万双网讯  冬日暖阳映照校园，剧场内探索的热情持续升温。近日，万科双语学校三、四、六、七年级的云课自主学习期中汇报会相继举行。来自四个年级的优秀探索小组学生代表，以饱满的热情、深入的探究和真挚的分享，呈现了一场跨越学科、连接生活与未来的自主学习盛宴，生动诠释了万双“让孩子站在未来中央”的办学理念。

A warm winter sun bathes the campus, and in the school theater, the children's passion for exploration continues to grow. Recently, the mid-term presentation sessions for the VBS Cloud Class autonomous learning projects were held successively for the third, fourth, sixth, and seventh grades at Vanke Bilingual School. Student representatives from outstanding exploration groups across these four grades, with immense enthusiasm, in-depth inquiry, and sincere sharing, presented a feast of autonomous learning that transcends disciplines and connects life with the future. This vividly embodies the school's educational philosophy of "let our children experience the future."

三年级：方寸世界，好奇为钥

Grade 3: A World in Miniature, Curiosity as the Key

从军事武器到美食文化，从魔方奥秘到足球技巧，从文明起源到健康科学......三年级的孩子们用充满童趣却不失深度的探索，将天真的提问转化为具体的行动，在自主发现与协作反思中，真切体验了“学习即探索，生活即课堂”的成长真谛。

From military hardware to culinary culture, from the secrets of the Rubik's cube to football skills, from the origins of civilization to the science of health... Third-graders, through explorations brimming with childlike wonder yet touched with surprising depth, transformed innocent questions into concrete action. In the process of autonomous discovery and collaborative reflection, they genuinely experienced the true essence of growth: "learning is exploration, life itself is the classroom."

“有哪些强大的军事武器？”3C班的李不言、周思宇、奉天承、王悠扬四位同学组成了“军事探索小队”。从梨花枪的“铁砂、毒气、火焰、烟雾”四重威力，到现代中国85式高射机枪的密集火力网，再到美国M1艾布拉姆坦克的复合装甲技术，孩子们以“历史小达人”“国产武器小能手”等角色分工，在跨越古今中外的武器图谱中，梳理出清晰的科技发展脉络。他们坦言，“笔记记得少、讨论不够专心”是此次研究的遗憾，但正是这份自省，让探索的种子在反思中生根。

"What are the most powerful military weapons?" Li Buyan, Zhou Siyu, Feng Tiancheng, and Wang Youyang from Class 3C formed the "Military Exploration Team." Tracing the evolution from the "pellet, poison gas, flame, and smoke" arsenal of the ancient Li Hua spear, to the dense firepower net of the modern Chinese Type 85 anti-aircraft machine gun, and further to the composite armor technology of the American M1 Abrams tank, these young researchers adopted roles like "History Whiz" and "Domestic Weapons Expert." Through their collaborative efforts across a global and historical arsenal, they mapped out a clear trajectory of technological advancement. They candidly admitted that "taking fewer notes" and "not focusing enough during discussions" were regrets of their project. Yet, it was precisely this self-awareness that allowed the seed of inquiry to take root through reflection.

3D班的杨昕祎、朱嘉煜、沈文玲、练鸿磊则发出了根本一问：“美食为什么叫这个名字？”从巧克力（Chocolate）的音译故事，到爆米花“孛娄”的古名演变，再到糖画“以糖为墨”的技法命名，孩子们发现，“每个名字背后，都藏着文化的密码”。

Yang Xinyi, Zhu Jiayu, Shen Wenling and Lian Honglei from Class 3D posed a fundamental question: "Why is this food called by this name?" From the transliteration story of "chocolate," to the ancient name evolution of popcorn (known as "bolou"), and to the naming of sugar painting which describes the technique as "using sugar as ink," the children discovered that "behind every name lies a cultural code."

3E班的张伯仑、李嘉桓、刘梓睿、龙宇辰挑战了“如何快速复原魔方”的空间难题。他们不仅掌握了CFOP四步世界冠军公式，更通过“磁力魔方推荐”“白色小花入门法”等贴心提示，将复杂算法转化为同龄人的通关秘籍。小组在反思中写道：“看视频会偏题、遇到困难会抱怨”，而这些真实的困惑，恰恰让他们的探究历程显得格外可贵。

In Class 3E, Zhang Bolun, Li Jiahuan, Liu Zirui, and Long Yuchen took on the spatial challenge of "How to Solve a Rubik's Cube Quickly." Not only did they master the CFOP four-step method used by world champions, but they also translated complex algorithms into accessible tips for their peers, such as recommending magnetic cubes and explaining the "white cross" beginner's method. In their reflection, the group wrote, "We sometimes got distracted watching videos and complained when faced with difficulties." Yet, it was these genuine struggles that made their investigative journey all the more valuable.

