James老师来自英国， 他以优异的成绩毕业于英格兰东北部的提赛德大学商业管理和领导力专业。10年深圳工作经验让他成为非常出色的英语、英语科学以及STEAM老师。James老师以学生为中心，擅长通过项目制的方法，来帮助学生学习更多并从中获得乐趣。

在小学STEAM课堂，James老师会根据班级学生人数情况，分成不同的小组，来开展探究式的课题项目。例如最近刚结束的六年级单元项目，是研究人体主要器官的构成。学生在老师的带领下， 在第一堂课会先进行学科知识的全英学习，随后进行分组，由小组长带领组员进行课题的分工。我们鼓励学生通过书籍、网络、采访等方式进行资料搜索与调研，并通过小组讨论研究，挑选出最适合的方式进行作品表达。

在STEAM学习的过程中，会遇到很多跨学科的知识融合：例如课题报告的撰写需要用到英文写作；作品美观呈现需要数学、艺术学科的支撑等等。STEAM学科知识点就像一张网，既有广度又有深度。我们鼓励学生在遇到困难时积极思考，敢于提问，大力培养学生解决问题的能力。

如果说培养学生动手能力是STEAM学科最明显的特征，那支撑STEAM学科骨架的要数逻辑思维能力。在深圳诺德双语学校，我们的老师针对不同的单元课题，给每个年级都精心设计了课题研究手册。

从提出问题，到课题研究目的，到词汇学习，由浅至深的课题任务，再到总结反思，每一个板块都要求学生认真完成，并随时追踪进度。这种从提出问题到总结反思的一整套流程，能帮助学生锻炼逻辑思维能力，通过及时反思，有助于他们及时发现并解决问题，这对于在日常学习或者生活中，都起到很大的帮助。

我们与麻省理工学院合作的 STEAM 项目，融合了应对未来所必备的技能、态度和行动力，采用跨学科方法，教授科学和工程技术，培养学生创造性思维和解决实际问题的能力。同时，该项目还通过一年一次的麻省理工学院访学活动，以及与麻省理工学院的科学家合作设计学校的 “创客空间”等活动， 为教师提供专业发展机会。

11月20日我们将举行STEAM主题校园开放日，届时会有我们的外教天团，为孩子们带来STEAM、物理、生物类的体验课。欢迎扫描海报二维码提前预约，参加我们的开放日吧！

Mr James comes from England. He graduated with honours in Business Management and Leadership from Teesside University in the North East of England. 10 years of working experience in Shenzhen has made him a very good English, English science and STEAM teacher. Mr James is student-centred and is good at helping students learn more and have fun through a project-based approach.

In the primary school STEAM classroom, Mr James divides pupils into different groups according to the class numbers to carry out inquiry-based projects. For example, the recently concluded Grade 6 unit project is to study the composition of the human body’s major organs. Under the leadership of the teacher, the students will first study the subject knowledge in English in the first class, and then they will be divided into groups, and the group leader will lead the members to divide the tasks. We encourage students to search and research materials through books, the Internet, interviews, etc., and select the most suitable way to express their works through group discussion and research.

In the process of STEAM learning, there will be many interdisciplinary knowledge fusions: for example, the writing of project reports needs to be written in English; the presentation of works needs the support of mathematics and art, etc. STEAM subject knowledge is like a network, with both breadth and depth. We encourage students to think actively when encountering difficulties, dare to ask questions, and vigorously cultivate students problem-solving abilities.

If cultivating students' hands-on ability is the most obvious feature of STEAM discipline, then logical thinking ability supports the skeleton of STEAM discipline. In NAS Shenzhen, our teachers have carefully designed a research manual for each grade for different unit subjects. 

From asking questions, learning the purpose of project research, learning vocabulary, finishing project tasks, summarization, and reflection. Each div requires students to complete it carefully and we will track students’ progress at any time. This whole set of processes from asking questions to summarizing can help students exercise their logical thinking ability. Through timely reflection, it can help them discover and solve problems in time, which plays a great role in daily study or life.

Our interdisciplinary approach to teaching science and technology, in collaboration with MIT, gives your child the skills they'll need to thrive in the 21stcentury. These include trying out approaches to real-world problems, creative thinking, and understanding the importance of persistence in finding answers. This programme also provides professional development for teachers, an annual student visit to MIT, and a collaboration with MIT scientists to develop 'maker spaces' for practical activities in all our schools.

On November 20th, we will hold a STEAM theme open day, and invite our foreign teachers to bring STEAM, physics, and biology experience classes to children. Welcome to scan the QR code of the poster to make an appointment in advance and join our open day!