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人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
戶外研學活動可以極大地促進人格力量的培養(yǎng)。

——庫爾特·哈恩,體驗式教育的先驅

美國教育發(fā)展學院和科羅拉多大學教育系的兩支團隊的研究顯示,參加戶外研學項目的學生在校參與度和積極性均有大幅提高;不少開展戶外研學項目的學校也有數(shù)據(jù)顯示,戶外研學項目有助于提升學生的閱讀、數(shù)學和英語水平。
為此,杭州惠立學校在日常教學中引入一系列豐富多彩的戶外研學活動,將課堂搬進大自然,促進學生在智力、身體、精神、社交、道德方面的發(fā)展,培養(yǎng)同學們勇于挑戰(zhàn)的精神和應對逆境的能力,成長為未來的杰出領導人士。這些技能正是在互聯(lián)網(wǎng)技術高速發(fā)展的共享時代中,讓孩子們脫穎而出的重點,也是積極、慎思、獨立、個性、包容等惠立特質的具體體現(xiàn)。

從十月起,闊別已久的戶外研學活動終于再次啟動。小學高年級的同學們快樂地踏上了秋末激動人心的研學之旅。今天,讓我們跟隨同學們的腳步,一起回顧惠立研學的精彩吧。

三年級

水利千秋業(yè),潮起少年行

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
在戶外研學開始前,我們邀請中國水利博物館的工作人員來杭州惠立學校開展了一場“流動博物館”體驗,讓同學們了解了中國的治水歷史和都江堰水利工程的治水原理。同學們還動手制作了一個以都江堰的水工建筑物——榪槎為基礎的榪槎夜燈,由此深入認識了榪槎基本結構和穩(wěn)定性等科學原理,鍛煉了實踐操作能力。

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
10月18日,三年級全體師生終于踏上了“水文化的探究之旅”。同學們有序參觀博物館展廳,觀察古人發(fā)明的水利設備,打開博物館提供的《研學手冊》,在博物館里尋找手冊中問題的答案。在這個過程中,同學們了解了古代勞動人民對水的利用,感受古人的智慧與才干。隨后,同學們還參與了博物館的印章收集文創(chuàng)活動,踏上戶外親水平臺,在波光粼粼中感受晚秋的美好。
人格力量的培養(yǎng)——惠立研學記 Field trips: bu
巍巍寶塔,滾滾江潮。遍布華夏大地的各類水文化遺產(chǎn)是見證中華民族治水歷史的珍貴的不可再生資源,需要我們發(fā)掘、保護、傳承和發(fā)展。新時代的惠立學子愿意為之而奮斗。
Jimmy :我感受到了水是生命之源,我們要珍惜水資源,合理利用水資源。

Aaron:我看到了很多古人發(fā)明的水利設備,我覺得他們很聰明。

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
11月10日(本周日),杭州惠立學校小學部學生將在老師的帶領下,應邀參加2022 年世界兒童日在中國水利博物館進行的亮燈儀式,并參加在中國水利博物館舉辦的《阿貍和會飛的湖》英文版發(fā)布活動,演繹震撼人心的水利環(huán)保故事。期待優(yōu)秀的惠立學子在這場活動中收獲知識和快樂。
四、五年級

樹樹皆秋色,山山唯落暉

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
10月21日和24日,四、五年級的惠立學子滿心歡喜地來到了森與海公園,開啟秋季研學活動。他們開展團隊協(xié)作,一步步破解與學科相關的線索,完成各項挑戰(zhàn),如用竹竿和繩子搭建擔架救援傷者、野外搭帳篷、學打八字結等,在實踐操作中提升團隊意識、領導力、邏輯推理、野外生存技能等。在感受大自然美景的同時,同學們也在學習有關植物的知識,判斷山上植物的種類和生長習性,還把所見與科學課上的所學緊密相連,一路上都歡呼著:“這是動物傳播的種子!那是風傳播的種子!”

小故事:你是惠立的驕傲

爬山途中,五年級C班的Zack W同學主動接過班上兩名身體不適的女同學的背包,幫他們背了一路。Zack同學用行動貫徹著善良和責任的惠立價值觀,是我們的驕傲。感謝這位同學!

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Cindy: 這次秋季研學活動特別特別有趣。我們欣賞了沿途美麗的風景,辨認植物的類別,還制作了精美的植物浮雕,雖然不容易成功,但是相信堅持就能做到!

Olivia: 我們不僅欣賞了大自然,還用石膏和陶泥留住了大自然的美麗和珍貴的回憶。石膏浮雕是易碎的,就像大自然一樣,需要我們好好地保護。

Lawrence: 我們一起爬山,呼吸著新鮮的山間空氣,忘記了很多小煩惱。在旅途中,我們放聲大笑,一起玩耍嬉戲、自由地奔跑……多希望還能再去一次!

