万双网讯  为了帮助学生唤醒生涯意识、锚定成长方向，近期万科双语学校分年级开展系列生涯主题实践活动：1-3年级以趣味形式启发梦想表达，4-6年级组织自我认知主题演讲，7-9年级聚焦立梦定标、项目探究、赛事竞技与升学调研，逐层引导学生向内探索自我、向外明确目标。作为支撑体系，万科双语学校已将生涯规划教育纳入1至9年级全学段日常育人体系，围绕“让孩子站在未来中央”的办学理念，构建起分层递进、知行合一的成长引导机制，以实践唤醒内在动力，让每一位学子心中有方向、前行有力量。

To help students awaken their desire for career planning and anchor their growth, Vanke Bilingual School recently launched a series of grade-specific career-themed practical activities: Grades 1-3 explored expressing dreams through engaging formats; Grades 4-6 organized themed speeches about self-awareness; and Grades 7-9 focused on goal-setting, project-based inquiry, competitive events, and high school research. As a framework of support, VBS has fully integrated career education into the daily curriculum for all grades 1 through 9. Guided by the school philosophy of "empowering children to stand at the center of the future," we have constructed a tiered, progressive guidance system that integrates knowledge and action, awakening intrinsic motivation through practice, and ensuring that every student has a clear direction and the strength to move forward.

启梦：童心话梦想，稚语诉初心

Dream Ignition: Heartfelt Words from Young Dreamers

一、二年级作为生涯启蒙的起点，以趣味感知、大胆表达为核心开展课堂活动。老师循循善诱，抛出暖心问题引导孩子们深度思考：你的梦想是什么？这份向往源于一件有趣的小事、一位敬佩的人，还是一段美好的内心感受？课堂上小手林立，孩子们叽叽喳喳分享心底憧憬，有人痴迷大自然，立志去山野观察昆虫；有人敬爱三尺讲台的老师，期盼未来教书育人，纯真想法引得教室阵阵欢笑。在专属梦想宣言环节，每位孩子依次起立，大声说出专属心声：“我的梦想是什么，因为什么”，清脆又坚定的童声回荡在教室，一颗颗梦想的小种子悄然扎根在孩童心底。

For Grades 1 and 2, the starting point of career awareness, classroom activities centered on fun perceptions and bold expression. Teachers guided students with thought-provoking questions: What is your dream? Does it stem from an interesting experience, an admired person, or a heartfelt feeling? Hands shot up across the room, and children eagerly shared their opinions. Some, fascinated by nature, dreamed of observing insects in the wild; others, inspired by their teachers, hoped to become educators themselves. Their pure and innocent thoughts filled the classroom with laughter. During the "Dream Declaration" session, each student stood up and proudly declared, "My dream is..., because..." Their clear and resolute voices echoed throughout the classroom, planting small seeds in their hearts.

三年级在基础表达之上，借助老师定制的完整演讲支架，引导学生把梦想变得看得见、有触感。同学们以充满诗意的句子开篇：“如果梦想有颜色/声音/味道，那我的梦想一定是____色的”，用丰富想象赋予理想独特印记；接着清晰阐述志向，以及自己已经付出的努力，最后以铿锵有力的信念收尾：“我相信，只要我坚持__________，我的梦想一定会实现！” 整场分享真挚动人，孩子们眼里满是对未来的期待。

Grade 3 students took this foundation even further, using a structured speech framework designed by their teachers to bring their dreams to life. They began with poetic opening lines: "If a dream had a color/sound/smell, then my dream would surely be the color of ..." Using vivid imagination, they painted unique portraits of their aspirations, clearly articulated their ambitions and the efforts they had already made, and concluded with a powerful declaration: "I believe that as long as I persist in..., my dream will surely come true!" Their heartfelt presentations were deeply moving, with hope shining brightly in every child's eyes.

