless steel with a vacuum. Then, their answer is perhaps this layer of vacuum cannot be transferred by heat. Following this question, they learned about heat energy, the conditions of heat conduction, and the transferring of heat through materials. 

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带着疑问，观察现象，随后解释现象的过程就是一个理解知识的过程。

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Observing a phenomenon with questions and then explaining it, is a process of understanding knowledge.

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数学这门学科包罗万象又与生活息息相关，许多内容并不能仅仅通过字面去理解，尤其是一些抽象的概念。如何将这些难以理解的内容用简单直观的方式展示，是莱克顿数学老师Vikas Bagla的绝招。

“13年级力学小组最近正在研究重心章节，为了了解重心的实用性，我们在校园足球场进行了指尖平衡1米尺的实验。另一个实验是，通过去掉告示板卡纸上的3个针脚，让学生们看到卡纸悬空的时候垂直线的现象。他们也用各种方法理解核心概念，解决同样的问题。例如，我们在台球室进行实验，直观地看到球在弹性和非弹性情况下的碰撞过程，包括正面碰撞和倾斜碰撞。球在台球桌上的碰撞使学生看到中心线在倾斜碰撞中，传递动量产生的变化。”

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Maths encompasses a growing variety and depth of subjects and is closely connected to daily life. Many students struggle with Maths because it is hard to understand, especially abstract concepts. Explaining these concepts simply and intuitively is the greatest strength of our Maths teacher Vikas Bagla.

“Year 13 Mechanics group is working on centre of mass chapter recently and to understand the practicalities of centre of mass we went to the football field to do an experiment of balancing a meter ruler on fingertip. We also saw how vertical line behaves when Lamina is suspended freely by removing the 3 pins of poster on the notice board. Another experiment is that we did practical experiment in the poolroom to see vividly the process of collision under elastic and non-elastic situation along with head on and oblique collision. A collision of snooker balls on the pool table allowed students to see how the line of centre acts in an oblique collision to transfer the momentum.”

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重心、动能，这些抽象的概念通过实验现象可以被间接观察到。比起生硬的文字，直观的实验现象可以更生动地让学生理解概念。

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Some abstract concepts such as centre of mass and kinetic energy can be indirectly observed through experiment. Compared with words, experiment can make students understand more vividly.

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学习离不开“思考”，而“讨论”正是“思考”的好伙伴。在莱克顿的课堂上，讨论即是一场“思想交流”，在讨论的过程中，个人的观点通过自证或质疑，从而得到巩固或修正，再吸取他人的想法，使整体认知更为完善和全面。

在生物老师Cassie Chen 的课堂上，就进行过一场有趣的辩论：

“10年级的学生在学习了集约化农业的定义之后，用了一周的时间准备了一场辩论。当天，他们分为两组，正方介绍了集约化农业的优势，反方说明了它的劣势。在开篇立论和首轮双方陈述之后，还有自由辩论环节供双方互相提问、回答。讨论了所有要点之后，进入了结辩环节。学生们在本场辩论中的表现都很出色。他们不仅考虑了集约化农业的所有生物学影响，还延伸到了经济和道德影响。”

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Learning is inseparable from thinking, and discussion is necessary as well. In our class, discussion is an opportunity to exchange views. Not only Individual opinions are consolidated or revised through self-evidence or being questioned, but also the opinions from others are absorbed to make our original opinions perfect and comprehensive.

In the Biology class of Cassie Chen, there was an interesting debate:

“Year 10 students in biology class did a debate about “Intensive farming”. This belongs to Ecology part in Biology. After learning the definition of “intensive farming”, they used one week to prepare the debate. During the class, they have been divided into two teams, positive sides introduced the advantages of intensive farming, however the negative sides illustrate the disadvantage of it. After opening and first two statements, they also had a free debate part which they can ask questions or respond to previous questions. After all points were made, closing statement were followed. They all made a fabulous performance in this debate. Besides all the biological influence they learned during the class, they also considered the economic and ethical effect on it.”