Xiaoxiao: 爬山很有趣,可以認識不同的植物,雖然爬山有點累,但是學到了很多知識。

Alex: 團隊協(xié)作活動挺有意思的,學到很多在學校學不到的知識,比如如何綁繃帶,如何團隊配合等等。

Joy: 在學校的時候覺得自己體力特別好,也不重視運動,去戶外活動之后發(fā)現(xiàn)自己體力還是不行,需要多加鍛煉。

六年級

走近良渚,見證華夏

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
10月28日,惠立學校小學六年級師生走進良渚博物院,開啟了一場中華五千年文明感悟之旅。

我們提前為同學們采購并分發(fā)了由浙江少年兒童出版社出版的《五千年良渚王國》圖書,并精心準備《惠立·良渚博物院研學手冊》,讓惠立學子發(fā)揮團隊的力量,漫步在博物院,一一解答著《手冊》中的答案。這次研學是惠立中華文化主線課程的重要組成,同學們走進人類文明發(fā)展史上具有杰出代表性的史前大型聚落遺址,共同探究良渚古城遺址中先民們的衣、食、住、行,了解中華文明中特有的玉、城、水、陶等文化符號,沉浸式地接觸到中華文化主線的“源頭”,深入體會到良渚古城遺址的重大意義。

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Theresa:我感覺良渚古城遺址展出的內(nèi)容非常豐富,讓我感受到古代文明的博大精深。我看到先民們在千年前創(chuàng)造出那些陶器和玉器,真的令人驚嘆。我看到了他們身上不斷探索、勇于創(chuàng)新的寶貴精神,我想這就是我們中華民族智慧的結晶。

Jeff:我看到那些出土文物和那些簡單的文字圖形后,我感到非常震撼,真希望以后能夠常來這里,看得更仔細一些,感受更加豐富。

思既往,明開來。在多彩的戶外研學的過程中,惠立學子以大自然為教室,感悟當下,展望未來:他們感懷祖國深厚的文化底蘊,習得戶外探險的生存技能,樹立身為世界公民的責任心。這些活動培養(yǎng)的是學生們深刻的文化涵養(yǎng)、出色的思辨能力、改造世界的實踐能力、獨當一面的領導力和兼濟天下的豁達修為。而這一切,體現(xiàn)的正是杭州惠立學校自建校之日起的愿景與信念,即讓每一位學生都發(fā)現(xiàn)、釋放自身的全部潛能,以健全的人格和飽滿的姿態(tài)迎接未來的生活,在日新月異的世界中蓬勃發(fā)展。

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
向右滑動,查看中文內(nèi)容

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Expeditions can significantly contribute towards building the strength of character.

- Kurt Hahn

a pioneer of experiential education

The Academy for Educational Development and a team from the University of Colorado's Department of Education have studied expeditionary learning programs and found dramatic increases in pupils' levels of engagement and motivation. Data from schools in America have also shown increased reading, math, and English assessment scores for schools that implemented an expeditionary learning approach.
At Huili School Hangzhou, immersing pupils in natural environments allows robust intellectual development, physically, spiritually, socially and morally. Moreover, the nature of outdoor activities will prepare our pupils for possible future challenges and adversity.

Our outdoor expedition and residential trips reopened this October. The upper primary pupils all enjoyed their exciting trips.
Grade 3

A trip to the National Water Museum

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Before we started the expedition for grade 3 pupils, we invited staff from the National Water Museum of China to hold a learning experience named "water museum" at the Huili campus. This allowed our pupils to understand the history of hydraulic engineering in China and the specific principles of the construction of Dujiangyan, an ancient irrigation system in China. In addition, pupils had an opportunity to hand-make a night light based on the abatis adopted in the Dujiangyan system, which deepened their understanding of the basic structure and stability of abatis and practised their operational skills.

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
On 18 October, grade 3 pupils and teachers started their trip to the museum to learn more about water culture. They walked into different exhibition halls in order, observed the ancient equipment invented by our ancestors, and excitedly looked for the answers to the questions in the expedition handbook prepared and provided by the museum. They were amazed by how the ancient wisely utilised water resources. They then collected the stamps of the museum and stepped on the water platform to enjoy the beauty of autumn.
人格力量的培養(yǎng)——惠立研學記 Field trips: bu
The hydraulic engineering heritage around China is a non-renewable resource that bears witness to the history of water governance in China. It falls on us to discover, protect and develop them. Huili pupils in the new era are willing to should this responsibility.

Jimmy: Water is the source of all life. We must cherish water resources and use them wisely.

Aaron: I saw many water conservation equipment invented by the ancient. They were brilliant.