绿茵场上的智慧，在3F班陈奕辰、吴丁杰、许嘉泽的“怎样踢好足球的各个方面”项目中迸发。从45度助跑射门到脚外侧运球突破，从守门员“张开手指抓球”的细节到二三联防战术，孩子们将“脚动重心压、运球不宜快”等实践口诀化为身体记忆。他们坦言“分工不明确”，却在这样的不完美中，收获了人生第一份“运动研究报告”。

On the green pitch, wisdom shone through the project "How to Excel in Every Aspect of Football" by Chen Yichen, Wu Dingjie, and Xu Jiazhe from Class 3F. From the 45-degree angled run-up for shooting to dribbling breakthroughs using the outside of the foot, from the goalkeeper's detail of "catching the ball with fingers spread" to the 2-3 zone defense tactics, the children internalized practical mantras like "shift your weight with your foot movement, don't dribble too fast" into muscle memory. They admitted that "the division of labor wasn't clear," but it was within this imperfection that they compiled their very first "Sports Research Report."

3G班的姜皓轩、魏梓轩、侯彦君、白芷睿展开了一场关于“华夏是什么？”的文化寻根。他们以“巨喵开天辟地”理解文明起源，用“华是礼仪，夏是传承”精炼阐释“华夏”的分量。“喵喵版”历史叙事虽显稚嫩，却饱含着“为悠久文明感到骄傲”的赤子之心。

Jiang Haoxuan, Wei Zixuan, Hou Yanjun, and Bai Zhirui from Class 3G embarked on a cultural exploration, asking "What is Huaxia?" They envisioned the dawn of civilization through the playful lens of "A Giant Cat Creating Heaven and Earth," and succinctly captured the essence of "Huaxia" with the interpretation: "Hua signifies etiquette, Xia signifies heritage." Though their "Meow Edition" of historical storytelling carried a childlike simplicity, it was profoundly filled with the genuine pride of "feeling awe for our ancient civilization."

健康意识的种子，在3I班王嘉琪、谭筱曼、蒋卓辰、何沐的“食品健康的科学知识”项目中萌芽。从苹果膳食纤维的肠道守护，到草莓维生素C的免疫增强，再到牛油果不饱和脂肪酸的心血管保护，孩子们化身“水果蔬菜小队”，用营养数据构建起自己的健康课堂。他们向观众提问：“还知道哪些健康食物？它们的营养价值是什么？”，将探索的触角伸向更广阔的生活，也让科学饮食的观念深入人心，赢得了全场认可。

In Class 3I, the seeds of health awareness were sown through the project "Scientific Knowledge of Food and Health" by Wang Jiaqi, Tan Xiaoman, Jiang Zhuochen, and He Mu. Transforming into the "Fruits and Vegetables Squad," the children built their own health curriculum with nutritional data—exploring how the dietary fiber in apples protects the gut, how the vitamin C in strawberries boosts immunity, and how the unsaturated fatty acids in avocados safeguard cardiovascular health. Posing the question to the audience, "What other healthy foods do you know, and what are their nutritional values?" they extended their inquiry into broader aspects of daily life. Their efforts not only deepened the understanding of scientific eating among all present but also earned unanimous approval from the entire audience.

四年级：思维进阶，深度加强

Grade 4: Advancing Thinking, Deepening Inquiry

四年级的汇报，呈现出从“观察现象”向“探究规律”、从“学习知识”向“构建思维”的显著跃升。学生们不再满足于表象认知，而是尝试在具体项目中运用工具方法、建立逻辑框架、形成独立见解，展现出令人欣喜的思维深度与学术潜力。

The Grade 4 presentations marked a significant leap—from "observing phenomena" to "investigating patterns," and from "acquiring knowledge" to "constructing understanding." Moving beyond surface-level awareness, students began applying tools and methodologies within their projects, building logical frameworks, and forming independent perspectives. This showcased a delightful depth of thought and promising academic potential.

4C班余悦淇、冯若濡的“生活百科”项目，将研究视野投向日常现象背后的历史纵深。从马拉松由雅典士兵报捷传说到波士顿首届15人赛事的百年演变，到棒球“一对九”独特规则与“封杀触杀”淘汰机制的揭示，再到汽车从本茨夫妇“边修边开100公里”的勇者试路到福特流水线量产的经济革命——孩子们在不断的“为什么”中，触摸到人类文明进步的脉搏。他们的康奈尔笔记工整细致，定格了这场跨越时空的认知旅程。

In Class 4C, Yu Yueqi and Feng Ruoru’s project, "Encyclopedia of Daily Life," turned its investigative lens to the historical depth behind everyday phenomena. From tracing the marathon's evolution over a century—from the Athenian messenger legend to Boston's first 15-runner race—to unpacking baseball's unique "one versus nine" rules and the "force out/tag out", to following the automobile's journey from the Benz couple's daring 100-kilometer "drive-and-repair" test to Ford's assembly line revolution, the children, through persistent questioning of "why," touched the very pulse of human progress. Their neat and detailed Cornell notes captured this cognitive journey across time and space.