筑梦：认知自我，明晰成长方向

Dream Building: Self-Discovery and Clarifying Growth Directions

四至六年级聚焦自我探索，统一开展“我是谁，我喜欢做什么，我将来想做什么” 主题演讲。相较于一、二年级天马行空的畅想，这个阶段的学生多了理性思考，结合自身日常爱好、性格特长、擅长领域梳理自我，有条理地讲述心中理想。演讲台上，同学们从容大方、逻辑清晰，在表达中搭建起 “个人兴趣 — 长远理想” 的关联，逐步建立基础生涯认知，明白热爱可以成为未来前行的指路明灯，让规划意识在成长途中慢慢扎根。

Grades 4 to 6 focused on self-exploration through the theme "Who Am I, What Do I Love to Do, What Do I Want to Be in the Future." Compared to the free-spirited imagination of younger students, students in the upper primary grades approached their aspirations with greater reflection. They examined their hobbies, strengths, and areas of expertise, to articulate their ideal futures with clarity and structure. Standing confidently at the podium, they logically connected "personal interests" to "long-term aspirations," gradually building on their foundation of career awareness. Through this process, they came to understand that passion can serve as a guiding light for the future.

逐梦：目标牵引内驱，实践奔赴理想

Dream Pursuit: Goal-Driven Intrinsic Motivation, Practice Towards Ideals

激发学生内驱力是我校初中生涯教育的核心抓手，学校设置贯穿三年的梦想成长机制，从入学仪式、学期规划、深度项目探索-职业博览会、职业体验日到赛事历练、升学调研，形成完整育人闭环。为了帮助七年级新生锚定成长航向、开启追梦征程，万科双语学校在新生入学之际，于学校剧场举行了庄重的立梦仪式。宽敞明亮的剧场里，学生依次走上舞台，当众宣读心底梦想。仪式满满的氛围感，让学生郑重许下对未来的约定；在此之后，每学期开学之初，同学们都会重新梳理长远理想，同步制定贴合自身情况的学期细分目标，以远大理想为长期指引，短期目标为落地抓手，持续调动自我管理、主动奋进的内在积极性，真正实现由“被动学习”转向“主动成长”。

Stimulating students' intrinsic motivation is the core focus of career education in our middle school. VBS has established a three-year growth plan that spans entrance ceremonies, semester planning, and in-depth project-based exploration such as the Career Expo and Career Experience Day, competitive events, and high school research. To help Grade 7 students anchor their growth trajectories and embark on their dream-chasing journey, VBS held a formal "Dream Declaration Ceremony" in the school theater at the start of the academic year. In the spacious, brightly lit theater, each student took the stage to publicly declare their dreams. This ceremony instilled a sense of commitment and purpose, as students solemnly pledged their aspirations for the future. At the beginning of each semester thereafter, students revisit their long-term goals and set specific, personalized short-term objectives, using their grand visions as long-term guidance and their achievable targets as actionable steps. This approach continuously fosters self-management and proactive effort, transitioning students from passive learning to achieving active growth.

八年级侧重深度生涯探究与成果展示。一方面，落地《探索未来自己的成长地图》PBL项目式学习，同学们以小组为单位自主调研、交流研讨，围绕职业兴趣、性格特征、职业价值观、优势智能、意向职业五大维度深挖探索，认真填写专属自己的项目探索手册，在自主研究中全面读懂自己、摸清各类职业全貌。另一方面，学校举办校内生涯演讲比赛，8I班王者也同学凭借出色表现脱颖而出，获得代表学校出战区级生涯演讲比赛的资格。他将“成为格物家 —— 自然哲学家”作为毕生追求，从自我追问出发，融合物理探究与人文哲思，明确了“究天人之际”的志向。演讲中，他分享了自己学习英歌舞、参与科研等践行格物的经历，并规划了从深中到清华的求学路径，毕业后为国家做贡献，展示了青少年的担当与使命感。在赛场答辩环节，者也结合亲身参与未来城市国赛的完整经历，细致分享日常生活里如何观察现象、独立思考、动手解决实际问题、事后反思复盘的过程，他谈吐从容、思维缜密，对“格物致知”独到深刻的解读打动在场每一位评委与观众，台下掌声连绵不绝，最终斩获区级一等奖，充分展现万科双语学子出色的思辨能力、表达素养与探索精神和家国情怀。

