探究NACIS课堂|STEAM课程：学会拥抱失败和反思 Explore Our Subjects|STEAM

Q

诺德安达的STEAM（科学、技术、工程、数学、艺术）课通常以项目为中心，主要是为学生之后学习IB课程做准备。有了STEAM，我们就可以在传统科目之外，研习一些更适用于CAS（即Creativity、Activity和Service，创意、行动和服务）的主题，并在拓展课程中去钻研并解决问题。在教学过程中，我们借鉴了“IB学习者培养目标”，比如用“创客元素”来导入，帮助低年级学生更好地适应这种学习方式，开启这段让他们自我提升和自我实现的旅程。

Q

每所学校开展STEAM教学的目的不尽相同，因此STEAM在不同的学校也有非常不同的表现形式。在诺德安达，高水平的STEAM教育意味着资源丰富、有充分接触时间的项目，且有足够的灵活性来保证个性化学习。

建校近四年以来，我们正朝着这一目标前行，其中既包括已制订的时间表，也包括贯穿一整年的与“诺德安达全球校园”相关联的校内活动。下一学年，我们中学部将搬入新教学楼，启用新教室，这意味着我们需要淘汰和更新一些教学设备，但正如我们告诉学生的，我们将其视作一个总结和提高的机会，让我们有机会展翅高飞，总结已被证明切实有效的做法，同时夯实那些需要加强的部分。

STEAM can be conducted in a variety of ways in different schools, with each school having a different purpose for their STEAM program. In NACIS, high-quality would mean a well-resourced and high contact time program, with plenty of flexibility to ensure personalized learning takes place. 

As the school is coming to the end of its 4th year, we are certainly working towards this, with both timetabled time and school events linked to Global Campus taking place throughout the year. As we move forward to next year, we’ll be in a new building for secondary with new classrooms and many new resources and we see this an opportunity to take what has been learnt and to improve upon it, just as we demonstrate to the students. Allowing us to stretch our wings and learn from what worked and what can be enhanced from previous years.

Q

崭新的校园设施会为中学部学生提供更多的学习机会。随着STEAM课程的不断发展和调整，我们目前正致力于进一步拓展学生的技能(比如3D打印和激光切割)，而新设施也能够为学生提供更多的学习支持。

目前，许多学生非常热衷于学习机器人技术和电脑编程，教师团队也在课堂中融入了更多手工制作项目的教授，因此扩大的STEAM“创客空间”及教室一定会有助于实现我们的预期。

就像每年麻省理工学院向诺德安达学子们发出的挑战活动一样，我们期待着能够参与更多的活动和比赛，期待着新的“创客空间”为我们的学生提供必要的学习设备和更多的参与机会，并助力他们实现理想。

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相信每个学生在STEAM课程中的收获都是大不相同的，这种收获有些是潜移默化的，有些可以改变人生。诺德安达采取的方式是每班不超过24人的个性化教学，为每一个学生提供他们无法在传统学科中所获得的学习机会。

举个例子来说，消除学科之间的界限就有可能帮助学生认识到那些在原来的学术和技能学习中不曾察觉的联系。而把项目与真实世界中的问题联系起来，他们能进一步理解怎样把在学校中学到的东西应用于步入社会之后。

对很多学生来说，STEAM学科最根本的益处就是学会拥抱失败和从中反思。我们希望学生能将其视为学习过程的一个重要的部分，而不是将失败看成一个贴在他们身上的标签。我们不对STEAM课程进行考评，而是更注重教授有趣的课堂知识，让学习成为一种享受。

Students will often find benefits that are unique to them, sometimes these will be subtle while other times it could be life-changing. The approach at NACIS is to reach each student differently and provide opportunities they may not experience in traditional subjects. For example, breaking down the barriers between subjects may help students may links they may not have seen before either academically or skilled based. By relating projects to real world problems, they can further understand how what they are learning in school can be applied after school. The ultimate benefit we feel for many is to face failure with inspiration and a sense to overcome it. In STEAM, we hope students will celebrate failure with the aim of reflecting and improving upon it, instead of seeing failure as this label that sticks to them, to see it as part of the process of learning. With the lack of grading and interesting content, we have seen a notable increase in engagement with stress free enjoyable learning.