4D班李陈明壹的“计算机科学”项目，以清晰逻辑揭示了数字世界的运行法则。从“计算机只认0和1”的二进制本质，到实用操作快捷键；从辨别网络信息的批判性思维，到Scratch图形化编程的入门路径，他通过“十进制转二进制：不断除以2记录余数”这一具体易懂的方法，为同龄人推开了探索信息时代的一扇窗。项目的独特视角展现了独立探究的别样魅力，也赢得了全场观众的青睐。

Li Chenmingyi from Class 4D, through his "Computer Science" project, unveiled the operating principles of the digital world with clear logic. Starting from the binary essence that "computers only understand 0s and 1s," to practical shortcut keys; from critical thinking for evaluating online information, to the introductory path of Scratch graphical programming—he used the concrete, easy-to-grasp method of "converting decimal to binary: repeatedly divide by 2 and record the remainders" to open a window for his peers into exploring the information age. The project's unique perspective highlighted the distinct appeal of independent inquiry and earned the admiration of the entire audience.

4E班刘想想的“鸟类研究”项目，是一场专注而深入的生态观察。通过纪录片《千奇百怪的鸟》，她精确捕捉到雀鹰“以喂食器为掩护捕食”的生存策略、大山雀“白颊绿翅”的形态特征、白鹳“返巢修补扩建”的迁徙习性。表格笔记所记录的不仅是知识，更是一位少年自然观察者眼中的生命细节。她最后提出的“雀鹰还有哪些捕食方法？”这一问题，恰是开放式探究的最佳注脚。

In Class 4E, Liu Xiangxiang's project, "Bird Research," was a focused and in-depth ecological observation. Through the documentary The Wonderful World of Birds, she precisely captured the Sparrowhawk's survival strategy of "using bird feeders as cover for hunting," the morphological features of the Great Tit with its "white cheeks and green wings," and the White Stork's migratory habit of "returning to repair and expand its nest." Her tabulated notes recorded not just knowledge, but the intricate details of life through the eyes of a young naturalist. The question she posed at the end—"What other hunting methods does the Sparrowhawk use?"—perfectly encapsulated the spirit of open-ended inquiry.

在4G班张欣格的“我在万科双语学校研究历史”项目中，一段纷繁的中国史被清晰梳理。从后周柴荣病逝的历史偶然，到赵匡胤陈桥兵变的必然逻辑；从五代十国政权优劣的横向比较，到“南唐李璟是才子而非明君”的犀利洞察......他借助思维导图与工整笔记，在历史褶皱中读出了“唯有后周无致命短板”的深层结论。这种“横向对比、逻辑反思”的学习思维，正是批判性思维的萌芽。

Through Zhang Xinge's project from Class 4G, "Studying History at Vanke Bilingual School," a complex period of Chinese history was clearly unraveled. From the historical contingency of Later Zhou's Emperor Chai Rong falling ill and dying, to the inevitable logic behind Zhao Kuangyin's coup at Chenqiao; from a side-by-side comparison of the strengths and weaknesses of the Five Dynasties and Ten Kingdoms regimes, to the sharp insight that "Southern Tang's Li Jing was a talented scholar, not a wise ruler"... By utilizing mind maps and meticulous notes, he deciphered a deeper conclusion from the folds of history: "only Later Zhou had no fatal flaw." This learning approach of "comparative analysis and logical reasoning" represents the very sprouting of critical thinking.

4F班高自江的“AI机器人结构”项目，将探索引向硬核科技领域。从电机“定子转子电磁转换”的旋转原理，到减速器“高转速低扭矩”的齿轮组合，再到丝杠“旋转变直线”的机械传动，孩子们围绕“机械臂举起200克物体”这一真实需求，串起了机器人学的三大核心部件。他们在反思中坦言“PPT效率低、笔记简略、绘图粗糙”，却在“每节课都很有收获”的自我肯定中，迈出了工程思维的第一步。

In Class 4F, Gao Zijiang's project, "AI Robot Structure," steered the exploration into the realm of hardcore technology. From the rotational principle of the motor's "stator and rotor electromagnetic conversion," to the gear combination of the reducer for "high speed, low torque," and further to the mechanical transmission of the lead screw converting "rotation to linear motion," the children connected the three core components of robotics by focusing on the practical goal of "the robotic arm lifting a 200-gram object." In their reflection, they candidly admitted that their "PPT was inefficient, notes were brief, and drawings were rough." Yet, within the self-affirmation that "every lesson was truly rewarding," they took their first step in engineering thinking.