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一场激烈的辩论，使学术知识在辩论的过程中不知不觉被接受和理解，并引发更深层次的思考。在这个过程中，学生不仅仅学到了知识，也培养了逻辑思维、语言表达和总结归纳的能力。

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A fierce debate makes knowledge unconsciously accepted and understood and inspires deeper thinking. Through the debate, our students not only learned knowledge but also cultivated the ability of logical thinking, language expression and summarization.

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在莱克顿的足球场上，化学老师Dawie De Villiers带着学生们做了一个有趣的实验——“以水为动力的火箭”。

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On our football pitch, the Chemistry teacher Dawie De Villiers led the students to do an interesting experiment, "water-powered rocket".

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这是学生们利用废弃的饮料瓶制作成的“火箭”。实验中，首先灌入一定量的水，利用打气筒充入空气到达一定的压力后发射。原理是利用水和空气的质量之比(水的密度是空气的771倍)，压缩空气把水从火箭尾部的喷嘴向下高速喷出，在反作用下，“火箭”快速上升在空中飞行，像导弹一样喷射出一定的高度和距离。

实验过程中，学生们通过观察现象，如：发射的高度、距离、方向与角度，来调整自己的作品。了解实验原理是进行实验的基础，而在实验过程中，他们又了解到：“火箭”的形状、水位、气压和发射角度都将影响最终的结果。学生将理论付诸实践，而实践结果又将更好地完善他们的理论。

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This is a "rocket" made by discarded water bottles. In the experiment, students should pour a certain amount of water and use an inflator to inflate the air to a certain amount before launching. The principle is to use the mass ratio of water and air (the density of water is 771 times more than that of air), and the water is forced out by compressed air from the nozzle of the bottle at high speed. The "rocket" shoots straight up like a missile.

During the experiment, students changed the height, distance, directionand angle of their “rocket” after observing phenomena. The principle of the experimentis essential to learn, and they learned that the “rocket” shape, water level, atmosphericpressure and launch angle all affect the final result. Students put the theoryinto practice, and the practice will better perfect their theory.

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说起莱克顿的课堂，有趣或许是对它最多也是最高的评价。我们希望学生不是勉强地接受知识，而是带着兴趣，充满热爱的学习。

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Speaking of our class, fun is perhaps one of the most and highest evaluation of it. We hope that students do not accept knowledge passively, but learn with enthusiasm.

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莱克顿的课堂从不拘泥于任何形式：除了以上提到的辩论、实验，老师们也善于用其他方式使课堂更加生动有趣。

商科课上Nish Pillay老师的棋牌游戏就深受学生们的喜爱，真正实现了寓教于乐。

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Our class are never restricted in any way. In addition to the above-mentioned debates and experiments, our teachers are also skilful at using different teaching methods to make the class more fun.

In the Business class of Mr Nish Pillay, the business board games were deeply loved by our students, which truly combines education and entertainment.

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“10年级的学生通过一个商业棋盘游戏对所学理论进行了回顾。在游戏互动中进行一系列问答，游戏中的竞赛（分小组竞赛，先走到终点的一组获胜）促进了学生之间的良性竞争。通过此游戏，学生们培养了团队协作精神，巩固了商业理论知识。”

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"The Y10 students engaged with a Business board game that allowed the students to recap theory. Through a series of Q&As presented in a more interactional mode, the 'race' elements fostered healthy competition amongst the students. The fostering of team work, collaboration and consolidation of theory and work covered is great to see."

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生物老师Cassie Chen则让学生们以小组合作的形式介绍课题，锻炼他们自主学习和团队合作的能力。

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Our Biology teacher Cassie Chen organized the students to do a group presentation on different topics to develop their independent learning and teamwork abilities.

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“11年级和10年级的学生，他们根据不同的主题进行了小组介绍。10年级的学生研究各种特殊的细胞。整个班级被分成四个小组，每个小组会展示介绍一个特定的细胞。11年级的学生正在研究不同类型的动物行为，他们搜索关于这些行为的例子和能够解释这些行为的信息。最后，他们在这个小组项目中都做得很好。”

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“For my Year 11 and Year 10 students, they did a group presentation based on different topics. Year 10 students worked on specialized cells. The whole class was divided into four groups and each group presented a specific cell. Year 11 students were working on different types of animal behaviour, they searched information about example and explanation of those behaviour. At the end, they all did a great job on this group project.”

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