Grade 8 emphasizes in-depth career exploration and presentations. Students engaged in the PBL project "Mapping My Future Self," working in groups to conduct independent research and collaborative discussions. They explored five key dimensions: career interests, personality traits, career values, areas of strength, and target professions; carefully completing their personalized project handbooks. Through this autonomous research, they gained a comprehensive understanding of themselves and the broader landscape of various careers. On the other hand, the school hosted an on-campus career speech competition. Wang Zheye from Class 8I stood out with an outstanding performance, earning the opportunity to represent the school in the district-level competition. His lifelong aspiration is to become a philosopher. Starting from a place of deep self-inquiry, he integrated physics and philosophical thinking, declaring that his lifelong ambition is “To explore the connection between the universe and human life.” In his speech, he shared his experiences on learning Yingge dance and participating in scientific research. He also outlined his academic plan from Shenzhen Middle School to Tsinghua University, with the ultimate goal of serving the nation after graduation, a powerful testament to his sense of responsibility. During the Q&A session, Wang drew on his experience in the national Future City competition, detailing how he observes phenomena, thinks independently, solves problems, and reflects on the process in everyday life. With poise and sharp reasoning, his profound interpretation of "Ge Wu Zhi Zhi" (the extension of knowledge lies in the investigation of things) deeply moved the judges and audience, earning him the first-place prize at the district level. His achievement fully demonstrated the critical thinking, expressive ability, spirit of exploration, and sense of national commitment that characterize VBS students.

九年级生涯教育紧扣升学目标，采用团队协作模式开展目标高中专项探索任务。同学们自由分组分工，分头搜集目标高中办学特色、课程体系、校园活动、升学优势等各类资料，整理图文素材、制作分享课件，轮流上台全面介绍心仪高中。在合作调研的过程中，大家清晰认清自身升学差距，把长远升学梦想拆解为每日可落实的学习任务，以清晰目标驱动备考节奏，依靠团队互助凝聚奋进力量，平稳、自信地奔赴中考新阶段。

Grade 9 career education is closely aligned with high school admission goals, employing a team-based approach for targeted high school research. Students formed groups, divided responsibilities, and gathered information on their target schools, including educational philosophy, curriculum systems, campus activities, and admission requirements. They compiled materials, created presentations, and took turns presenting their findings. Through this collaborative research, they gained a clear understanding of the gaps they need to cross for admission, breaking down their long-term aspirations into actionable effort. With clear goals driving their preparation and mutual support from classmates, they are confidently advancing toward the next stage of their academic journey: the high school entrance examination.

从生涯启蒙，到理性清晰的自我认知，再到仪式化立梦、项目式深挖、赛场历练、升学落地的全链条实践，万科双语学校始终坚持以生涯教育激活学生内在驱动力，用长远理想锚定成长道路，用阶段性目标督促脚踏实地。系列活动开展以来，全校学生进一步做到心中有梦、眼里有光、脚下有路，“有目标的成长”。

From career awareness to clearer self-understanding, Vanke Bilingual School remains steadfast in its commitment to activating students' intrinsic motivation through career education, anchoring their educational paths with long-term aspirations, and grounding their efforts with achievable milestones. Since the launch of this series of activities, students across all grades have demonstrated a stronger sense of purpose, clarity, and direction in their personal growth.

未来，万双将持续深耕分层化、系统化生涯教育，不断丰富活动载体、深化育人内涵，用心守护每一位少年的独特理想，助力学子成长为身体健康、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！

Looking ahead, VBS will continue to deepen its tiered, systematic career education, enriching activity formats and enhancing educational impact. We are dedicated to nurturing every student's unique aspirations, helping them grow into citizens of China with good physical health, sound personality, excellent academic abilities, patriotism, international vision and the courage to create a better future.

资料提供/ 郑佳佳

翻译/ 焦阳

Proofreading of translation/ Timothy Beers

排版/ 马葳