六年级：格局打开，志向高远

Grade 6: Broadening Horizons, Aiming High

六年级的汇报，标志着一次从“知识吸收”到“思想建构”的显著跨越。孩子们开始自觉地将个人兴趣与时代议题、学科知识与现实关怀紧密联结。他们的目光投向广袤的世界舞台与深邃的社会肌理，在自主探索中不仅锤炼了思维的高度与深度，更孕育出一份真挚的责任感与人文关怀。

The Grade 6 presentations mark a significant leap from merely "absorbing knowledge" to actively "constructing understanding." Students have begun to consciously connect their personal interests with contemporary issues, and their academic learning with real-world concerns. Their gaze now extends to the vast world stage and the intricate fabric of society. Through self-directed exploration, they are not only honing the height and depth of their thinking but also cultivating a genuine sense of responsibility and humanistic care.

6C班潘彦廷、王子谦、黄列弘、潘弘宇带来的“世界最新战斗机与直升机”项目，从歼-20的“隐身、强航程”、F-35“隐身肥猪”的绰号趣谈，到苏-57“超机动但隐身不佳”的技术权衡，再到阿帕奇“365千米/小时”的惊人速度，孩子们不仅掌握了硬核参数，更在深入解析中触摸到国家军事实力的科技脉搏。小组反思直指核心：“分工不明确导致效率低”，而他们提出的“根据特长分配任务、动态调整”的解决方案，正体现了项目管理能力的初步成长。

Class 6C's Pan Yanting, Wang Ziqian, Huang Liehong, and Pan Hongyu presented their project on the "World's Latest Fighter Jets and Helicopters." From discussing the J-20's "stealth and long-range" capabilities and the amusing nickname "Fat Amy" for the F-35, to analyzing the Su-57's trade-off between "super-maneuverability and lesser stealth," and finally to the Apache's astounding speed of "365 km/h," the students did not just master hardcore specifications. Through their in-depth analysis, they touched upon the technological pulse of national military strength. Their group reflection hit the nail on the head: "Unclear division of labor led to low efficiency." The solution they proposed—"assigning tasks based on strengths and making dynamic adjustments"—demonstrates the budding growth of their project management skills.

6D班的“逻辑与物理小组”带来了两个看似荒诞却充满科学精神的研究。罗文灿、周瑭浩然、黄一铭、魏林泽四位同学先破解“声音灭火”的迷思：香港理工大学熊博士的实验证明，真正起作用的并非声波，而是音响振动产生的气流；继而探究“如何拉出完美螺旋便”这一“直面真实”的生活科学，从“下落高度10厘米”到“硬度如香蕉”的精准观察，孩子们以“观察-猜想-验证”的完整路径，诠释了“万物皆学问”的真谛。

The "Logic and Physics Team" from Class 6D presented two studies that seemed absurd yet were full of scientific rigor. Luo Wencan, Zhou Tanghaoran, Huang Yiming, and Wei Linze first debunked the myth of "sound extinguishing fire." They explained how Dr. Xiong's experiment from The Hong Kong Polytechnic University proved that it's not the sound wave, but the airflow generated by the speaker's vibration, that puts out the flame. They then delved into the "uncomfortable yet real" life science of "How to Produce the Perfect Spiral Stool," making precise observations from the "10-cm dropping height" to the "banana-like hardness." By following the complete cycle of "observation, hypothesis, and verification," they embodied the truth that "there is knowledge to be found in everything."

6E班的“博弈与天才的奥秘”项目充满哲学思辨。肖静好、杨舒然、王晨曦三位同学从“打车选快车还是拼车”的日常抉择，拆解“囚徒困境”中“理性导致双输”的深层矛盾；从爱因斯坦“化繁为简”的天才特质，到苏炳添“99%汗水”的拼搏实证，他们最终得出“博弈的本质不是战胜对方，而是共同寻找最优解”的深刻洞见。这种超越输赢的思维格局，恰是云课旨在培养的核心素养。

The project “The Mysteries of Game Theory and Genius” from Class 6E was rich with philosophical reflection. Xiao Jinghao, Yang Shuran, and Wang Chenxi dissected the deep-seated paradox of the “Prisoner’s Dilemma”—how rationality can lead to mutual loss—through the everyday choice of “selecting a taxi: express or carpool.” Moving from Einstein’s genius trait of “simplifying complexity” to Su Bingtian’s empirical proof that “99% is sweat,” they ultimately arrived at a profound insight: “The essence of strategy is not about defeating the other side, but about jointly finding the optimal solution.” This mindset, which transcends mere winning and losing, is precisely the core competency the VBS Cloud Class aims to nurture.