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Our primary pupils are invited to attend the lighting ceremony at the museum for the 2022 World Children's Day celebration on Sunday, 20 November. They will then attend the launch of the English version of the bookAli the Fox and the Flying Lakeand perform the exciting story on stage. We hope our Huili pupils will enjoy the fun of learning in this incredible opportunity.
Grades 4 and 5

A journey into the wilderness

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
On 21 and 24 October, grades 4 and 5 pupils visited the SayHi park for their learning trip. They collaborated and decoded the subject-related clues to complete all the challenges, such as using bamboo poles and ropes to build stretchers for first aid, pitching tents in the wilderness and learning to tie knots. As a result, their team spirit, leadership, logic and survival skills were enhanced. While admiring the beauty of nature, our pupils were also learning about plants, using their knowledge to determine the species and growth habits of plants while climbing the mountain. They also linked what they saw to what they had learned in science lessons, cheering, "This seed is dispersed by animal and that one by the wind."

Huili is proud to have you

While climbing the mountain, Zack W from grade 5 happily helped the two pupils to carry their backpacks. He embodies the Huili values of kindness and responsibility, and we are proud to have you at Huili.

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Cindy: This expedition is enjoyable. We were amazed by the beauty of nature, learned how to identify various plants, and even made plant relief, which took work. However, perseverance is the key.

Olivia: We enjoyed the beauty of nature and preserved the view and this unforgettable memory by making artwork using plaster and clay. Plaster reliefs are fragile, just like nature - we must take care of them.

Lawrence: We hiked together, breathing in the fresh mountain air and leaving our worries behind. We laughed, played and ran, free as a bird. How I wish I could go on such trips again.

Xiaoxiao: Climbing the mountain was an exciting experience. I learned about different plants. I was tired, but I learned a lot.

Alex: Working collaboratively was interesting. I learned many skills beyond the classroom, such as how to tie bandages and work as a team.

Joy: I thought I was exceptionally strong. However, this trip made me realise that I was not physically strong enough and must exercise more.

Grade 6

A trip to Liangzhu to experience the extensive history of China

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
On 28 October, grade 6 pupils and teachers visited the Liangzhu Museum to begin a journey into the 5,000 years of Chinese civilisation.

The school had bought and distributed a book titledLiangzhu Kingdom 5000 Years Ago, published by the Zhejiang Children Press to prepare our pupils for the trip in advance. The academic team also compiled a field trip booklet on the topic with questions, which was also distributed to the pupil so they could find answers on the trip. This expedition is an essential component of the main Chinese culture curriculum at Huili. Pupils worked in groups and entered a large prehistoric settlement site, which is an outstanding representative of the history of human civilisation. They worked together as they explored our ancestors' clothing, food, housing and transport at the Liangzhu ancient city and learned about the cultural symbols of Chinese civilisation, such as jade, cities, water and pottery. It was an experience to feel the origin of Chinese culture and to learn about the significance of the Liangzhu site.

人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu人格力量的培養(yǎng)——惠立研學記 Field trips: bu
Theresa: The Liangzhu ancient city site has a rich collection of relics. I can feel the profound and extensive culture of the old days. My breath was taken away when I saw the pottery and jade wares manufactured by our ancestors' thousands of years ago. I learned from them to explore unmeritedly and innovate bravely, which is the core of our Chinese people's wisdom.

Jeff: I was thunderstruck when I rested my eyes on the unearthed relics and the clear yet straightforward graphic language. I hope to visit the site more often to see it more closely and enrich my experience.

At Huili, we follow a proud tradition and educate for the future. Nature is our classroom in field trips. It endows Huili pupils to experience the nowand look ahead into thefuture. During these trips, our pupils explored the extensive culture, acquired survival skills and developed a sense of responsibility as global citizens. We want them to build a profound cultural awareness, excellent critical thinking, practical skills to make a difference, leadership with charisma, and the inclusiveness of great empathy. They are what Huili School Hangzhou has aspired to achieve since its establishment, to support all pupils to become well-rounded individuals with strong values and the skills to thrive within an ever-changing world.

杭州惠立學校2023-24學年小學部、初中部和高中部的報名通道已開啟。請掃描下方二維碼填寫咨詢表,招生部在收到表格后將盡快與您聯(lián)系安排校園參觀。誠邀對我校感興趣的家庭來與學部校長面對面交流,與學科教師互動溝通,并參與互動式校園深度參觀。

Applications for Primary School, Junior High and Sixth Form are now being welcomed for the 2023-24 academic year at Huili School Hangzhou. Please scan the QR code below to submit the enquiry from. Once received, our Admissions team will be in touch. This will be an opportunity for prospective families to meet the Heads of School, interact with specialist subject teachers, and enjoy an in-depth interactive campus tour.
人格力量的培養(yǎng)——惠立研學記 Field trips: bu

小學部低年級Lower Primary
每周四上午9:00

9:00am Thursdays

小學部高年級Upper Primary
每周二下午1:00

1:00pm Tuesdays

初中部Junior High
每周二上午8:00

8:00am Tuesdays

高中部Sixth Form
每周一下午1:00

1:00pm Mondays

人格力量的培養(yǎng)——惠立研學記 Field trips: bu
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