【ISA Charity】武汉爱莎公益月｜跨越千里的公益支教

On April 8, a student-led STEM session reached Bingying Town Central School in northwestern Hubei. Organized by a G11 student from ISA Wenhua Wuhan School and coordinated by ISA Charity Fund, this project marked its fourth stop in the province. Like previous visits, the team brought an innovative RC model car STEM curriculum to children who had never experienced such technology education.

4月8日，由武汉爱莎文华高级中学G11学生自主策划、武汉爱莎公益基金协调组织的“STEM教育”支教课走进鄂西北兵营镇中心学校。这是该项目落地的第四所湖北省中小学。如同此前走进的鄂西北金叶希望小学一样，他们为那里的孩子们带去了从未接触过的科技教育课程——RC车辆模型STEM课堂。

"Beyond sharing knowledge, I am grateful for how this experience pushed my boundaries and gave me so many 'firsts'," said Wang Zhangchi, founder of the STEM Educational Project. The following is his personal account:

“相比为同学们带去新鲜知识和体验，我更感谢这次活动让我突破自我，收获了太多‘第一次’。”STEM教育计划项目发起人王张弛如是说。以下，为他亲笔记录。

Despite my previous experience, entering the deep mountains of northwestern Hubei felt like stepping into the unknown. I worried about teaching STEM to students with no prior exposure to model cars, but their warmth quickly eased my nerves. Upon arrival, I was immediately surrounded by students who eagerly helped carry the RC equipment to the classroom. This enthusiasm was incredibly encouraging.

虽已积累四次授课经验，但从繁华的城市走进鄂西北大山深处，一切又变得神秘未知。我很担心自己能不能很好地向山区从没接触过车辆模型、甚至对STEM了解极少的同学们传授相关知识，但所幸同学们的热情迅速驱散了我的紧张。当拉着RC赛车设备走进校园时，我瞬间就被同学们包围了。来不及多讲，几个同学便合力帮我把设备抬上楼，簇拥着我走进教室。这份热忱让初来乍到的我倍感振奋。

In class, the students showed incredible learning potential, actively discussing topics from battery physics to 3D printing. However, it was bittersweet to realize that things we take for granted are often only seen by them on screens. Their focus while reading the textbooks I developed gave me strength. During practice, their cheers during my racing demonstration made every bit of effort worthwhile.

课堂上，无论是LiPo电池的物理电子参数，还是RC赛车与3D打印的技术原理问题，同学们都踊跃发言，气氛热烈，显现出极高的学习能力。然而，令人感慨的是，许多我们早已司空见惯的事物，对大多数同学来说却仅停留在书本或屏幕之中，从未在现实里亲身触及。这份落差，既让我感到心酸，也更坚定了我将项目做好的决心。同学们传阅各种设备时发光的眼睛，阅读我研发的教材时专注的眼神，更让我充满力量，相信这次活动对他们会很有意义。赛道训练时，大家“挤破头”地抢着要我手把手教“开车”，让我着实过了一把“教练瘾”。当我表演RC竞速，全场喝彩声此起彼伏——那一刻，我觉得所有准备和奔波，所有的努力，一切都值了。

One student shared his dream of winning championships for his hometown, reminding me of my own first encounter with RC cars years ago. I hoped to broaden their horizons, but their selfless passion gave me strength in return. This was not just teaching, but a mutual journey of growth.

课后访谈中，一位同学说：“我也想参加全国赛、世界赛，拿冠军，为国家、为家乡争光。”这句话让我恍然回到小学四年级，第一次触摸RC赛车的那个午后。我本想将同学们的目光带向远方，没想到他们用无私的热情，将力量回馈给我。这不是单向的传授，这是终成双向的奔赴与共同成长。

My journey with RC racing began in 4th grade as a pure hobby. In high school, with support from ISA Wenhua Wuhan School, I founded an RC club and launched a student racing league. Inspired by the STEAM curriculum, I developed a "micro flying car" that won gold at a major competition and secured three national patents.

我与RC赛车的缘分始于小学四年级。起初只是纯粹的热爱——玩车、参赛，在国家、省、市、区各级比赛中磨练技艺。进入高中后，我才意识到我可以用自己的爱好影响他人，于是在校长和同学们的支持下组建RC赛车社团，发起HSRT高中生赛车科技联赛。后来在学校STEAM课程启发下，开始改装研究无人车、智能车等，其中“带储物结构的微型飞行汽车”荣获武汉创新方法大赛金奖，并申请三项国家专利。

To help others more systematically, I integrated my experience into China's first "RC STEM Charity Course Pack," combining 3D printing, AI, and competition systems. This project earned "Top 5%" honors at the CTB National Forum and was shortlisted for the Harvard Global Forum. The curriculum's richness has received high praise from both teachers and students.

虽然开通了公众号、视频号，也参与校内外多场分享，但总觉得缺少系统性，未能很有效地帮助影响到有需要的同学。于是，我将所有知识和经验整合开发出“基于RC赛车的青少年STEM公益课程包”——这是全国首个融合3D打印开源+AI+赛事体系的RC赛车STEM课程，包含书籍、3D打印套件、社团指南等完整资源。为了看看别人的科创和公益项目，也为了能从专家那里得到一些意见来进一步提升我的课程包，我去参加了CTB全球青年研究创新论坛2025-2026全国论坛。在开阔眼界、汲取知识的同时，本课程包也已获CTB全球青年研究创新论坛2025-2026全国论坛一等荣誉（TOP 5%，共2000余项目）、最有创意方案奖，并入围哈佛全球论坛，相关论文被CTB全国论坛会议期刊收录。

The curriculum covers everything from RC technology and 3D printing to AI integration and maintenance. Its alignment with national science education guidelines has earned strong recognition from local faculty. All the hard work has finally found its resonance here.