6F班的“春日花信”项目让剧场仿佛飘满花香。刘思靖、张芷兰、张鼎铉、张段凡四位同学从茶花象征“谦逊理想的爱”，到月季“四季常开但惧高温”的习性，再到杜鹃“喜酸怕碱”的养护秘诀，不仅识花赏花，更在花语文化中读懂了“每一朵花都是开启一段文化的钥匙”。小组坦诚反思“部分成员投入不足影响整体氛围”，而这直面问题的态度，正是团队协作中不可或缺的一课。

Class 6F’s project, “Spring Blossom Messages,” seemed to fill the theater with the scent of flowers. Liu Sijing, Zhang Zhilan, Zhang Dingxuan, and Zhang Duanfan explored from the camellia symbolizing “the love of humble ideals,” to the rose’s nature of “blooming year-round yet fearing extreme heat,” and further to the azalea’s care secret of “preferring acidity and disliking alkalinity.” They did more than just identify and appreciate flowers; within the culture of floriography, they understood that “every flower is a key that unlocks a chapter of culture.” The group candidly reflected that “insufficient involvement from some members affected the overall dynamic,” and this attitude of confronting issues head-on is an indispensable lesson in teamwork.

6G班的“寿司文化”项目是一场跨越文化的美食探索。孙荟清、曹馨予两位同学从“盐渍发酵”的古老智慧，到握寿司、手卷、军舰卷的品类辨析，再到“铺饭、加料、卷帘成型”的实操步骤，借助“醋饭要趁热拌匀”等细节，生动展现了“分工协作与合理规划”带来的实践收获。

In Class 6G, the project “Sushi Culture” was a cross-cultural culinary exploration. Sun Huiqing and Cao Xinyu journeyed from the ancient wisdom of “salt fermentation,” to distinguishing the categories of nigiri, temaki, and gunkan, and then to the hands-on steps of “spreading rice, adding fillings, and rolling with the mat.” Through details like “vinegared rice must be mixed while warm,” they vividly demonstrated the practical gains that come from “division of labor, collaboration, and sensible planning.”

6I班的“跟着书本去旅行”项目，李艾萌、沈芷萱以“走出去看世界”的视角，带同学们云游黄石公园的奇石、热带雨林的生机与欧洲边境的险峻。她们坦言过程中“看视频易忘做笔记、组内偶有分歧”，却也凭借“更真切理解世界的复杂与真实”的感悟，印证了“读万卷书，行万里路”的深刻价值。

For the project "Traveling Through Books," Li Aimeng and Shen Zhixuan from Class 6I adopted the perspective of "stepping out to see the world." They took their classmates on a virtual journey to marvel at the otherworldly rock formations of Yellowstone National Park, experience the vitality of tropical rainforests, and witness the precipitous terrain of European borderlands. They candidly shared that during the process, "it was easy to forget to take notes while watching videos, and there were occasional disagreements within the group." Yet, through their realization of "gaining a more authentic understanding of the world's complexity and reality," they affirmed the profound value of the ancient adage: "Read ten thousand books, travel ten thousand miles."

6O班的“昆虫盛宴”充满了对生命奥秘的探求。张一杉、林宇扬、周思成、陈子瑄四位同学揭示了步甲“视力退化而嗅觉灵敏”的进化适应、兰花螳螂“以粉色拟态迷惑天敌”的生存策略，以及螳蝽“水下伪装水草伏击猎物”的捕食智慧。他们反思“笔记内容不够充实、任务分配曾产生矛盾”，却也在此过程中真正体会到“小组合作”的意义。

Class 6O's project, "Insect Feast," was brimming with an inquiry into the mysteries of life. Zhang Yishan, Lin Yuyang, Zhou Sicheng, and Chen Zixuan unveiled the ground beetle's evolutionary adaptation of "diminished eyesight yet heightened smell," the orchid mantis's survival strategy of "using pink mimicry to confuse predators," and the water scorpion's hunting wisdom of "disguising as underwater weeds to ambush prey." They reflected that "the notes weren't substantial enough, and task allocation initially caused conflict." However, it was precisely through navigating these challenges that they came to truly appreciate the meaning of "teamwork."