Q

这几年，我们有很多不同学科的老师承担了STEAM课程的授课任务，以我本人为例，原本是学地理科学的，也加入了STEAM课程教学。中文教研组的老师有深度参与，最近科学教研组的老师也加入了进来。

我们都为项目贡献了自己的想法，让学习主题变得新鲜多样，但是我们的每一个项目都遵循一个相似的过程，简而言之就是“寻找挑战、充分研究、计划、解决、反思和提高”。

Over the years, we have had many different subject teachers take up the mantle of STEAM teacher, me having a earth science background, but we have also had the Chinese department heavily involved, and recently now the Science department. We all have our own ideas and input for projects, keeping themes both fresh and varied, but we all aim to follow a similar process for each project. The process, although simplified, being finding a challenge, researching around it, planning, making a solution, reflecting and improving.

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当参观麻省理工学院时，我收获的最重要的理念之一就是不畏失败，因为这可能会成为学习新知识和新技能的起点。正如托马斯•爱迪生(Thomas Edison)在成功发明灯泡之前，他至少经历了10,000次失败。但如果没有这些失败的经历，他可能就无法掌握未来的发明创造所需的经验及教训。

在麻省理工学院，最令人印象深刻的是他们如何将如何拥抱失败的理念运用到实践中。例如MIT在一次金属勋章的制作课程中，麻省理工学院的老师们把所有制作“失败”的勋章贴在走廊和教室里，以此不断提醒学生失败的意义，将失败与反思这一核心理念以一种独特的形式融入到了教学中。那些有关“失败”的故事总是不断激励着后来者能够不惧失败，一往无前。我希望我们可以把麻省理工学院的育人理念及MIT年度挑战融入到STEAM课程中，使之成为上海闵行区诺德安达双语学校价值观的核心。

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NACIS Shanghai每年都会有一群学生去到我们的全球校园基地开展探险活动，例如我们会去意大利进行以滑雪为主题的训练；我们会去坦桑尼亚帮助当地居民建造小学；我们会去瑞士完成徒步挑战。

探险项目会让学生受益匪浅，并对他们的学习生活产生积极的影响。因此，我和团队的其他老师对开展探险活动始终保持着极大的热情。每年，我们会从不同背景经验的学生中挑选出部分学生参与探险。它可以开阔学生的视野，增长智慧，增强自我意识，并把建立的自信心、受挫能力等。多次参加探险活动可以使学生获得丰富的课外学习经验，并提升应急能力及处理问题的综合能力。

当学生走到课堂以外的世界，面对前所未有的挑战时，他们可以将课堂中所学的知识去解决问题，挖掘自己的潜能，并收获一生难忘的记忆。例如，当看到或爬上一座山，他们会真实感受到它的规模和大小，并把在地理课中学到的知识运用于此，以解决所面临的实际问题。

The huge benefits and positive life changing impacts that the expedition programs have for individuals certainly contributed to the passion and dedication I and others have had for its development. Every year we take students from all backgrounds and experience on the trips and they all come back wiser and more self-aware. Bringing back newfound confidence, resilience, determination and motivation back into the classroom and into their lives as a whole. With those who take part in multiple trips, we are continually seeing a quick growth in maturity and an ability to handle situations in challenging situations all based on the experiences they gain from the learning outside the classroom. 

Learning in the classroom has its benefits and it is when they go out into the real word and tackle challenges they have not faced before that they can apply their skills and gain memories that will last a life time. This is usually in the form of students finding their mental limits, for example, seeing and journey up a mountain they will very quickly realize the scale and size, putting what was learnt in Geography into real life context.

在整个过程中，我们经常与学生一起反思，并观察他们的进步情况。我们欣喜地发现在经历了探险体验之后，学生的性格常常会发生改变，因为在探险过程中他们在不断突破自己的极限、锻炼了耐力，并提升了对周围环境和同龄人的共情能力。

这常让我想起我在英国郊野长大的美好记忆，我喜欢探索周围的自然环境，在沉浸于自然的同时，提升个人能力。而今，看到我们的学生在探险中不畏艰难完成一个个挑战，探索属于自己的个人旅程，并取得了巨大的成功，这一切更让我坚信探险活动背后的意义。

Throughout the journey we often reflect with the students to monitor their progress and it is the end we see the biggest changes in their character, as they have found something inside themselves that gives them an inner strength, endurance and understanding of their surroundings and peers.

With this, it reminds me of many of the fond memories I had growing up in the countryside, learning about the environment around us and to see the students taking so much from this, it leaves me without a doubt just how valuable expeditions are for learners of all ages.

We have seen huge successes with every student completing challenges on their particular expedition and its very inspiring to see them continuing to seek out their own personal journeys outside of school too.