学术能力如何拓展？万科梅沙书院教研中心构建长期机制

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In the recently concluded 2025 National Star T Project-Based Learning Exhibition and Evaluation Competition, two projects participated in by students from Vanke Meisha Academy both won the National First Prize, and VMA was also awarded the title of "Best Experimental School". 

Both projects focused on real community issues in Dameisha: one explored an AI-enabled Dameisha coastal platform, while the other centered on cognitive research and ecological protection of "blue tears（bioluminescent red tide）". Starting from problems in daily life, students stepped into the community, connected resources, completed research, and promoted the implementation of solutions—their solid academic logic and public value were highly recognized by the judges.

These remarkable research achievements are like a "cross-div", revealing what the Academic Research Centre of VMA has been doing and will continue to pursue: to truly push students’ academic exploration to a deeper level.

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In many people’s minds, academic achievements are often equated with competition results. However, in the admission system—especially in the context of overseas applications—what is repeatedly assessed is the academic expansion ability that students demonstrate on campus: Do they step out of the classroom to connect with the community? Have they developed a sense of inquiry? Do they possess the ability for sustained research? 

The Academic Research Center of VMA is precisely the "fulcrum" of the school in this critical area. Today, let’s explore how the center supports students in conducting more in-depth and sustainable academic exploration.

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The initial purpose of establishing the Academic Research Center was not to replace courses or simply add activities, but to serve a clear goal: to fill the key gap in students’ academic expansion. Centering on this goal, the center will continue to focus on two core areas this year: first, problem-oriented Project-Based Learning (PBL) competition projects; second, supporting students in completing high-quality research papers.

Whether it is interdisciplinary collaboration on community issues, or training in research methods, academic norms, and professional depth during thesis writing, the ultimate goal is to endow students’ academic abilities with the depth to be recognized globally.

PART 02

从问题出发，让学习回到真实社区

Starting from Problems, Bringing Learning Back to the Real Community

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The award-winning PBL projects this time are a microcosm of the  Academic Research Center’s working model. Instead of being "assigned topics", these projects originate from students’ observations of the surrounding community, going through "problem definition → literature review → interdisciplinary collaboration → communication with the community and public sectors, and formed a closed loop of “Problem- Solution- Feedback”. 

In this process, the center’s role is not to "complete the work for students", but to build frameworks, connect resources, and provide academic support: on-campus supervisors collaborate with off-campus professional resources; training in research methods and expression skills progresses simultaneously; the school uniformly supports all project funds and external liaison work. Students learn to become "researchers" in the real world, rather than just "competitors".

值得强调的是，教研中心并非“个人成果的集合”，而是一个稳定运作的学术支持系统：成果归属团队，资源统一协调；导师机制、奖励机制与信息同步逐步制度化，并与学校整体学术体系（如珠峰计划）形成协同。

未来，中心还将拓展更多学术场景：跨学科叙事项目、实验室升级、iGEM 校队建设等，持续丰富学生可进入的学术路径。

从一个获奖项目回望，我们看到的并非偶然的亮点，而是一套持续运转、不断生长的学术支持体系。教研中心存在的意义，也正在于此，让愿意深入的学生，有方向、有支持，也有长期走下去的可能。