6V班的“美食文化”项目展现出鲜明的全球化视野。叶牧荑、冯煦雅、张耀中三位同学从麻婆豆腐“拍蒜、碾花椒”的川味精髓，到苏菜“松鼠桂鱼三分钟成型”的刀工绝技，从泰国椰汁鸡汤的异域风情到新加坡叻沙的独特酱料，始终秉持“各国美食文明各具特色”的初心，在味蕾图谱上描摹文化的坐标。尽管反思“时间管理有待加强”，他们已深刻理解“共同做事、共同解题”的团队真谛。

The "Global Food Culture" project from Class 6V displayed a distinct global perspective. Ye Muyi, Feng Xuya, and Zhang Yaozhong explored from the essence of Sichuan cuisine in Mapo Tofu—"smashing garlic, grinding Sichuan peppercorns"—to the knife-work mastery of Su cuisine in "Squirrel-Shaped Mandarin Fish," formed in under three minutes; from the exotic flair of Thai coconut chicken soup to the unique paste of Singaporean Laksa. Holding true to their guiding principle that "each country's culinary civilization has its own unique character," they mapped cultural coordinates on a palette of flavors. While reflecting that "time management needs improvement," they had already grasped the true essence of teamwork: "working together on tasks and solving problems collectively."

6X班的“篮球班赛战术”项目充满实战气息。冯冠霖、杨又一两位“策略家”为班级量身打造了“一段式投篮核心发力”的技巧、“二三联防克制投篮弱队”的战术，甚至细致考虑到女生“篮下偷袭”与男生“以气势压制对手”的差异化部署。他们以“共享PPT提升效率”的实际经验，诠释了“学以致用”这一项目式学习的真谛。

The "Basketball Class Match Tactics" project from Class 6X was infused with a practical, game-ready spirit. The two "strategists," Feng Guanlin and Yang Youyi, customized techniques for their class, such as the "one-motion shot with core power" and tactics like the "2-3 zone defense to counter weak shooting teams." They even meticulously planned differentiated roles, considering "sneak attacks under the basket" for the girls and "overwhelming opponents with momentum" for the boys. Through the practical experience of "sharing Slides to boost efficiency," they demonstrated the true essence of project-based learning: applying knowledge to solve real-world problems.

6Y班的“深海探索”项目为汇报会注入了神秘与深邃。郭露希、廖雨澄两位“探险家”以“梦幻般的海底奇观”呈现巨型蝠鲼“头鳍如螺旋桨”的优雅、爪哇篮子鱼“遇险竖起毒棘”的机智；又以“神奇生物的生存之道”解析海蜘蛛“步足细长特化”的适应、琵琶鲛“平伏沙底伏击”的伪装。她们诚恳反思“效率较低、记录方式较为刻板”，却在项目尾声发出“守护蓝色星球”的诚挚呼吁——这份超越知识的环境责任感，或许正是云课赋予的最珍贵成长。

Class 6Y's "Deep Sea Exploration" project brought an aura of mystery and depth to the presentations. The two "explorers," Guo Luxi and Liao Yucheng, showcased "dreamlike underwater wonders," presenting the elegant, "cephalic fins like propellers" of the giant manta ray and the ingenious "raising venomous spines when threatened" of the Java rabbitfish. They also analyzed "the survival strategies of magical creatures," explaining the sea spider's adaptation of "long, specialized legs" and the Pacific angelshark's camouflage of "lying flat on the sandy seabed to ambush." They honestly reflected that their "efficiency was low and note-taking methods were somewhat rigid." While, at the project's conclusion, they issued a heartfelt call to "protect our blue planet." This sense of environmental responsibility, which transcends mere knowledge acquisition, is perhaps the most precious growth fostered by the VBS Cloud Class.

七年级：广阔视角，未来已来

Grade 7: Broad Visions, The Future Unfolds

七年级的汇报，清晰展现了从“思想建构”到“价值确立”的深刻蜕变。学生们更专注于将多元认知内化为独立的审美判断、科学哲思与人文立场。他们不仅解析现象，更赋予解读以鲜明的个人视角与时代关切；不仅探索知识，更在有意识的融合创新中，展现出雏形初具的学术志趣与未来担当。这一阶段的学习，正为他们成长为有见解、有温度、有创造力的未来引领者奠定基石。

The Grade 7 presentations clearly demonstrate a profound evolution from "constructing ideas" to "establishing values." Students are now more focused on internalizing diverse perspectives to form their own aesthetic judgments, scientific philosophies, and humanistic stances. They do not merely analyze phenomena; they imbue their interpretations with distinct personal viewpoints and contemporary concerns. Their exploration goes beyond acquiring knowledge; through conscious integration and innovation, they reveal the early contours of academic interest and future responsibility. This phase of learning is laying the cornerstone for them to grow into insightful, empathetic, and creative leaders of tomorrow.