几次支教下来，课程涵盖RC赛车技术知识、3D打印实践、无人车与智能车、微型飞行汽车升级、工程与AI融合、组装调试与维修维护、赛事指导，以及动手能力、专注力训练和恐惧管理——内容的丰富度，受到师生们的一致好评。 因其高度契合教育部等七部门《关于加强中小学科技教育的意见》，更获得学校教师的大力肯定。一切努力，在此刻有了回响。

Rural schools often face a severe lack of equipment and specialized STEM teachers. To address this, we aim to build a sustainable ecosystem rather than just giving a single lesson. Using competition prize money and existing resources, we donated full sets of RC cars, tools, and textbooks. We also established teacher support groups to ensure science education continues long-term.

“学校现在不仅缺设备，更缺师资。目前只能保证文化课要求，其他的都是奢望。”虽然已有预料，但当老师真正说出这番话时，我的心情仍无比沉重。前期调研显示，乡村中小学在STEM教育资源方面确实薄弱。因此，这几次STEM课我们设定了一个更长远的目标：建立可持续的STEM教育生态。依托RC工作室现有设备、湖畔贺岁杯冠军奖金及前期赞助等等，我们向乡村学校捐赠了全套教材、教案、教具——包括RC赛车、电池及充电器、车壳及卡扣、遥控器、轮胎等全套设备，以及螺丝刀、内六角扳手、镊子、毛刷等工具。同时，我们还建立教师交流群，支持跟课科学老师在教材、教案、教具的辅助下持续开展STEM教育。

Even the best racers fail. During the session, a student accidentally damaged a car and was on the verge of tears. I reassured him, "Don't worry, we can fix it together." As we repaired the motor, his confidence returned. He realized that encountering and solving problems is the core competency needed to face the future.

这次支教最触动我的，是一个关于包容与鼓励的瞬间。一位同学操作RC赛车时，因速度过快撞上操场边缘的台阶，导致电机错位、大小齿无法啮合。训练被迫中断。当时全班同学都看着他。他像犯了错的孩子，紧张得小手揉着眼睛，快要哭出来。我赶紧搂住他，轻声安慰：“不要担心，能修好的，我们一起来修好它。”我找到螺丝刀，和他一起拧开螺丝、调整角度、重新安装。然后告诉他：“再优秀的赛车手也会有失利的时刻，遇到问题就解决，修好它就能继续跑起来。”他的眼睛渐渐亮了起来，活泼劲儿也回来了：“原来车坏了就是这样修的，以后我也要自己修我的车！”“那一言为定，”我说，“以后这台车在学校里就靠你修啦，有问题直接问我。”

I was moved when the local teacher also offered me comfort, reminding me that I am also a child in her eyes. This mutual inclusion was deeply touching. As educational leaders emphasize, STEM isn't just about making scientists; it's about developing the "core ability" to observe, analyze, and solve problems.

更让我意外的是，跟课科学老师随后过来安慰我：“应该没事吧，孩子们第一次接触，不会操作，让你担心了。”那一刻我才意识到，在老师眼中，我也还是个孩子。这份双向的包容，让我无比动容。教育部部长怀进鹏曾说：“科技教育不是让每个孩子都成为科学家，而是让每个孩子都具备‘科学思维’和‘动手能力’——遇到问题会观察、会分析、会尝试解决，这才是应对未来变化的‘底层能力’。”无形的知识与有形的操作相结合，能让我们更高效地引导同学们成长。

The students' curiosity and their excitement while driving remain etched in my memory. While the road to popularizing STEM is long, I am currently studying advanced automation and electrification to bring even more cutting-edge content to these classrooms. I will continue this journey, one step at a time.

这次STEM课，同学们热切的求知欲望、对RC赛车爱不释手的眼神、翻阅教材时的目不转睛、操控赛车时兴奋的表情……都深深地刻在我的记忆里。当然还有那蜿蜒的山路、满眼的绿水青山。我国是汽车大国，从小喜爱“玩车”的孩子数不胜数。如何将兴趣转化为STEM专业知识和能力，这条路还很长。在《设计一款新能源车》课程的基础上，我正在学习《从汽车组件设计到车辆自动化与电气化》海外教授课，期待在未来的课堂中加入更多前沿内容。微光虽弱，汇聚成炬；教学相长，步履不停。

For Wang Zhangchi, this journey is about being supported by energy and trust. Supported by ISA Charity Fund, he visited rural campuses and learned to use rigorous logic to bring scientific knowledge and inspiration to more children. The bright eyes of the students by the track make the true meaning of charity clear: the best way to help is to illuminate each other and grow together.

对王张弛来说，支教不只是独特体验，更是被能量与成长温柔托举的旅程。在武汉爱莎公益基金的支持下，他走进乡村校园，学会用严谨的逻辑为更多孩子带去科学知识与启发。赛道边点亮的眼睛让公益的意义自然浮现：最好的公益，是彼此照亮，各自生长。