在7C班“别样的建筑”项目中，同学们以充满诗意的眼光解读西班牙建筑的灵魂。从“乡间之屋”钢铁结构的“复古未来感”，到“休惬小屋”伴随教堂钟声的“放空神圣感”；从“日落点之屋”如骑士盔甲般的外表与360度星空落地窗，到“独奏之屋”可随时拉开的屏风与“随时进入的阳光”——他们用“建筑是对美的追求和永不停止的幻想”这一感悟，让冰冷的钢筋水泥焕发出生命的温度。

In the project "Architecture of a Different Kind" from Class 7C, students interpreted the soul of Spanish architecture with a poetic eye. From the "rustic futuristic" feel of the steel-structured "Casa en el Campo," to the "sacred sense of release" accompanying church bells at the "Casita de Descanso"; from the knight-armor-like exterior and 360-degree stargazing window of the "Casa del Atardecer," to the retractable screens and "sunlight that enters at will" of the "Casa en Solitario"—they expressed the conviction that "architecture is the pursuit of beauty and an endless flight of fancy," infusing cold steel and concrete with the warmth of life.

7E班的两个项目形成了奇妙呼应。李明泽、李钧泽、黄煊赫的“看不见的力：从科比的苹果到床单上的冰红茶”，通过建构“行星运动与太阳引力”模型、初探“空间扭曲”的广义相对论，展现出令人惊艳的物理深度；而肖雨欣的“如何拍摄高质量Vlog”，则从“镜头下的夕阳成为珍藏风景”的感性体验，延伸至“不能为拍摄而忽略真实体验”的理性反思，呈现了艺术与技术交融的青春表达，赢得了全场热烈掌声。

A fascinating synergy emerged between the two projects from Class 7E. Li Mingze, Li Junze, and Huang Xuanhe's project, "The Unseen Force: From Kobe's Apple to Iced Tea on a Sheet," showcased a stunning depth of physics by constructing models of "planetary motion and solar gravity" and taking a first look at the "space-time curvature" of General Relativity. Meanwhile, Xiao Yuxin's project, "How to Shoot a High-Quality Vlog," extended from the emotional experience of "a sunset through the lens becoming a treasured landscape" to the rationality reflection on "not letting the filming process eclipse the real-life experience." This fusion of art and technology in youthful expression earned enthusiastic applause from the entire audience.

7G班的“理科奥秘”项目以一句“理科占据大脑，数学称霸天下”霸气开场。熊梦凡、王诗慧、殷旻玥用“伯努利原理吹刘海凹造型”的趣味实验解构飞机升力，以“希尔伯特无限酒店”的思想实验诠释“部分等于整体”的集合悖论，借“钠遇水爆炸”的化学现象点明“盐中即含钠”的生活常识。这种将抽象理论生活化、复杂概念趣味化的“转译”能力，正是理科思维的高阶体现。

The project "The Mysteries of Science" from Class 7G opened with the bold declaration: "Science commands the mind; mathematics rules the world." Xiong Mengfan, Wang Shihui, and Yin Minyue deconstructed the principle of airplane lift through the playful experiment of "using Bernoulli's principle to style bangs," elucidated the set paradox that "a part can equal the whole" via the thought experiment of "Hilbert's Grand Hotel," and highlighted the everyday fact that "table salt contains sodium" through the dramatic chemical reaction of "sodium exploding in water." This ability to "translate" abstract theories into relatable life experiences and complex concepts into engaging fun is a hallmark of advanced scientific thinking.

7I班的两个项目则刚柔并济。李辰轩、胡赫涵、韦一铭、陈宇恒在“红色体育精神”分享中，将苏炳添“一黄战七黑”的9秒83传奇，与红军长征“翻山越岭”的拼搏基因、抗日军民“团结协作”的集体主义精神熔铸一体，提炼出“体育精神的最高境界是永不放弃”的时代强音。而丁莹、林晨曦、庄暖琪的“巧克力制作”，从可可豆“赤道附近300米以下生长”的地理特性，到“调温45℃→27℃→31℃”的精准工艺，再到抹茶、焦糖、海盐等口味创新，以近乎美食家的专业度，展现了生活美育的无穷可能。

The two projects from Class 7I presented a powerful blend of strength and subtlety. In their presentation on "The Spirit of Red Sports," Li Chenxuan, Hu Hehan, Wei Yiming, and Chen Yuheng wove together the legend of Su Bingtian's 9.83-second record—a tale of "one yellow racing against seven black athletes"—with the enduring tenacity of the Red Army's Long March, symbolized by "traversing mountains and ridges," and the collective unity of soldiers and civilians during the War of Resistance. From this, they distilled a powerful message for our times: "The highest form of sportsmanship is never giving up." Meanwhile, the project "Chocolate Making" by Ding Ying, Lin Chenxi, and Zhuang Nuanqi explored from the geographical specificity of cacao beans growing "below 300 meters near the equator," to the precise tempering process of "45°C → 27°C → 31°C," and on to flavor innovations like matcha, caramel, and sea salt. With a professionalism nearing that of culinary experts, they revealed the boundless possibilities of aesthetic education in everyday life.

7G班全若茜、邹瑞熙、吴采悠、梁佳睿的“巧克力研究”则聚焦历史脉络与实践操作。从玛雅人“以可可豆为货币”的经济智慧，到阿兹特克人“在宗教仪式中使用可可”的神圣赋予，再到现代厨房中的食品科学，她们以“从古代货币到现代甜品”的文明跨度证明：文化的传承，往往蕴藏在舌尖的甜蜜之中。

Another project from Class 7G, "Chocolate Research" by Quan Ruoxi, Zou Ruixi, Wu Caiyou, and Liang Jiarui, focused on historical context and hands-on practice. Tracing the economic wisdom of the Maya who "used cacao beans as currency," to the sacred role the Aztecs assigned to cocoa "in religious ceremonies," and finally to the food science in modern kitchens, they demonstrated, through the span of civilization from "ancient currency to modern confection," that the transmission of culture is often preserved within a moment of sweetness on the tongue.

探索为帆，成长向远

Setting Sail with Exploration, Navigating Toward Growth

从华夏起源到人工智能，从篮球战术到相对论初探，这场跨越数小时的汇报会，生动诠释了何为“自主成长”。正如王东老师在点评中所言：“看到孩子们眼里有光、心中有问、手中有法，便是教育最美好的模样。”

From the origins of Chinese civilization to artificial intelligence, from basketball tactics to an initial foray into relativity, this hours-long presentation vividly illustrated the essence of "autonomous growth." As Teacher Wang Dong noted in his remarks, "Seeing the sparkle in the children's eyes, the questions in their hearts, and the methods in their hands—this is the most beautiful form of education."

这份精彩，正是万双课程理念扎根生长的成果。学校基于国家课程内容，吸收国际先进教育理念，创造性开设中西融合的、线上线下结合的、为学生成长服务的多元一体的万科双语课程体系，特别开设历史、人工智能、人生规划、建筑教育、万双云课等面向未来的特色必修课程，采用PBL跨学科融合教与学，沉浸式双语教学，积极打造差异性、回应式的因材施教的课堂，充分激发孩子学习内驱力，致力于培养身体健康、人格健全、学力卓越，具有家国情怀和国际视野，敢于创造美好未来的中国公民。

This remarkable display is the fruitful outcome of Vanke Bilingual School's deeply rooted educational philosophy. Building upon the national curriculum and integrating advanced international educational concepts, the school has creatively established a holistic, blended-learning Vanke Bilingual curriculum system. This system seamlessly merges Chinese and Western approaches, combines online and offline elements, and is dedicated to student development. It features future-oriented compulsory courses such as History, Artificial Intelligence, Life Planning, Architectural Studies, and the VBS Cloud Class. Employing PBL for interdisciplinary teaching and immersive bilingual instruction, the school actively fosters differentiated, responsive, and student-centered classrooms. This approach fully ignites students' intrinsic motivation to learn and is committed to cultivating Chinese citizens who are physically healthy, mentally sound, academically accomplished, possess both a patriotic spirit and a global outlook, and have the courage to create a better future.

在这样的土壤中，云课的核心得以充分彰显——不是知识的灌输，而是点燃兴趣、实践方法、培养习惯。孩子们在反思中坦诚“分工不明确”“时间管理待提升”，这些真实的困惑恰恰成为成长的契机；而“学会了换位思考”“懂得了守护海洋”等收获，则已超越知识本身，内化为生命的底色。这份在自主探索中锤炼的思维与实践能力，必将照亮学子们通往未来的道路。

Within this fertile ground, the core of the VBS Cloud Class shines through—its purpose is not the rote transmission of knowledge, but rather to ignite curiosity, practice methodologies, and cultivate habits. Children candidly reflected on challenges like "unclear division of labor" and "needing to improve time management." These genuine confusions have become catalysts for growth. Meanwhile, gains such as "learning to see things from others' perspectives" and "understanding the importance of protecting our oceans" transcend mere knowledge, becoming internalized as the very foundation of their character. The critical thinking and practical skills honed through this journey of self-directed exploration will undoubtedly illuminate the path forward for these students

资料提供/ 王东

翻译/ 于彬

排版/ 马葳